Developmental Psychology Journal

Important Information:

 The module numbers in the course do NOT align with the module numbers in the
e-text. Follow the assigned reading schedule provided in the course to stay on
track.
 To maintain Academic Integrity and maximize your learning, each response
should be written in complete sentences and in your own words. Please do not
copy and paste from the textbook or another source.
 Questions in bold are frequently tested concepts on the AP Exam.

Lesson 06.01: Life Span and Physical Development in Childhood

★ Read Unit IX, Modules 45-46 in the e-text to complete this lesson.

Module 45: Developmental Issues, Prenatal Development, and the Newborn

(45–1.1) Provide a brief summary of the three major issues examined in developmental
psychology.

Issue Summary

Nature & Nurture

Continuity & Stages

Stability & Change

(45–2.1) Describe each stage of prenatal development.

© Florida Virtual School 2021

 Stage Description

Zygote

Embryo

Fetus

(45–2.2) Explain the research that has been conducted relating to newborn preferences
to voice and language.

(45–2.3) What is a teratogen?

(45–2.4) Describe fetal alcohol syndrome (FAS).

(45–2.5) What long term problems can arise when a fetus is exposed to prenatal
smoking and prolonged stress?

(45–3.1) Identify and explain the reflexes newborns have at birth.

(45–3.2) Define habituation and give an original example.

Definition: Original example:

© Florida Virtual School 2021

 (45–3.3) What information is known about newborn smell preferences?

Module 46: Infancy and Childhood; Physical Development

(46–1.1) Explain how nature and nurture influence maturation.

(46–1.2) Summarize brain development that occurs from birth to early childhood.

(46–1.3) Explain the progression of motor development during infancy and childhood.

(46–2.1) What is infantile amnesia?

Take a quick break from the e-text and return to the FLVS lesson. Read through the information,
watch the videos, and add any notes that you think will help your understanding in the box below.

Additional
notes from  What is developmental psychology?
Lesson
06.01 Use the chart below to explain developmental research design.

Designs Description How could it be used in

research?

Cross-
sectional

Longitudinal

Cross-
sequential

● How can the nature vs. nurture debate explain limitations to what humans
can do?

● Note key points related to genetics and genetic traits.

● Explain each of these Developmental Hazards

Syndrome Cause and Characteristics

© Florida Virtual School 2021

 FAS (Fetal Alcohol
Syndrome)

Turner’s
Syndrome

Klinefelter’s
Syndrome

Down Syndrome

● Watch the Flip It video on teratogens. Note any new information.

● Watch the Flip It Video on Major Developmental Milestones.

● Does development happen the same for everyone?

● What is that path for babies?

● What can cause differences in timing?

You have completed all required reading for Lesson 06.01.

STOP

Lesson 06.02: Life Span and Physical Development in Childhood

★ Read Unit IX, Module 47 in the e-text to complete this lesson.

Module 47: Infancy and Childhood – Cognitive Development

(47–1.1) What inspired Piaget’s work in childhood cognition?

(47–1.2) Explain the concepts of schema, assimilation, and accommodation. Give an

original example of each one.*

Explanation

Concept Original Example

© Florida Virtual School 2021

Schema

Assimilation

Accommodation

(47–1.3) Use the provided organizer to summarize Piaget’s cognitive development

theory.*

Stage Summary Related Vocab

(explained) & Example

Sensorimotor Object permanence:

Stranger anxiety:

Preoperational Egocentric:

© Florida Virtual School 2021

 Concrete
operational
Conservation:

Formal
operational

HELPFUL MNEMONIC- Socks Pulled over Cold Feet… SPCF

Which stage are you? How do you know?

(47–1.4) Explain theory of mind and limitations that can exist in its development.

(47–1.5) Explain Vygotsky’s theory of cognitive development. Highlight the relevant

vocabulary terms as you use them.

(47–1.6) How can parents and teachers use information learned from Piaget?

(47–2.1) Identify some key symptoms of autism spectrum disorder (ASD).

(47–2.2) Explain the various levels of severity that can be experienced by an individual
diagnosed with ASD.

(47–2.3) What biological factors can contribute to ASD?

(47–2.4) How is the discrepancy in ASD cases between boys and girls explained?

(47–2.5) Summarize the research findings on ASD related to the brain and genetics.

Take a quick break from the e-text and return to the FLVS lesson. Read through the information,
watch the videos, and add any notes that you think will help your understanding in the box below.

Additional
notes from What is meant by scaffolding?
Lesson
06.02 What is the zone of proximal development?

© Florida Virtual School 2021

 You have completed all required reading for Lesson 06.02.
STOP

Lesson 06.03: Social Development in Childhood

★ Read Unit IX, Module 48 in the e-text to complete this lesson.

Module 48: Infancy and Childhood: Social Development

(48–1.1) Explain stranger anxiety. Create an original example to demonstrate this

happening.

(48–1.2) What inspired Harlow’s research on attachment?

(48–1.3) Summarize the study Harry and Margaret Harlow used to test their ideas.*

(48–1.4) The Harlow experiment was conducted in the 1950s before ethical guidelines
were established for research with animals. Based on what you have learned, would
this experiment be approved now? Defend your answer.

(48–1.5) What is the critical period?

(48–1.6) Summarize the research of Konrad Lorenz and the process of

imprinting.*

(48–1.7) How are humans different from baby animals when it comes to imprinting?

(48–2.1) Describe Ainsworth’s Strange Situation experiment.*

Procedure Findings

© Florida Virtual School 2021

(48–2.2) How did Ainsworth’s research relate to Harlow’s research?

(48–2.3) Explain the relationship between temperament, genetics, and attachment

styles.

(48–2.4) Characterize each temperament style.

Difficult Easy

(48–2.5) What evidence exists to support the idea that temperament persists from
childhood to adulthood?

(48–2.6) Explain Erikson’s concept of basic trust and how it is created.*

(48–2.7) Distinguish between anxious and avoidant attachment.*

(48–3.1) What were the consequences of overcrowding in Romania’s orphanages?

(48–3.2) What observations were made about Harlow’s monkeys in adulthood?

(48–3.3) Summarize conclusions that have been drawn about children that experienced
abuse.

(48–4.1) Explain the difference between self-concept and self-esteem.

(48–4.2) How did Darwin research self-awareness?

(48–5.1) What two traits are used to explain parenting styles?

(48–5.2) Complete the organizer with information related to each of Baumrind’s

parenting styles.

Style Description Reaction to their child

getting home late for
curfew?

© Florida Virtual School 2021

 Authoritarian

Permissive

Negligent

Authoritative

(48–5.3) Summarize the various influences culture has on raising children.

(48–6.1) For each outcome suggested in the “Parenting Styles” graphic, create a
competing idea to challenge the belief.

Take a quick break from the e-text and return to the FLVS lesson. Read through the information,
watch the videos, and add any notes that you think will help your understanding in the box below.

Additional
notes from
Lesson
06.03

You have completed all required reading for Lesson 06.03.

STOP

© Florida Virtual School 2021

Lesson 06.04: Gender and Sexual Orientation
★ Read Unit IX, Modules 49 and 53 in the e-text to complete this lesson.

Module 49: Gender Development

(49–1.1) Explain the difference between sex and gender.

(49–2.1) Summarize the gender differences presented in the reading.

Females Males

(49–2.2) How do men and women differ in use of aggression?

(49–2.3) Explain what Carol Gilligan suggested about gender differences and social
relationships.

(49–3.1) Summarize the ideas presented in the graphic related to gender bias and the
workplace.

(49–4.1) Define gender role and give an example.

(49–4.2) Reflect on your own gender role. Is it more traditional or modern?

(49–4.3) Define gender identity and explain how social learning theory and gender
typing suggest it is formed.

Gender Identity Social Learning Gender Typing

Theory

© Florida Virtual School 2021

(49–4.4) What is meant by androgyny?

(49–4.5) Explain gender expression.

(49–4.6) How does Robert Sapolsky explain what it means to be transgender?

Module 53: Sexual Development

(53–1.1) Explain how your biological sex was determined.

(53–1.2) What is the difference between primary and secondary sex characteristics?

(53–1.3) Identify important terms related to the pubertal landmarks of boys and girls.

(53–2.1) According to the CDC, which population is at a higher risk for contracting an
STD or STI?

(53–3.1) Complete the organizer with information pertaining to teen sexual behavior and
restraint.

Contribute to Sexual Behavior Contribute to Sexual Restraint

© Florida Virtual School 2021

(53–4.1) How is sexual orientation defined?

(53–4.2) What social and cultural issues can arise for a person that identifies as
homosexual or bisexual?

(53–4.3) What environmental factors have been linked to influencing sexual orientation?

(53–4.4) Summarize the research on biology and sexual orientation for each of the
topics in the organizer.

Topic Summary

Same-sex attraction
in other species

Brain differences

© Florida Virtual School 2021

 Genetic influences

Prenatal influences

Take a quick break from the e-text and return to the FLVS lesson. Read through the information,
watch the videos, and add any notes that you think will help your understanding in the box below.

Additional Take notes from the lesson on the following topics:

notes from
Lesson  Adolescents and sex
06.04
 Teen pregnancy

 Reasons for lack of contraception

 STDs and STIs

 Sexual orientation

You have completed all required reading for Lesson 06.04.

STOP

Lesson 06.05: Adolescent and Moral Development

★ Read Unit IX, Modules 50-52 in the e-text to complete this lesson.

Module 50: Parents, Peers, and Early Experiences

(50–1.1) Summarize the research Rosenweig and his colleagues conducted on rats.

© Florida Virtual School 2021

(50–1.2) How have his research findings been applied to real life?

(50–1.3) What is neural pruning?

(50–2.1) What is the overarching conclusion about the role of parental influence on
children’s success/failure?

Module 51: Adolescence - Physical and Cognitive Development

(51–1.1) How is adolescence defined?

(51–1.2) Reflect on the following statements from the text about adolescence: “It is a
time of storm and stress” and “teens crave social acceptance but often feel socially
disconnected.”

(51–1.3) Identify the gender differences experienced in early maturation.

(51–1.4) Explain the brain development that occurs during adolescence.

(51–1.5) How has the understanding of adolescent brain development impacted the
criminal justice system?

(51–2.1) How does Piaget’s formal operational stage relate to adolescent cognitive
abilities?

(51–2.2) Explain the procedure Kohlberg used when researching and developing his
theory of moral reasoning.

(51–2.3) Summarize each stage of Kohlberg’s theory.*

Stage Summarize Give an example

Pre-conventional

Conventional

Post-conventional

(51–2.4) What criticism is offered for the postconventional stage?*

(51–2.5) Explain Haidt’s “moral intuition” views.

(51–2.6) What was the marshmallow test and what conclusions were made based on
this test?

© Florida Virtual School 2021

Module 52: Adolescence – Social Development and Emerging Adulthood

(52–1.1) How is identity explained?

(52–1.2) Reflecting on the idea of identity, do you have different versions of yourself
based on various situations? Please elaborate, if you feel comfortable.

(52–1.3) What is a social identity?

(52–1.4) Complete the provided organizer with information about Erikson’s theory of
psychosocial development.

Issue Summary (in your own Task to Encourage

words) Positive Resolution

Trust vs.
Mistrust

Autonomy vs.
Shame & Doubt

Initiative vs.
Guilt

© Florida Virtual School 2021

Competence vs.
Inferiority

Identity vs. Role

Confusion

Intimacy vs.
Isolation

Generativity vs.
Stagnation

Integrity vs.
Despair

(52–2.1) What is the source of most parent-child arguments?

(52–2.2) What correlations are found between parent and child relations?

(52–2.3) What conclusions have been made regarding social media and teen behavior?
Have you observed this in yourself or your peers?

(52–2.4) Identify parent (A) or peer (B) as the primary influence during adolescence on
the provided topics.

© Florida Virtual School 2021

 ● Talk/slang _____
● College & career choices _____
● Religion _____
● Clothing _____
● Political views _____

(52–2.5) Describe emerging adulthood.

Take a quick break from the e-text and return to the FLVS lesson. Read through the information,
watch the videos, and add any notes that you think will help your understanding in the box below.

Additional
notes from
Lesson
06.05

You have completed all required reading for Lesson 06.05.

STOP

Lesson 06.06: Aging and Adulthood

★ Read Unit IX, Module 54 in the e-text to complete this lesson.

Module 54: Adulthood – Physical, Cognitive, and Social Development

(54–1.1) Summarize the physical changes that occur in middle adulthood.

Changes in Women Changes in Both Changes in Men

Only Only

© Florida Virtual School 2021

(54–1.2) Explain some of the physical changes that occur in various areas during late
adulthood.

Change Explanation

Life expectancy

Sensory abilities,
strength, stamina

Health

Aging brain

Exercise & aging

© Florida Virtual School 2021

 (54–2.1) Summarize the research findings that identify memory changes related to
aging.

(54–2.2) What conclusions have been made about the effectiveness of “brain training”
apps and games?

(54–3.1) What are some of the causes of neurocognitive disorder (dementia)?

(54–3.2) How does Alzheimer’s differ from neurocognitive disorder?

(54–3.3) Describe the brain abnormalities associated with Alzheimer’s disease?

(54–4.1) Summarize the social developmental changes that occur in adulthood.

Stages of Adulthood Commitments

(54–5.1) How does our perception of well-being change across the life span?

(54–5.2) What conclusions have been drawn about grieving that conflict with popular
beliefs?

Take a quick break from the e-text and return to the FLVS lesson. Read through the information,
watch the videos, and add any notes that you think will help your understanding in the box below.

Additional Take notes from the lesson on the following topics:

notes from
Lesson  Crystalized intelligence:
06.06
 Fluid intelligence:

 Erikson’s stages of development:

 Stages of grief:

Stage Explanation Example

Denial

© Florida Virtual School 2021

 Anger

Bargaining

Depression

Acceptance

You have completed all required reading for Lesson 06.06.

STOP

© Florida Virtual School 2021