List three of the four layers of Bronfenbrenner’s (1979) model of the social context of development, and give an example of how each layer can influence the development of a child’s academic abilities.
What will be an ideal response?
Any three of the following four: (1) macrosystem, (2) exosystem, (3) mesosystem, and (4) microsystem. The macrosystem includes cultural values, such as whether children are encouraged to focus on academics. Whether or not a child focuses on academics influences his or her academic abilities. The exosystem includes social systems, such as the school board. The school board makes decisions about a school’s curriculum, and this influences the academic abilities of a child in the school. The mesosystem includes the particular school that a child attends, which plays a large role in shaping a child’s academic abilities. Finally, the microsystem includes parents. The values, expectations, and education level of a child’s parents influence his or her academic abilities.
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G. Stanley Hall referred to adolescence as a time of
a. struggle and strife. c. violence and suicide. b. storm and stress. d. drugs and alcohol.
A clinical psychologist is working with the Federal Bureau of Investigation to develop an understanding of serial killers. She decides to focus her attention and measurements on a particularly brutal murderer who is serving a life sentence
Her approach is referred to as a a. case study. b. representative sample. c. within-subjects design. d. naturalistic observation.
Which of the following points did Emily make during her lecture?
a. Eye tracking cannot be used in longitudinal study designs b. Among infants who will later be diagnosed with Autism, the percentage of time spent looking at the eye region of faces increases dramatically between about 2 and 6 months of age c. People fixate different locations on the same image depending on the question they are trying to answer d. Visual information obtained during saccades is processed in great detail
___________ represent(s) an innate predisposition to approach or avoid a particular outcome
a. Determinism b. Drives c. Instincts d. Volitions