Test 4 Study Guide This is our last test for the course; there is no final exam.

The test will take place in class, at the regular class time, on 4/24. You must write the test in your registered section unless you have permission from me to do otherwise. Please ensure that you arrive ON TIME to write the test or you may be denied entrance to the classroom at my discretion. If you are writing in OARS, please ensure that you send your request on time or they may not be able to accommodate you at this busy time of year. Content: Chapter 13 (all) and Chapter 16 (pp. 517-533 only), plus all lecture material VERY IMPORTANT = lecture only material VERY IMPORTANT = Stuff that overlaps between text and lecture. Make sure that you supplement your notes on a particular class topic with what is in the book LESS EMPHASIS = book only material, unless I tell you to read it explicitly, in which case it is important That said, please be aware that ALL material is fair game for the test. You are expected to have a strong command of all assigned material, regardless of whether it has been covered in class. Format: Same as previous tests (multiple choice questions, plus an essay/multiple short answer section based on a specific theme). There will be cumulative component on this exam that will focus on research methodology. Review the different types of research designs and methods (especially experimentation) in the first part of the course, as well as the developmental research designs. Lecture material: Social Cognition Morality: Components of moral behavior Piagets theory Kohlbergs stages and substages; features of each one Emotion/affect perspective: research on trolley and footbridge problems Development of morality milestones Research on morality understanding in childhood Adolescence and social information processing (Dodge)

Adulthood changes in moral development, spirituality, limitations in cognition Factors that promote moral development Theory of mind: Definition of theory of mind Early abilities: face to face interactions, joint attention Research evidence on intention/imitation Wellmans theory: pretense, desire and belief desire and the tasks/research discussed in class that is associated with these abilities Age-related changes in performance on each of the tasks Deception research study Explanations for improvement with age; evidence for executive function theories; evidence for socialization; research evidence Theory of personality research; biases in young children*** Developmental Psychopathology as studied through autism, plus assigned text material*** Taking for granted normal development Why study autism Definition of autism and diagnostic criteria Making a diagnosis Variability in autism case studies Causes: early theories Causes: genes biology/evidence Problems from a psychological standpoint: executive function, theory of mind, weak central coherence/perception (and evidence for these) Treatment: let the buyer beware, Applied Behavior Analysis, Early Start Denver Model, conclusions about treatment ***Content may vary slightly depending on how far we get in our last few classes.