Development Quiz
For each statement on the handout, indicate whether you agree or disagree and why.
•My baby started walking and talking earlier than other babies. I know he will be a smart adolescent.
•I pick up my baby as soon as she starts to cry, but my mother-in-law thinks I’m going to spoil her.
•I want to have only one child, but my wife thinks that only children have problems relating to other children.
•I think that in order to raise a well-disciplined child I will have to use physical discipline. (“Spare the rod, and spoil the child.”)
•My son just turned 13 and I’m worried about how our relationship is going to change because adolescence is always a difficult time for parents and children.
•I’m looking for a wife and my grandmother keeps telling me that opposites attract.
•My husband is about to turn 40 and I know he is going to go through a mid-life crisis because all men have a mid-life crisis.
•I’ve just moved out of my parents’ house. I wonder if their marriage will suffer now that I am gone.
•I know my grandparents don’t have sex anymore because old people are not interested in sex.
•My great aunt has been diagnosed with terminal cancer and she acts as if nothing is wrong. This must be very unusual for a person in her situation.
Classroom Activity 2: Developmental Myths Quiz.
Learning Objective 1: Identify the three developmental processes of life-span development.
Learning Objective 2: Describe developmental periods of life-span development.
The two primary objectives of this activity are to introduce ideas and concepts that you will address during the course and to illustrate the relationship between research and everyday life. Often students get frustrated in college courses because they fail to see a connection between research and their lives. In order to achieve these objectives, first, present ten developmental myths commonly espoused by parents, teachers, and others that are presented as Handout 1 at the end of this chapter. Have the students express their ideas about each belief. You might have the students get into groups of three or four to discuss their answers. Second, as a class lead a discussion of relevant research evidence that contradicts these long-held beliefs. This will foster more discussion and help the students get acquainted with each other and with developmental psychology. Below we have provided sample instructions to the students, quick notes, and relevant resources to aid your discussion. The first four myths were adapted from Segal’s (1989) paper.
Logistics:
• Materials: Handout 1 (Development Quiz).
• Group size: Small groups (2-4) to discuss the myths, and then full class for a larger discussion.
• Approximate time: 15 to 20 minutes for small groups, then 30 to 40 minutes for full class discussion.
• Source: Segal, J. (1989). 10 myths about child development. Parents, July issue, 81-84, 87.
Development Quiz
Instructions for Students: You already have many beliefs about development. You might have picked up these opinions from parents, friends, relatives, and/or Oprah. These sources may or may not be accurate. Historically, parents relied on these anecdotal sources because they did not have access to developmental research findings. Today, scientific data are more readily available. So, parents now are able to formulate their own educated ideas regarding human development. For each statement on the handout, indicate whether you agree or disagree with the statement and write down your ideas regarding the statement.
1. My baby started walking and talking earlier than other babies. I know he will be a smart adolescent.
• Infant behaviour (timing of walking and language) in general is not predictive of later intelligence. Some infant developmental tests (Bayley) are helpful to assess developmental delays or advancement. If delays are noted, enrichment may be necessary. Basically, infant “intelligence” tests measure different types of behaviours (sensorimotor and social abilities) compared to adult intelligence tests (spatial and verbal). Habituation and dishabituation procedures have been found more predictive of later intelligence (less attention in habituation phase and more attention in dishabituation phase). See chapter 6 for a discussion and predictability of infant intelligence testing.
2. I pick up my baby as soon as she starts to cry, but my mother-in-law thinks I’m going to spoil her.
• Crying is one way infants communicate their needs. In early months, crying is not an attempt to manipulate caregivers; thus, quick responses will not spoil the infant. Ainsworth’s attachment research has found that more sensitive, responsive caregiving is related to more secure attachments, more independence, more exploration of environment, and less crying. See chapter 6 for a discussion of the effects of sensitive parenting on the development of attachment relationships.
3. I want to have only one child, but my wife thinks that only children have problems relating to other children.
• Papalia and Old’s research on only children found that only children are achievement oriented, bright, successful, popular individuals with good personalities. They are less likely to join organizations and have fewer friends. Yet, if they do join a group, the only child is more likely to be the leader of the group. See chapter 8 for a discussion of only children.
4. I think that in order to raise a well-disciplined child I will have to use physical discipline.
• Children disciplined with physical means are more likely to be angry, aggressive, fear the “abuser,” model violence, and learn how not to get caught. See Segal (1987) for a discussion of physical punishment.
5. My son just turned 13 and I’m worried about how our relationship is going to change because adolescence is always a difficult time for parents and children.
• For the majority of adolescents, this period is not particularly difficult, yet the stereotype of adolescence persists. Approximately 20 percent of adolescents have serious, prolonged conflict with a parent. Moderate conflict is often due to cognitive changes (idealism, logical reasoning), biological changes (puberty), and social changes (autonomy, identity development). Conflict between parents and adolescents can be viewed as positive, as the adolescent transitions to independence and explores his/her own ideas and identities. See chapter 12 for a discussion of parent-child relationships during adolescence.
6.I’m looking for a wife and my grandmother keeps telling me that opposites attract.
• Individuals that are similar with respect to attitudes, behaviour, intelligence, education, and attractiveness are more likely to be attracted to each other. See chapter 14 for a discussion of mate selection.
7.My husband is about to turn 40 and I know he is going to go through a mid-life crisis because all men have a mid-life crisis.
• Most individuals do not experience a classic mid life crisis. Many individuals in middle adulthood reflect upon their choices and re-evaluate their lives. See chapter 16 for a discussion of mid-life crises.
8. I’ve just moved out of my parents’ house. I wonder if their marriage will suffer now that I am gone.
• Marital satisfaction tends to increase after children leave home, as the couple can spend more time and energy on their marital relationship. Most parents do not experience the “empty nest syndrome” when their children leave home. See chapter 16 for a discussion of these issues.
9.I know my grandparents don’t have sex anymore because old people are not interested in sex.
• The most common reason for not having sex in later adulthood is the lack of a capable partner. See chapter 17 for a discussion of sexuality in late adulthood.
10. My great aunt has been diagnosed with terminal cancer and she acts as if nothing is wrong. This must be very unusual for a person in her situation.
• Kubler-Ross’ theory of death and dying specifies five stages: denial-isolation, anger, bargaining, depression, and acceptance.