Ageism Ageism Instructions: Below are 10 age groups in the life span. For each, think of a person you know from that age group. Then, think of three words that come to mind when considering that person. PERSON GROUP Prenatal Conception to Birth Infancy _____________ 0-2 yrs Toddler _____________ 2-3 yrs. Preschool _____________ 3-6 yrs. Middle Childhood _____________ 6 – 12 yrs. Adolescence _____________ 12-20 yrs. Young Adulthood _____________ 20 – 40 yrs. Middle Adulthood _____________ 40 - 60 yrs. Young Adulthood _____________ 25 - 30 yrs. Middle Adulthood _____________ 30 - 60 yrs. Late: Adulthood _____________ 60 - 75 Late: Old Age _____________ 75 - 85 yrs. Late: Old - Old _____________ 85 yrs + _____________ WORDS _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0101hand.htm [9/12/2002 3:05:16 PM] MOTOR DEVELOPMENT IN INFANCY MOTOR DEVELOPMENT IN INFANCY Instructions: Print this form for each infant observed. Observe three infants from newborns (you may go to the local hospital and look at newborns in viewing window) to 2 years old. Determine their levels of gross motor and fine motor Use the following check list. Infant: #1 #2 age __________________ #3 sex __________________ Gross motor skills q lifting head q turns head to sound (rattle) q rolling over (front to back) q rolling over (back to front) q sitting up with support q sitting up without support q crawling q cruising q pulls self to standing with support (furniture or hand support) q walking alone q walking up stairs one step at a time q walking up stairs one leg on each step q running Fine motor skills q swats at objects q reaching for objects q grabbing objects q grabbing objects and pulling them towards self (usually the mouth) q picking up objects with palm & fingers as unit (Palmer grip) q picking up objects with thumb and pointer finger (Pincer grip) q finger feeding self q holding an drinking from a bottle q holding and drinking from a sipper cup q holding and drinking from a regular cup q feeding self with spoon file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0401hand.htm [9/13/2002 7:31:22 AM] TEEN SLANG THEN AND NOW 1920 1930 JALOPY (OLD CAR) PERSON) JERK (OBNOXIOUS LOOT (MONEY) (INNATE) NATURAL BORN LUG (STUPID MAN) (TIMID) NERVOUS NELLIE MASH (LOVE AFFAIR) FAILS TO SHOW UP) NO SHOW (WHEN ONE NUMBER (CLEVER OR ATTRACTIVE PERSON) 1940 1950 HUBBA HUBBA (EXPRESSIONOF DELIGHT) ALIENATED FROM SOCIETY) BEATNIK (ONE DAME (WOMAN) CHASER) HOUND DOG (WOMAN NO CAN DO (UNABLE TO DO IT) SOMEONE) IGGLE (TO PERSUADE PAD (HOME) KEEN (SWELL, GOOD) TEEN SLANG THEN AND NOW 1960 1970 CHICK (YOUNG WOMAN) DUDE (GUY) FAR OUT (STRANGE) FOXY (ATTRACTIVE) GROOVY (EXCELLENT) FUNKY (SOULFUL) LET IT ALL HANG OUT (BE CANDID) GET DOWN (DANCE) RIGHT ON (APPROVAL) 1980 FLY (COOL, ATTRACTIVE) 1990 BAD (GOOD) FUNKY (STRANGE, BAD) FRIENDS) HANGIN (BEING (WITH GET A CLUE (UNDERSTAND) A DATE) CRUISIN (LOOKING FOR GNARLY (EXCELLENT) PHAT (FINE) RAD (RADICAL, BUT GOOD) STUPID (COOL) COMPARING THEORIES OF COGNITIVE DEVELOPMENT IN ADULTHOOD PIAGET LABOUVIEVIEF PERRY SCHAIE ADOLESCENCE FORMAL OPERATIONS FORMAL OPERATIONS DUALISTIC THINKING ACQUISITIVE STAGE EARLY ADULTHOOD FORMAL OPERATIONS POSTFORMAL OPERATIONS MULTIPLE THINKING ACHIEVING STAGE MIDDLE ADULTHOOD FORMAL OPERATIONS POSTFORMAL OPERATIONS MULTIPLE THINKING RESPONSIBILITY STAGE AND EXECUTIVE STAGE LATE ADULTHOOD FORMAL OPERATIONS POSTFORMAL OPERATIONS MULTIPLE THINKING REINTEGRATIVE STAGE ARE YOU OVERWEIGHT? The U.S. Census Bureau estimates that approximately 58 million adults (33 percent of the population) 32 million women and 26 million men are overweight or obese. Many overweight parents have overweight children. Obese children grow up to be obese adults, thus the cycle continues. Doctors and researchers use the BMI (Body Mass Index) to assess whether you are overweight or not. There is a clear association between obesity and increased morbidity (disease) and mortality (death). Overweight adults are at risk for such conditions as hypertension, gallbladder disease, hypercholesterolemia, degenerative joint disease, respiratory problems, certain forms of cancer, and diabetes. Mortality rates double rapidly at BMI greater than 29. Follow these directions to get your BMI. Take your weight in pounds and multiply it by 0.05436 to get your weight in kilograms. Take your height in inches and divide it by 0.0254 to get your height in meters. Square the height in meters (multiply the number by itself). Now divide your weight in kilograms by your squared height in meters. Or click on the following website for BMI calculation: http://www.nhlbisupport.com/bmi/bmicalc.htm Based on the World Health Organization (WHO) classification system, obesity is defined by the following grades: BMI WHO Classification Grades 25-29 "Moderate Overweight" Grade 1 30-39 "Severe Overweight" Grade 2 40 + "Morbidly Obese" Grade 3 Sternberg’s Components of Intelligence Sternberg theorizes that students can maximize their learning by using all three components of their intelligence. Below, using Sternberg's suggestions as examples, devise your own way to maximize your learning in each subject area. ANALYTIC PSYCHOLOGY ex. Compare Freud's theory of dreaming with Crick's. CREATIVE PRACTICAL ex. Design an experiment to test a theory of dreaming. ex. What are the implications of Freud's theory of dreaming in your life? LITERATURE ex. In what ways were Catherine Earnshaw and Daisy Miller similar? ex. Write an alternative ending to Wuthering Heights. Why are lovers sometimes cruel to each other and what can we do about it? ART ex. Compare and contrast how Rembrandt and Van Gogh used light. ex. Draw a beam of light. ex. How could we reproduce the lighting in this painting in this room? Source: Murray, B. (October, 1995). Sparking interest in psychology class. APA Monitor, 51. Six basic categories in people's conceptions of INTELLIGENCE 1. Practical problem-solving ability Tends to see attainable goals and accomplish them; has the ability to change directions and use another procedure; is able to apply knowledge to particular problems. 2. Verbal ability Can converse on almost any topic; has demonstrated a good vocabulary; has a good command of language. 3. Intellectual balance and integration Has the ability to recognize similarities and differences; listens to all sides of an issue; is able to grasp abstract ideas and focus attention on those ideas. 4. Goal orientation and attainment Tends to obtain and use information for specific purposes; possesses ability for high achievement; is motivated by goals. 5. Contextual intelligence Learns and remembers and gains information from past mistakes and successes; has the ability to understand and interpret his environment; knows what's going on in the world. 6. Rapid thinking Has a thorough grasp of mathematics and has good spatial ability and hence can mentally manipulate images; has a high IQ level; thinks quickly. Six basic elements in people's conceptions of WISDOM 1. Reasoning ability Has good problem solving ability; has a logical mind. 2. Sagacity Considers advice; understands people through dealing with a variety of people; feels he or she can always learn from other people; is fair. 3. Learning from ideas and environment Attaches importance to ideas; is perceptive; learns from other people's mistakes. 4. Judgment Acts within one's physical and intellectual limitations; is sensible; has good judgment at all times; thinks before acting or making decisions. 5. Expeditious use of information Is experienced; seeks out information, especially details; learns and remembers and gains information from past mistakes or successes. 6. Perspicacity Can offer solutions that are on the side of right and truth; is able to see through things read between the lines; has the ability to understand and interpret his/her environment. Six major elements of people's conceptions of CREATIVITY 1. Lack of conventionality Makes up rules as he/she goes along; has a free spirit; is unorthodox. 2. Integration and intellectuality Has the ability to recognize similarities and differences; is able to put old information, theories, etc., together in a new way. 3. Aesthetic taste and imagination Appreciates the arts; can write, draw, or compose music; has good taste. 4. Decisional skill and flexibility Follows gut feelings in making decisions after weighing the pros and cons; has the ability to change directions and use another approach. 5. Questioning spirit Questions societal norms, truisms, assumptions; is willing to take a stand. 6. Drive for accomplishment and recognition Is motivated by goals; likes to be complimented on work; is energetic. Source: Sternberg, R. J. (1988). The triarchic mind: A new theory of human intelligence. New York: Viking. pp. 244-245 ROLE MODELS AND MENTORS People describe a role model as someone who has some characteristics that are admirable. You may want to be as kind, smart, or as funny as he or she is. Who is the first person that comes to mind when you think of a role model? Is this person a male or female? What is their relationship to you? List three characteristics of this person that you would like to emulate. 1. __________________________________________ 2. __________________________________________ 3. __________________________________________ A mentor is an individual with whom you work closely. A mentor is someone who promotes your skills and assists you with your career goals. Think of a mentor in your life. Is this person a male or a female? Do you believe this person considers him- or herself important to your career development? Will you ask this person for help in making decisions about your future? Why or why not? Do you believe this person's gender is an important characteristic to you? Why? List three characteristics of this person that you like. 1. __________________________________________ 2. __________________________________________ 3. __________________________________________ COMPARING THEORIES OF COGNITIVE DEVELOPMENT IN ADULTHOOD PIAGET LABOUVIEVIEF PERRY SCHAIE ADOLESCENCE FORMAL OPERATIONS FORMAL OPERATIONS DUALISTIC THINKING ACQUISITIVE STAGE EARLY ADULTHOOD FORMAL OPERATIONS POSTFORMAL OPERATIONS MULTIPLE THINKING ACHIEVING STAGE MIDDLE ADULTHOOD FORMAL OPERATIONS POSTFORMAL OPERATIONS MULTIPLE THINKING RESPONSIBILITY STAGE AND EXECUTIVE STAGE LATE ADULTHOOD FORMAL OPERATIONS POSTFORMAL OPERATIONS MULTIPLE THINKING REINTEGRATIVE STAGE Mini Slide Presentations "ON-THE-SPOT" MINI-LECTURE (GUIDELINES AND TOPICS) Instructions: Below are seven "lecture topics" about the physical and cognitive development of the preschooler. Your goal, as a group, is to match your group number with the numbered topic and prepare a brief presentation for the class (via Microsoft PowerPoint which is available in the learning labs at each campus). By brief, I mean no more than twenty slides! In preparing your presentation keep the following in mind. ● ● ● ● ● ● 1. 2. 3. 4. 5. 6. 7. Everyone in your group must participate in the presentation. Your goal is to enhance the class understanding of the topic, thus you may define, outline, summarize, use tables, use graphs or use pictures. You must have all your preparation completed during the allotted time! Simply stated, when the other groups are presenting you must be attentive, not working among yourselves. You will NOT be able to address everything in the frame limitation, so plan accordingly. You can refer to your text and/or notes for the presentation, but outside resources are expected. Make sure you give credit for what you borrow from others! Note that your audience is the class - not me. Discuss the physical growth in early childhood, including height, weight, and changes in body shape and structure. Briefly discuss nutrition and health issues in the preschool years. Describe brain growth and lateralization; and discuss the hemispheres and comment on gender differences. 4. Describe gross and fine motor development, provide examples, and discuss handedness. Briefly discuss the views of Piaget, information processing theory and Vygotsky. Briefly discuss language development, define private and social speech. Briefly discuss television and the preschooler and its effects; define the different types of early education programs and some of their effects; and comment on David Elkind's ideas about "improving cognitive skills". file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0701hand.htm [9/16/2002 7:47:39 AM] EUTHANASIA EXERCISE Case Number 55036 Infant male, born of 23-year-old mother; questionably desired pregnancy. Severe anomalies notes at birth; cleft face extending up through frontal bone, with no nasal bone and no medial orbits; eyes on stalks; microcranium; webbing of hands and feet. Child cannot survive without nasogastric tube-feeding, gastrostomy (incision into the stomach), or intravenous fluids. The parents have not yet seen the child. Active ____________________ Passive __________________ Life _________________ Case Number 55037 Infant female, born of 29-year-old mother; not desired pregnancy. Patient born with inoperable spina bifida [a congenital spinal deformation]. Child will never walk, may be able to live 7 or 8 years in a wheelchair. Parents cannot afford expensive drugs and treatment for the child; have 3 other children at home. Child's reflexes normal; intelligence appears normal. Active ____________________ Passive __________________ Life _________________ Case Number 55038 Infant female, born of 22-year-old mother; desired pregnancy. Initial neonatal life normal. Child discovered in crib at home not breathing and blue at 7 days of life. Rushed to hospital, which was near the home. Immediate action taken to resuscitate child in emergency room - successful. Parent are now in the emergency room awaiting news. Child will be profoundly retarded, never exceed intelligence level of an infant; will probably die at age 10-20 from infection. What is your decision before parents are informed? They can be told the resuscitation was successful or not. Active ____________________ Passive __________________ Life _________________ Case Number 55039 Female, age 24, in a coma since March, 1989. She can periodically breathe without a respirator but is usually dependent on one. She can take in nourishment only through nasogastric tubes or intravenously. She apparently has no consciousness left and is essentially a human vegetable. Her family begs for the respirator to be turned off and given to another patient somewhere. If she continues to live without the respirator, the family asks for her to be killed mercifully, for her sake and for their peace of minds. Active ____________________ Passive __________________ Life _________________ Case Number 55040 Female, age 30, suffering from acute leukemia. She is presently in the sterile bubble, medically doing well but subjectively experiencing acute nausea, vomiting, and mental distress. There is no cure for the disease at present, but the patient's chances for a remission are high. She may live up to 3 more years. The last few days she has been asking for the treatments to stop, and occasionally for death, since her agony is so great. Her family agrees with any decision she makes. Hospital personnel enjoy her as a patient because she is so friendly and so good with the other patients when she feels good. Active ____________________ Passive __________________ Life _________________ Case Number 55041 Male, age 55, conscious and communicative, dependent upon a heart-lung machine for life, after belowthe-arm paralysis from an auto accident. He is a famous folksinger of a past generation. He requests repeatedly that the machine be turned off. His family, he said, is well provided for, his relatives have all had time with him, he has discussed his euthanasia with all of them and they all see it as the best action for his life. They have all grieved and are finished with grief, including him. He is confident of a happy after-life with his God. He feels ready. Active ____________________ Passive __________________ Life _________________ Case Number 55042 Male, age 64, in intensive care unit with liver shutdown as a result of chronic cirrhosis of the liver. Patient has a history of being in jail for petty crimes, vagrancy, and alcoholism. This is his 8th admission for an alcohol-related bodily dysfunction. The patient wants to life. If he does, however, he will have nowhere to go. He will probably hang around the hospital waiting room, as he often has in the last few weeks, begging money for alcohol or food and harassing women. The hospital staff resents him, he has been disowned by his parents, deserted by his wife and children, and neither welfare nor the social service agencies wish to work with him any longer. Certain community workers and citizens are asking for him to be euthanized as he has an expected life span of only 3 years anyway. Active ____________________ Passive __________________ Life _________________ LIFE/VALUES/GOALS As you think about your death and as you see your life now, try to answer the following: 1. What three things would be said about you and your life if you died today? a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ 2. Given the likelihood that you will not die today, and have time left to change some things in your life, what three things would you most like to have said about you and your life? a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ 3. If someone were to witness a week of your life what assumptions would that person make about your values - what matters to you? a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ 4. What values do you hold that are not evident from the way you life your life? a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ 5. What three goals are important to you as you plan your life? a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ 6. What keeps you from achieving what you want for your life? a. _____________________________________________________________________ b. _____________________________________________________________________ c. _____________________________________________________________________ AWARENESS OF LOSSES LOSS Death in the family Death of a friend Death of a pet Breakup of an affair Separation Divorce Loss of job Loss of money Moving (loss of roots) Change of schools Illness (loss of health) Leaving home Robbery Loss of a friend Loss of an ideal Loss of a dream Loss of a goal Loss of sense of self Other losses: AGE MEMORY REACTIONS WHAT CONTRIBUTES TO LIFE SATISFACTION AND SUCCESSFUL AGING? 1. ADEQUATE INCOME 2. GOOD HEALTH 3. ACTIVE LIFE-STYLE 4. EXTENDED SOCIAL NETWORK 5. CHOICES - ABILITY TO REDUCE DEMANDS OF LIFE 6. OPTIMIZATION - PRACTICE WHAT YOU'RE GOOD AT 7. COMPENSATION - MAKING UP FOR SLOWING DOWN LIFE EXPECTANCY TABLE Your Age in 1989 White Male White Female Black Male Black Female 10 73.6 80 66.5 75.1 12 73.6 80 66.5 75.1 14 73.6 80 66.5 75.2 16 73.7 80.1 66.7 75.2 18 73.8 80.1 66.8 75.3 20 74 80.2 67.1 75.3 22 74.1 80.3 67.3 75.4 24 74.3 80.3 67.6 75.5 26 74.4 80.4 67.5 75.6 28 74.6 80.4 68.2 75.7 30 74.7 80.5 68.5 75.5 32 74.9 80.6 68.8 76 34 75 80.6 69.1 76.2 36 75.2 80.7 69.5 76.4 38 75.4 80.8 70 76.6 40 75.6 80.9 70.4 76.8 42 75.8 81 70.9 77 44 76 81.1 71.4 77.3 46 76.2 81.2 71.9 77.5 48 76.4 81.4 72.4 77.8 50 76.7 81.5 73 78.2 52 77 81.7 73.6 78.5 54 77.3 82 74.3 78.9 56 77.7 82.2 74.9 79.4 58 78.2 82.6 75.7 79.8 60 78.7 82.9 76.4 80.4 Source: Statistical Abstract of the United States, 1992, U. S. Department of Commerce, p.77. CALCULATING YOUR LONGEVITY Instructions: Respond to each item honestly, and sum the various positive and negative factors to arrive at the appropriate number of years more (or less) than average you are likely to live. PUT YOUR BEGINNING LIFE EXPECTANCY HERE (FROM HANDOUT 1704) _________ For each grandparent who lived past 80, add 1 year. _________ For each grandparent who lived to 70 but not 80 add 1/2 year. _________ If your mother lived past 80, add 4 years. _________ If your father lived past 80, add 2 years. _________ For each grandparent, parent, or sibling who died of any type of heart disease before age 50, subtract 4 years. _________ For each such relative dying of heart disease between age 50 and 60, subtract 2 years. _________ For each such relative who died of diabetes or ulcers before age 60, subtract 3 years. _________ Women: for each sister or mother who died of breast cancer before age 60, subtract 1 year. _________ If your intelligence is superior, add two years. _________ HEALTH HISTORY If your mother was younger than 18 or older than 35 at your birth, subtract 1 year. _________ If you are the first born in your family, add 1 year. _________ Women: if you have had no children (or plan no children) subtract 1/2 year. _________ If you have an annual physical exam, add 2 years. _________ CURRENT HEALTH If your weight is 10-30 percent above ideal weight shown in standard tables, the amount you must subtract depends on your age and gender. For women, subtract 5 years if you are between 20 and 30; 4 years if you are between 30 and 50, and 2 years if you are over 50. For men, subtract 10 years if you are between 20 and 30, 4 years if you are between 30 and 45, and 2 years for any age over that. _________ If your weight is more than 30 percent above standard tables: Women, subtract 6 1/2 years if you are between 20 and 30, 5 years if you are between 30 and 50, and 4 years thereafter. Men, subtract 13 if you are between 20 and 30, 6 if you are between 30 and 40, and 4 years thereafter. _________ If your diet is genuinely low in fat and sugar, and you never eat past the feeling of fullness, add 1 year. _________ If you smoke 2 or more packs a day, subtract 12 years; if you smoke 1-2 packs a day, subtract 7 years; if you smoke less than 1 pack a day, subtract 2 years. _________ If you never drink, neither add nor subtract; if you are a heavy drinker, subtract 8 years; if you are a moderate drinker add 3 years, if you are a light drinker, add 1 1/2 years. _________ If you do some aerobic exercise at least 3 times a week, add 3 years. _________ If you sleep more than 10 or less than 6 hours per night, subtract 2 years. _________ If you have intimate sexual relations once a week or twice a week, add 2 years. _________ If you have a chronic health condition (e.g., high blood pressure, diabetes, ulcer, cancer) or are frequently ill, subtract 5 years. _________ YOUR CURRENT LIFE If you have 4 or more years of college, add 3; if you have 1-3 years of college, add 2; if you have completed high school and gone no further, add 1; if you have less than an 8th grade education, subtract 2. _________ If your occupation is at a professional, technical, or managerial level, add 1 year; if you work at unskilled work, subtract 4. _________ If your family income is above average for your education and occupation, add 1 year; if it is below average, subtract 1. _________ If your job is a physically active one, add 2; if it is sedentary, subtract 2. _________ If you now live in an urban area and have lived in urban areas most of your life, subtract 1; if you have spent most of your life in a rural area, add 1. _________ If you are married and living with your spouse, add 1. _________ If you are separated or divorced, subtract 9 if you are a man, 4 if you are a woman. _________ If you are widowed, subtract 7 if you are a man, 4 if you are a woman. _________ If you are a never-married woman, subtract 1 year for each decade unmarried past age 25. _________ If you are a never-married man and living with family, subtract 1 year for each decade unmarried past 25; if you live alone, subtract 2 years for each decade unmarried past 25. _________ If you have at least two close friends in whom you can confide, add 1. _________ If your personality is noticeably aggressive and hostile and you feel regularly under time pressure, subtract 2-5 depending on how much the description fits. _________ If you are a calm, relaxed, easy-going person who adapts well to whatever happens, add 1-3 depending on how well the description fits. _________ If you are a basically happy person and have a lot of fun, add 2. _________ If you have had an episode of being depressed or very tense, guilty, or worried that lasted as long as a year or more, subtract 1-3 depending on how severe the depression was. _________ If you take a lot of risks, or live in a high crime neighborhood, subtract 2; if you use seatbelts regularly, and generally avoid risks, add 1. _________ THE MYTHS OF AGING QUIZ Instructions: Circle T for true or F for false. T F 1. The majority of old people (age 65 and older) are senile (have defective memory, are disoriented, or demented). T F 2. The five senses (sight, hearing, taste, smell, and touch) all tend to weaken in old age. T F 3. The majority of old people have no interest in, nor capacity for, sexual relations. T F 4. Lung vital capacity tends to decline in old age. T F 5. The majority of old people feel miserable most of the time. T F 6. Physical strength tends to decline in old age. T F 7. At least one-tenth of the aged are living in long-stay institutions (such as nursing homes, mental hospitals, and homes for the aged). T F 8. Aged drivers have fewer accidents per driver than those under age 65. T F 9. Older workers usually cannot work as effectively as younger workers. T F 10. Over three-fourths of the aged are healthy enough to carry out their normal activities. T F 11. The majority of old people are unable to adapt to change. T F 12. Old people usually take longer to learn something new. T F 13. It is almost impossible for the average old person to learn something new. T F 14. Older people tend to react slower than do younger people. T F 15. In general, old people tend to be pretty much alike. T F 16. The majority of old people say they are seldom bored. T F 17. The majority of old people are socially isolated. T F 18. Older workers have fewer accidents than younger workers. WHEN IS THE RIGHT TIME? What is your sex? _____________ What is your age?___________ Instructions: Write down the age range (e.g. 20-25, 30-50, 60-80, etc.) you think is the right time for most people based on the following questions. 1. What is the best age for a man to marry? ____________ 2. What is the best age for a woman to marry? ____________ 3. When is the best age to have children? ____________ 4. When should most people become grandparents? ____________ 5. What is the best age for most people to finish school and go to work? ____________ 6. When should most men be settled on a career? ____________ 7. When should most men hold their top jobs? ____________ 8. When should most people be ready to retire? ____________ 9. When does a man have the most responsibilities? ____________ 10. When does a man accomplish the most? ____________ 11. When is the prime of life for a man? ____________ 12. When should a woman be settled on a career? ____________ 13. When is the prime of life for a woman? ____________ 14. When does a woman have the most responsibilities? ____________ 15. When does a woman accomplish the most? ____________ WHAT'S THE RIGHT TIME? APPROPRIATE AGE RANGE 1950s MEN 1950s WOMEN 1970s MEN 1970s WOMEN Best age for a man to marry 20-25 80% 90% 42% 42% Best age for a woman to marry 19-24 85 90 44 36 When most people should become grandparents 45-50 84 79 64 57 Best age for most people to finish school and go to work 20-22 86 82 36 38 When most men should be settled on a career 24-26 74 64 24 26 When most men hold their top jobs 45-50 71 58 38 31 When most people should be ready to retire 60-65 83 86 66 41 When a man has the most responsibilities 35-50 79 75 49 50 When a man accomplishes most 40-50 82 71 46 41 The prime of life for a man 35-50 86 80 59 66 When a woman has the most responsibilities 25-40 93 91 59 53 When a woman accomplishes the most 30-45 94 92 57 48 EVENT CAN OSTEOPOROSIS HAPPEN TO YOU? Complete the following questionnaire to determine if you are at risk for developing osteoporosis. The more times you answer "YES", the greater your risk. YES 1. Do you have a small, thin frame? 2. Are you Caucasian or Asian? 3. Are you a postmenopausal woman? 4. Do you have a family history of osteoporosis? 5. Have you had an early or surgically induced menopause? 6. Have you been taking excessive thyroid medication? 7. Have you been taking high doses of cortisone-like drugs for asthma, arthritis, or cancer? 8. Is your diet low in dairy products and other sources of calcium? 9. Are you physically inactive? 10. Do you smoke cigarettes? 11. Do you drink alcohol in excess? NO WHAT DO MEN AND WOMEN CONSIDER "ATTRACTIVE" MALE ATTRACTIVENESS FEMALE ATTRACTIVENESS SLIGHTLY ABOVE AVERAGE HEIGHT LARGE EYES SMALL NOSE BROAD FOREHEAD FULL LIPS PROMINENT CHEEKBONES DELICATE JAW PROMINENT BROW SMALL CHIN LARGE JAW FIRM, SYMMETRICAL BREASTS STRONG CHIN SLIGHTLY ABOVE AVERAGE UPPER-BODY MUSCULATURE WAIST-HIP RATIO .90 SMOOTH, UNBLEMISHED SKIN WAIST-HIP RATIO .70 ANKLE AND WRIST SYMMETRY Source: Cowley, G. (June 3, 1996). The biology of beauty. Newsweek, p. 63. PERCENTAGE OF WOMEN AND MEN IN OCCUPATIONS, 1992 OCCUPATION WOMEN PAY/WK MEN PAY/WK 47% $518 53% $779 Professional 52 582 47 760 Technical 49 449 51 588 Clerical 79 363 21 476 Sales 47 318 53 522 Mechanics 3 496 97 498 Production and Skilled Crafts 18 310 82 535 Construction 2 * 98 499 Manual Labor 18 275 82 314 Household Service 96 149 4 * Protective Service (firefighters, police, guards) 13 399 87 491 Other Service (food, health care, cleaning) 64 245 37 283 Machine Operation 40 268 60 410 Farming, Forestry, Fishing 16 240 84 275 Executive and Managerial • = TOO FEW FOR A GOOD ESTIMATE. Source: Statistical abstracts of the United States, 1993 (113th ed.) U.S. Bureau of the Census, Washington, DC: U.S. Government Printing Office. pp. 405407. COMPARING THEORIES OF COGNITIVE DEVELOPMENT IN ADULTHOOD PIAGET LABOUVIEVIEF PERRY SCHAIE ADOLESCENCE FORMAL OPERATIONS FORMAL OPERATIONS DUALISTIC THINKING ACQUISITIVE STAGE EARLY ADULTHOOD FORMAL OPERATIONS POSTFORMAL OPERATIONS MULTIPLE THINKING ACHIEVING STAGE MIDDLE ADULTHOOD FORMAL OPERATIONS POSTFORMAL OPERATIONS MULTIPLE THINKING RESPONSIBILITY STAGE AND EXECUTIVE STAGE LATE ADULTHOOD FORMAL OPERATIONS POSTFORMAL OPERATIONS MULTIPLE THINKING REINTEGRATIVE STAGE Sternberg’s Components of Intelligence Sternberg theorizes that students can maximize their learning by using all three components of their intelligence. Below, using Sternberg's suggestions as examples, devise your own way to maximize your learning in each subject area. ANALYTIC PSYCHOLOGY ex. Compare Freud's theory of dreaming with Crick's. CREATIVE PRACTICAL ex. Design an experiment to test a theory of dreaming. ex. What are the implications of Freud's theory of dreaming in your life? LITERATURE ex. In what ways were Catherine Earnshaw and Daisy Miller similar? ex. Write an alternative ending to Wuthering Heights. Why are lovers sometimes cruel to each other and what can we do about it? ART ex. Compare and contrast how Rembrandt and Van Gogh used light. ex. Draw a beam of light. ex. How could we reproduce the lighting in this painting in this room? Source: Murray, B. (October, 1995). Sparking interest in psychology class. APA Monitor, 51. Six basic categories in people's conceptions of INTELLIGENCE 1. Practical problem-solving ability Tends to see attainable goals and accomplish them; has the ability to change directions and use another procedure; is able to apply knowledge to particular problems. 2. Verbal ability Can converse on almost any topic; has demonstrated a good vocabulary; has a good command of language. 3. Intellectual balance and integration Has the ability to recognize similarities and differences; listens to all sides of an issue; is able to grasp abstract ideas and focus attention on those ideas. 4. Goal orientation and attainment Tends to obtain and use information for specific purposes; possesses ability for high achievement; is motivated by goals. 5. Contextual intelligence Learns and remembers and gains information from past mistakes and successes; has the ability to understand and interpret his environment; knows what's going on in the world. 6. Rapid thinking Has a thorough grasp of mathematics and has good spatial ability and hence can mentally manipulate images; has a high IQ level; thinks quickly. Six basic elements in people's conceptions of WISDOM 1. Reasoning ability Has good problem solving ability; has a logical mind. 2. Sagacity Considers advice; understands people through dealing with a variety of people; feels he or she can always learn from other people; is fair. 3. Learning from ideas and environment Attaches importance to ideas; is perceptive; learns from other people's mistakes. 4. Judgment Acts within one's physical and intellectual limitations; is sensible; has good judgment at all times; thinks before acting or making decisions. 5. Expeditious use of information Is experienced; seeks out information, especially details; learns and remembers and gains information from past mistakes or successes. 6. Perspicacity Can offer solutions that are on the side of right and truth; is able to see through things read between the lines; has the ability to understand and interpret his/her environment. Six major elements of people's conceptions of CREATIVITY 1. Lack of conventionality Makes up rules as he/she goes along; has a free spirit; is unorthodox. 2. Integration and intellectuality Has the ability to recognize similarities and differences; is able to put old information, theories, etc., together in a new way. 3. Aesthetic taste and imagination Appreciates the arts; can write, draw, or compose music; has good taste. 4. Decisional skill and flexibility Follows gut feelings in making decisions after weighing the pros and cons; has the ability to change directions and use another approach. 5. Questioning spirit Questions societal norms, truisms, assumptions; is willing to take a stand. 6. Drive for accomplishment and recognition Is motivated by goals; likes to be complimented on work; is energetic. Source: Sternberg, R. J. (1988). The triarchic mind: A new theory of human intelligence. New York: Viking. pp. 244-245 ROLE MODELS AND MENTORS People describe a role model as someone who has some characteristics that are admirable. You may want to be as kind, smart, or as funny as he or she is. Who is the first person that comes to mind when you think of a role model? Is this person a male or female? What is their relationship to you? List three characteristics of this person that you would like to emulate. 1. __________________________________________ 2. __________________________________________ 3. __________________________________________ A mentor is an individual with whom you work closely. A mentor is someone who promotes your skills and assists you with your career goals. Think of a mentor in your life. Is this person a male or a female? Do you believe this person considers him- or herself important to your career development? Will you ask this person for help in making decisions about your future? Why or why not? Do you believe this person's gender is an important characteristic to you? Why? List three characteristics of this person that you like. 1. __________________________________________ 2. __________________________________________ 3. __________________________________________ ARE YOU OVERWEIGHT? The U.S. Census Bureau estimates that approximately 58 million adults (33 percent of the population) 32 million women and 26 million men are overweight or obese. Many overweight parents have overweight children. Obese children grow up to be obese adults, thus the cycle continues. Doctors and researchers use the BMI (Body Mass Index) to assess whether you are overweight or not. There is a clear association between obesity and increased morbidity (disease) and mortality (death). Overweight adults are at risk for such conditions as hypertension, gallbladder disease, hypercholesterolemia, degenerative joint disease, respiratory problems, certain forms of cancer, and diabetes. Mortality rates double rapidly at BMI greater than 29. Follow these directions to get your BMI. Take your weight in pounds and multiply it by 0.05436 to get your weight in kilograms. Take your height in inches and divide it by 0.0254 to get your height in meters. Square the height in meters (multiply the number by itself). Now divide your weight in kilograms by your squared height in meters. Or click on the following website for BMI calculation: http://www.nhlbisupport.com/bmi/bmicalc.htm Based on the World Health Organization (WHO) classification system, obesity is defined by the following grades: BMI WHO Classification Grades 25-29 "Moderate Overweight" Grade 1 30-39 "Severe Overweight" Grade 2 40 + "Morbidly Obese" Grade 3 TEEN SLANG THEN AND NOW 1920 1930 JALOPY (OLD CAR) PERSON) JERK (OBNOXIOUS LOOT (MONEY) (INNATE) NATURAL BORN LUG (STUPID MAN) (TIMID) NERVOUS NELLIE MASH (LOVE AFFAIR) FAILS TO SHOW UP) NO SHOW (WHEN ONE NUMBER (CLEVER OR ATTRACTIVE PERSON) 1940 1950 HUBBA HUBBA (EXPRESSIONOF DELIGHT) ALIENATED FROM SOCIETY) BEATNIK (ONE DAME (WOMAN) CHASER) HOUND DOG (WOMAN NO CAN DO (UNABLE TO DO IT) SOMEONE) IGGLE (TO PERSUADE PAD (HOME) KEEN (SWELL, GOOD) TEEN SLANG THEN AND NOW 1960 1970 CHICK (YOUNG WOMAN) DUDE (GUY) FAR OUT (STRANGE) FOXY (ATTRACTIVE) GROOVY (EXCELLENT) FUNKY (SOULFUL) LET IT ALL HANG OUT (BE CANDID) GET DOWN (DANCE) RIGHT ON (APPROVAL) 1980 FLY (COOL, ATTRACTIVE) 1990 BAD (GOOD) FUNKY (STRANGE, BAD) FRIENDS) HANGIN (BEING (WITH GET A CLUE (UNDERSTAND) A DATE) CRUISIN (LOOKING FOR GNARLY (EXCELLENT) PHAT (FINE) RAD (RADICAL, BUT GOOD) STUPID (COOL) Family Scripts UNDERSTANDING FAMILY SCRIPTS Instructions: To better understand more about how your identification in your family of origin developed, take a few minutes, and think back to your adolescent days and answer the following questions about when you were an adolescent. What was the best thing that your family said about you or did for you. Try and remember one exact day when that event occurred. Remember now what you felt then. When you do feel this way now? Who did the family think you were like? Did you have a nickname? How did you feel about it? Did family members tell you what you would end up being? or doing? Was it what you wanted to be or do? How did you respond? How do you think your family would have described you to a close friend of theirs? What were they most concerned about for you? What does your family want you to be like? to do in your life? file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/1202hand.htm [11/7/2002 3:35:33 PM] Depression & Suicide DANGER SIGNALS FOR DEPRESSION 1. A general and lasting feeling of hopelessness and despair. 2. Inability to concentrate, making reading, writing, and conversation difficult. 3. Changes in physical activities, such as eating, sleeping, and sex. Frequent physical complaints with no evidence of physical illness. 4. Loss of self-esteem, which brings on continual questioning of personal worth. 5. Withdrawal from others due to immense fear of rejection. 6. Threats or attempts to commit suicide. 7. Hypersensitivity to words and actions of others and general irritability. 8. Misdirected anger and difficulty in handling most feelings. 9. Feelings of guilt in many situations. 10. Extreme dependency on others. WARNING SIGNS OF POTENTIAL SUICIDE 1. Withdrawal from contact with others 2. Sudden swings in mood 3. Recent occurrence of a life crisis or emotional shock 4. Personality change 5. Gift-giving of cherished belongings 6. Depression and helplessness 7. Aggression and/or risk taking 8. Direct threats to commit suicide file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/1201hand.htm [11/7/2002 3:31:13 PM] Interview of Adult about Adolescence INTERVIEWING ADULTS ABOUT ADOLESCENTS Data on Person Interviewed: Sex: _______ Age: _______ Occupation: __________________ Highest Level of Education: ________ Marital Status: _______________ Ages of Children: __________ Ages of Grandchildren: ___________ Please answer Yes or No to the following questions. Yes or No Adolescents should spend more time in school. Yes or No Adolescents should have to work for their extra money. Yes or No Adolescents should not be allowed to work. Yes or No Adolescents should be required to do volunteer community service. Yes or No Adolescents should spend two years in the military before college or begin work. Yes or No Most adolescents are sexually active. Yes or No Adolescents should be given birth control to prevent unwanted pregnancies. Yes or No Adolescents account for most of the crime in my community. Yes or No Most adolescents waste a lot of time. Yes or No Adolescents are fun and I enjoy their company. Yes or No Most adolescents are careless drivers. Yes or No I remember adolescence as the best time of my life. Yes or No Adolescents over ______ (fill in age) should be allowed to drink alcoholic beverages. Yes or No Many adolescents use drugs. Yes or No Adolescents just delay growing up by going to college. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/1101hand.htm [11/7/2002 3:25:47 PM] Alligator River ALLIGATOR RIVER Once upon a time there was a woman named Abigail who was in love with a man named Gregory. Gregory lived on the shore of a river. Abigail lived on the opposite shore of the river. The river that separated the two lovers was teeming with alligators. Abigail wanted to cross the river to be with Gregory. Unfortunately, the bridge had been washed out in a flood. So she went to Sinbad, who had a boat, and asked him to take her across. He said he would be glad to if she would sleep with him. She promptly refused and went to a friend named Ivan to explain her plight. Ivan didn't want to get involved at all in the situation. Abigail felt her only alternative was to accept Sinbad's terms. Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory. When Abigail told Gregory about her bargain with Sinbad, Gregory, who told her he always thought she was a nice girl, cast her aside with disdain. Heartsick and dejected, Abigail turned to Slug with her tale of woe. Slug, feeling sorry for Abigail, found Gregory and beat him up. Please rank the characters from best (1) to worst (5). Gregory ______ Abigail ______ Sinbad _____ Ivan _____ Slug _____ file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/1005hand.htm [11/7/2002 2:44:56 PM] Comparing Moral Reasoning of Child & Adult COMPARING MORAL REASONING Compare the answers to the moral dilemmas you gave to a child and an adult. The following questions will help you reflect on your assignment. 1. How did the responses of the child and the adult differ in terms of maturity of moral judgments? 2. To what extent did the responses correspond with the stages postulated by Piaget, Kohlberg, and Gilligan? 3. Are there any factors (e.g., intelligence, education, breadth of experience, religious affiliation, etc.) other than age or sex that might explain the basis for differences in maturity or sophistication? 4. To what extent did personality, cultural values, gender, attitudes, or individual experience appear to reflect the subject's reasoning? 5. Do you believe the differences in types of moral reasoning are related to the characteristic patterns of behavior (e.g. honesty, altruism, or responsibility) of the person's you studied? Explain. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/1004hand.htm [11/7/2002 2:44:20 PM] Comparing Moral Reasoning of Adult MORAL REASONING INTERVIEW FOR AN ADULT Procedure: Read the following dilemma to the adult. Then ask him or her the questions that follow. Age of adult ______ Sex of adult ______ Sharon and Jill were best friends. One day they went shopping together. Jill tried on a sweater and then, to Sharon's surprise, walked out of the store wearing the sweater under her coat. A moment later, the store's security officer stopped Sharon and demanded that she tell him the name of the girl who had walked out. He told the store owner he'd seen the two girls together and was sure the one who left had been shoplifting. The store owner said to Sharon, "Come on now, come clean. You could get into serious trouble if you don't give us your friend's name." 1. Should Sharon tell Jill's name to the security officer? Why? 2. Would it make any difference if Jill had recently done a big favor for Sharon? 3. Would it make a difference if they were not good friends? 4. What factors should Sharon consider in making her decision? 5. Is shoplifting wrong? Why? What's the most important reason why it is wrong? Adapted from: Lickona, T. (1991), Educating for character: How our schools can teach respect and responsibility. New York: Bantam file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/1003hand.htm [11/7/2002 2:43:41 PM] Moral Reasoning for a Child MORAL REASONING INTERVIEW FOR A CHILD Procedure: After you have obtained permission from the child's parents and explained the project, show or read the following moral dilemma to the child and ask the questions that follow. Age of child ________ Sex of child _________ Kenny is walking to the store. It's his mother's birthday on Saturday. He's feeling bad because he hasn't been able to save up enough money to get her the present he'd like to give her. Then, on the sidewalk, he finds a wallet with $10 in it -- just what he needs to buy the present! But there's an identification card in the wallet telling the name and address of the owner. 1. What should Kenny do? Why? 2. What would be a good reason for Kenny to return the wallet? Can you think of any other reasons? 3. Would it be stealing to keep the money? Why is it wrong to steal? 4. What if the owner of the wallet were rich and greedy and wouldn't even give Kenny a reward for returning it -- should he return the wallet then? file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/1002hand.htm [11/7/2002 2:43:01 PM] What Encourages Positive Social Relationships? WHAT ENCOURAGES POSITIVE SOCIAL RELATIONSHIPS? Ø Ø Ø Ø Ø Ø Ø Ø Ø Ø Ø Ø Ø showing empathy and kindness helping giving accepting help graciously sharing showing positive verbal and physical contact comforting another in distress donating to others who are less fortunate showing concern responding to others who are sad taking the perspective of another person showing affection cooperating with others to complete a task Source: Wittmer, D. S. & Honig, A. S. (July, 1994). Encouraging positive social development in young children. Young children, 412. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/1001hand.htm [11/7/2002 2:40:58 PM] Who is Gifted? WHO'S GIFTED? CHARACTERISTICS TO LOOK FOR an advanced vocabulary outstanding memory curious about many things; asks lots of questions has many interests and hobbies is intense; gets totally absorbed in activities and thoughts operates on higher levels of thinking than age peers perceives subtle cause-effect relationships catches on quickly is sensitive to beauty, other's feelings and emotions possesses an advanced sense of justice sees connections between apparently unconnected ideas may prefer to work alone; resists cooperative learning street-smart; may not do well on school tasks displays original ideas; fluent in idea generation able to elaborate; values non-conformity may procrastinate and be perfectionistic Source: Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Free Spirit. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0905hand.htm [9/18/2002 2:33:14 PM] Exeptional Children Observation OBSERVING EXCEPTIONAL CHILDREN IN THE CLASSROOM Instructions: If possible observe a classroom, interview a parent of a child in Special Education, or a parent of a child in Gifted Education that is mainstreamed (in the classroom with non-special education or "non-gifted" children). Use the following questions to guide your observations and report for the class. Describe two teacher-child interactions. Describe two child-peer interactions. What modifications have been made to the classroom or school building for the children to be mainstreamed? What special support services (for example, transportation, tutoring, interpreting, large print books, psychological/physical/speech therapy, etc.) are available to the child(ren) you are observing? What modifications have been made in the teaching content and strategies to accomodate the exceptional child? Interview the teacher about the Individual Education Plan (IEP) for the special education child(ren). How are the educational objectives different? How are they accomplished? How is the child evaluated? file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0904hand.htm [9/17/2002 3:48:54 PM] ADHD DIAGNOSTIC CRITERIA FOR ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD) 1. 2. 3. 4. 5. SYMPTOMS MUST PERSIST FOR AT LEAST SIX MONTHS SYMPTOMS SHOULD HAVE BEGUN BEFORE AGE SEVEN SYMPTOMS PRESENT IN AT LEAST TWO SITUATIONS DISORDER IMPAIRS FUNCTIONING SYMPTOMS NOT EXPLAINED BY ANOTHER DISORDER SUCH AS ❍ ANXIETY ❍ SCHIZOPHRENIA ❍ MANIA ❍ DISSOCIATIVE DISORDER ❍ PERSONALITY DISORDER ❍ DEVELOPMENTAL DISORDER ADHD - HYPERACTIVITY/IMPULSIVITY 1. 2. HYPERACTIVITY A. SQUIRMS OR FIDGETS B. INAPPROPRIATELY LEAVES SEAT C. INAPPROPRIATELY RUNS AND CLIMBS D. HAS TROUBLE QUIETLY PLAYING E. APPEARS DRIVEN OR "ON THE GO" F. TALKS EXCESSIVELY IMPULSIVITY A. ANSWERS QUESTIONS BEFORE ASKED B. HAS TROUBLE WAITING TURN C. INTERRUPTS OR INTRUDES ON OTHERS ADHD - INATTENTION 1. 2. 3. 4. 5. 6. 7. 8. 9. FAILS TO PAY CLOSE ATTENTION TO DETAILS MAKES CARELESS ERRORS DOESN'T APPEAR TO LISTEN DOES NOT FOLLOW THROUGH ON INSTRUCTIONS OR CHORES HAS TROUBLE ORGANIZING TASKS OR ACTIVITIES DISLIKES OR AVOIDS SUSTAINED MENTAL EFFORT LOSES MATERIALS EASILY DISTRACTED FORGETFUL Sources: American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. Barkley, R. A. (1990). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0903hand.htm [9/17/2002 3:29:52 PM] Piagetian Tasks PIAGETIAN TASKS Instructions: Administer the following tasks to two or more children individually. (This is much more useful if you select children of different ages, such as one age 5 and another age 10.) Take notes about what you do. Pay special attention to the concepts of centering and reversibility. Reflect on what you discover and evaluate the usefulness of Piaget's theory of cognitive development. 1. Perspective taking A. Ask your subjects the following questions. "Pretend that your ____________ (friend, teacher, aunt, uncle) is going to have a birthday, and you want to surprise him/her with a gift he/she will really like. How would you decide what kind of gift _______ would really like? Reflection: What cognitive strategies, insight, and social inference does each subject reveal in determining what gift would please a person. Does the subject consider age, gender, etc.? 2. Conservation of volume A. B. Have two identical containers (e.g. glasses) and a third which is either taller and slimmer or shorter and fatter. Have a pitcher of water (you may want to color it for emphasis). Give the subject the similar containers. Say, "Please pour water into both so that each has exactly the same amount of water." "Do both have exactly the same amount of water?" "How do you know?" C. Give the subject the third, different container. Say, "Now take one_____(e.g. glass) and pour it into this new one." "Now, do they both have the same amount of water?" "How do you know?" "Pour this new one back into the original one. Now is there the same amount of water?" "How do you know?" Reflection: What similarities/differences did you note about the explanations? 3. Conservation of number A. Have 12 pennies or poker chips. With the child and you seated at a table, lay out the items in two identical and parallel rows, equally spaced and identical in length. Say," Which row has more pennies, this one or this one, or are there the same number in each row?" "Are you sure? How do you know? How many pennies are there in each row?" B. Spread out one of the rows to about twice its length. Repeat the above questions. Then say, "But there must be more in this row because it looks longer." "Now let's put the pennies into two piles." C. While doing so secretly remove a penny from one pile. "Are there still the same number of pennies in each pile? How do you know? Why don't you count them to be sure. Why are they different now?" file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0902hand.htm (1 of 2) [9/17/2002 3:22:37 PM] Piagetian Tasks Reflection: What similarities/differences did you note about the explanations? 4. Conservation of mass A. Have two balls of play dough. Say, "Do these two balls have the same amount of play dough?" If subject says no, say, "Why don't you make it so they both have the same amount of play dough." "Are you sure they have the same amount? How do you know?" B. Then say, "Okay, now roll out one of these balls into a snake." Ask, "Now, do both have the same amount of play dough?" "How do you know?" Say, "Now, make the snake back into a ball." "Do both balls have the same amount of play dough?" "How do you know?" Reflection: What similarities/differences did you note about the explanations? 5. Prediction A. Have some M&Ms and a brown paper lunch sack. With the subject, select 10 red M&Ms, 5 yellow M&Ms, and 2 blue M&Ms. Have the subject count them out with you. Put all 17 M&Ms into the sack. Say, "Now, if I put my hand into the sack and take out only one M&M, what color do you think it will be? Why?" Reflection: What similarities/differences did you note about the explanations? Did some of the children's responses surprise you? Why? What do their errors tell you about their thinking? Do you think Piaget was correct about his theory of cognitive development? file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0902hand.htm (2 of 2) [9/17/2002 3:22:37 PM] Opinion of IQ WHAT'S YOUR OPINION ABOUT IQ Instructions: Mary Jo Bane and Christopher Jenks argue that the if intelligence is inherited there is nothing the schools or anyone can do to improve a child's chances in life. Below are five "myths" Bane and Jencks say are commonly accepted as true. What do you think? Using your own experience, respond to each "myth". IQ tests are the best measure of human intelligence. The poor are poor because they have low IQs. Those with high IQs end up in well-paid jobs. Your IQ is overwhelmingly determined by your genetic endowment. The main reason African-American children and poor white children have low IQ scores is that they have "bad" genes. Improving the quality of the schools will go a long way toward wiping out the differences in IQ and school achievement and, therefore, in children's life chances. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0901hand.htm [9/17/2002 3:11:03 PM] Children's Toy Critique TOY STORE ASSIGNMENT Go to a toy store (Toys R Us, K-Mart, Wal-Mart, etc.) and examine the toy department. Consider the following questions. 1. How are the toys presented (categorized and displayed)? 2. Do the toys represent stereotypical views of girls and boys? Describe how. 3. Are any toys presented so that they seem appropriate for either gender? 4. Are there any toys that are stereotypically a boy toy or a girl toy because of how they are packaged but could be attractive to either sex with another package or name? 5. Are there any toys marketed to both boys and girls? 6. How does the marketing of toys appeal to parents as well as children? 7. How do toys contribute to gender roles in our society? file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0805hand.htm [9/17/2002 2:56:06 PM] Children's Book Critique CHILDREN'S LITERATURE Instructions: For this assignment, you can go to your local library or book store and try to find one or two of your favorite children's books or stories from your childhood. Consider the following. Book #1 Title, year of publication, and author _______________________________________ What age (and sex) child would most enjoy this book? Why? What is the main idea of the story? What lessons (including gender role development) did the author intend for children to learn from this story? Would you change anything were you to rewrite this story? Book #2 Title, year of publication, and author _______________________________________ What age (and sex) child would most enjoy this book? Why? What is the main idea of the story? What lessons (including gender role development) did the author intend for children to learn from this story? Would you change anything were you to rewrite this story? file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0804hand.htm [9/17/2002 2:46:04 PM] Children's TV Critique CHILDREN'S TELEVISION PROGRAMS AND GENDER STEREOTYPING For this assignment you are to watch a children's television program (e.g., a cartoon, Sesame Street, Mr. Roger's Neighborhood). Answer the following questions. Name of program _________________________________________________________________________________________________________ Day and time of program ___________________________________________________________________________________________________ Who was the primary audience for this show (girls or boys; age level)? _____________________________________________________________ Why would children like this show? _______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ List any incidences of gender stereotyping (aggressive men, beautiful but weak women, violence, men working and women staying home, etc.) _______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ What did you like about this show? _______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ What did you dislike about this show? ______________________________ _________________________________________________________________________________________ _______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ Did the advertisements contribute to stereotyping? _______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0803hand.htm [9/17/2002 2:44:04 PM] Masculine & Feminine Characteristics SEX ROLE INTERVIEW Instructions: Chose a group leader to total and report your group results. Ask each members of your group to label each of the following behaviors as masculine or feminine. Record each response M-F under the appropriate column. Compare your responses to the group responses and the class responses. Where differences occur, explain why you might differ from the beliefs of the class/group. Behavior 1. Wearing pink 2. Wearing blue 3. Cooking hamburgers on a grill 4. Baking cream puffs 5. Cleaning house 6. Changing a baby's diapers 7. Driving a truck 8. Going to the ballet 9. Going to a sporting event 10. Owning a dog 11. Owning a cat 12. Piloting an airliner 13. Being a flight attendant 14. Becoming a doctor 15. Becoming a nurse 16. Teaching at a university or college 17. Teaching grade school 18. Demonstrating love and sadness openly (hugging or crying) 19. Demonstrating anger by being aggressive 20. Getting into a fight file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0802hand.htm [9/17/2002 2:34:02 PM] Age/Sex Age/Sex Age/Sex Dorothy Law Nolte Poem CHILDREN LEARN WHAT THEY LIVE Dorothy Law Nolte If a child lives with criticism, he learns to condemn. If a child lives with hostility, he learns to fight. If a child lives with fear, he learns to be apprehensive. If a child lives with pity, he learns to feel sorry for himself. If a child lives with ridicule, he learns to be shy. If a child lives with jealousy, he learns what envy is. If a child lives with shame, he learns to feel guilty. If a child lives with encouragement, he learns to be confident. If a child lives with tolerance, he learns to be patient. If a child lives with praise, he learns to be appreciative. If a child lives with acceptance, he learns to love. If a child lives with approval, he learns to like himself. If a child lives with recognition, he learns that it is good to have a goal. If a child lives with sharing, he learns about generosity. If a child lives with honesty and fairness, he learns what truth and justice are. If a child lives with security, he learns to have faith in himself and in those about him. If a child lives with friendliness, he learns that the world is a nice place in which to live. If you live with serenity, your child will live with peace of mind. With what is your child living? Source: Canfield, J. & Wells, H. C. (1976). 100 ways to enhance self-concept in the classroom: A handbook for teachers and patents. Boston: Allyn & Bacon. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0801hand.htm [9/17/2002 2:00:08 PM] Early Childhood Observation EARLY CHILDHOOD OBSERVATION ASSIGNMENT Instructions: The purpose of this assignment is to give you an opportunity to better understand early childhood development by observing and interacting with someone in this age group. The assignment consist of three loosely defined tasks - one related to each of the domains of development (physical, cognitive, psychosocial). In short, you will be like a researcher, gathering insight into the developing child through observation and interviews. For each of the areas, define and state your purpose. Identify your subject(s) or the participants in your observation. You do not need to have the same subject(s) for each area. Develop strategies to gather your data (e.g. interview questions, props, observation guidelines). Briefly write up your results, and relate this to information, concepts or theories discussed in the text. First, address the physical abilities or motor development of a preschooler. You might want to observe their activity for an identified amount of time - maybe three intervals of two minutes, and precisely record EVERYTHING the child does. You might ask the child to perform a few "tricks"like standing on one foot, jumping on one foot, holding a crayon or cutting paper - maybe compare these across ages or between boys and girls. Second, explore the cognitive abilities of the young child. You might use Piaget's model or information processing theory. You could test the child's "conservation"skills, ask them some "why"questions to see if their answers are egocentric or if they use animism. You might test their memory by asking them to repeat a list of words and/or then ask them how they remember, maybe teach them to use rehearsal and see if there's a difference. Third, examine an area of social development. Here you may observe a group of children playing and note, describe and/or time the types of play they engage in. You may ask a child to describe themselves and interpret their response in terms of the literature on self development. Try to observe "boy/girl"play, toys or socialization in terms of gender role development or interview a child about various roles and what their "job"is , why, and what if "Dad's did this and Mom's did this? @ NOTE: You are free to arrange and organize your observations, results and interpretations as you see fit. I will evaluate you on the clarity of your stated purpose, the appropriateness of your data collection (i.e. are you addressing your purpose), the logic behind your summaries and interpretations, and the degree to which you integrate and refer to the information, concepts or theories discussed in the text. You might want to use an outline form to write up your report. For example: Physical Development Purpose: To examine fine and gross motor skills and note any age or gender differences, to evaluate these and comment in terms of motor skill development. Participants: 3-yr-old, 4-yr-old, and 5-yr-old Females; 3-yr-old, 4-yr-old, and 5-yr-old Males. Setting: All were at the daycare center. It was mid afternoon, and the children were outside in free play. Procedure: Asked the children to do a number of motor tasks (e.g. hop on one foot, skip). file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0704hand.htm (1 of 2) [9/17/2002 1:04:56 PM] Early Childhood Observation Age Task Outcome 3-year Female 4-year Female 5-year Female 3-year Male 4-year Male 5-year Male file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0704hand.htm (2 of 2) [9/17/2002 1:04:56 PM] Comments Vygotsky's View of American Society VYGOTSKY'S VIEW IN LIGHT OF PRESENT DAY AMERICAN SOCIETY Instructions: Feldman notes that Vygotsky believes that, "by emphasizing particular tasks, culture and society shape the nature of specific cognitive advances. Unless we look at what is important and meaningful to members of a given society, we may seriously underestimate the nature and level of cognitive abilities that ultimately will be attained"(p. 251). Consider present day America, and list at least five particular tasks, skills, abilities, expectations, or norms that exist. Comment as to how you think these might be shaping an individual's cognitive focus or development. For example, one of the most commonly asked questions when people first meet, "What do you do for a living?"How might this influence or shape cognitive or personal development? What about new technologies, such as computers, the Internet, ATMs? 1. Describe in 250 words a particular social task, skill, ability, expectation or norm, and explain how this influence might shape cognitive file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0703hand.htm [9/17/2002 11:23:49 AM] Children's TV Viewing CHILDREN'S TV: LET'S TALK ABOUT IT Instructions: View one children’s television program and one commercial which targets children for sales. For each television show or clip viewed, answer as many of the following questions that apply. Give the title or a brief description of the television program or scene. 1. Is the television program designed specifically for young children? How do you know? Did it intentionally aim at providing an educational message? If so, what was the intended message? If not, what do you think a preschooler would have learned from viewing the show? 2. Identify several stimuli (e.g. characters, acoustics, colors, themes) that you think a preschooler would most readily attend to, and explain why? What image or message would they have learned from these salient features of the show? 3. How many aggressive or violent acts are in the show? Briefly describe one. Try and explain this scene through the eyes of a preschooler (e.g. what might he or she be thinking or concluding). Did anything occur that you think might promote fear or distress for a young viewer? Why? 4. How many prosocial or humorous acts are in the show? Briefly describe one. Try and explain this scene through the eyes of a preschooler (e.g. what might he or she be thinking or concluding). 5. Are references made to both males and females? How is each portrayed? Were there any role or cultural stereotypes? Was there any comment, scene or action that might send a message about social norms or expectations (e.g. discipline, materialism, relationships)? 6. Would you let your own preschool child view this television show? Explain why or why not. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0702hand.htm [9/17/2002 11:21:56 AM] DEATH ANXIETY QUESTIONNAIRE Instructions: For each of the following items, indicate your response according to the following scale. 0 = not at all 1 = somewhat 2 = very much _______ 1. Do you worry about dying? _______ 2. Does it bother you that you may die before you have done everything you wanted to do? _______ 3. Do you worry that you may be very ill for a long time before you die? _______ 4. Does it upset you to think others may see you suffering before you die? _______ 5. Do you worry that dying may be very painful? _______ 6. Do you worry that the persons closest to you won’t be with you when you are dying? _______ 7. Do you worry that you may be alone when you are dying? _______ 8. Does the thought bother you that you might lose control of your mind before death? _______ 9. Do you worry that expenses connected with your death will be burden to other people? _______ 10. Does it worry you that your instructions or will about your belongings may not be carried out after you die? _______ 11. Are you afraid that you may be buried before you are really dead? _______ 12. Does the thought of leaving loved ones behind when you die disturb you? _______ 13. Do you worry that those you care about may not remember you after your death? _______ 14. Does the thought worry you that with death you may be gone forever? _______ 15. Are you worried about not knowing what to expect after death? Conte, H. R., Weiner, M. B., and Plutchik, R. (1982). Measuring death anxiety Ainsworth Strange Situation Test AINSWORTH'S STRANGE SITUATION TEST EPISODE DESCRIPTION BEHAVIORS OBSERVED Mother, baby and observer enter experimental room. Mother sits and watches while baby is free to explore the room. Stranger enters. Stranger is silent for 1 minute. Stranger talks to mother for 1 minute. Stranger approaches baby. Mother leaves room unobtrusively. Baby is alone with stranger. Observer leaves. Many attractive toys are scattered around. Does baby use mother as a secure base? Mother comes back into room and greets and comforts baby. Baby is encouraged to play again. Mother leaves room, says "Bye, bye". Baby is alone. Stranger enters room and interacts with baby. How did baby react to mother's return? Mother enters room. Greets baby and picks up baby. Stranger leaves. What are baby's reactions to stranger? Is there separation anxiety? Is there separation anxiety? Does the baby have the ability to be comforted by the stranger? How does baby react to reunion with mother? Note: Ainsworth tested babies at 12 months of age. All episodes last 3 minutes. Although Ainsworth used mothers, this test can be used with other caretakers such as fathers or regular babysitters. Source: Ainsworth, M. D. S., Blehar, M., Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ: Erlbaum. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0601hand.htm [9/16/2002 7:38:39 AM] Infant Emotion & Temperament OBSERVING INFANTS Observe two infants, one infant at a time. Write down your best interpretation of what you see. Infant #1 age _________ sex _________ What emotional displays did you observe? Describe the situation. What temperament style do you think the infant has (easy, difficult, slow-towarm-up). Why? Describe the infant's interactions with its parent(s). Infant #2 age _________ sex _________ What emotional displays did you observe? Describe the situation. What temperament style do you think the infant has (easy, difficult, slow-towarm-up). Why? Describe the infant's interactions with its parent(s). How do you explain the differences between the two infants? file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0602hand.htm [9/16/2002 7:44:29 AM] Object Permanence OBJECT PERMANENCE EXERCISE Observe two or more infants (6 months to 2 years). In a familiar setting for the infant, give the infant one of his or her favorite toys. Record the infant's reactions. On the back of this sheet, compare your findings with Piaget's theory of object permanence. Infant #1 sex _________ age _________ 1. While the infant is watching, partially hide toy. 2. While the infant is watching, completely hide toy. 3. With the infant watching, hide the toy under a cloth and then move the toy to another place that the infant can see. 4. With the infant watching, hide the toy under a cloth. Move the toy to another hiding place, and then move the toy once again to a third hiding place. All hiding places should be in the view of the infant. Infant #2 sex _________ age _________ 1. While the infant is watching, partially hide toy. 2. While the infant is watching, completely hide toy. 3. With the infant watching, hide the toy under a cloth and then move the toy to another place that the infant can see. 4. With the infant watching, hide the toy under a cloth. Move the toy to another hiding place, and then move the toy once again to a third hiding place. All hiding places should be in the view of the infant. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0501hand.htm [9/13/2002 7:34:18 AM] Assimilation & Accommodation ASSIMILATION AND ACCOMMODATION Define the concept of assimilation. Define the concept of accommodation. List several ways an infant (birth-2yrs) displays the use of assimilation. List several ways an infant displays the use of accommodation. List several ways adults display the use of assimilation. List several ways adults display the use of accommodation. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0502hand.htm [9/13/2002 7:36:33 AM] INFANT TOY SURVEY INFANT TOY SURVEY Instructions: Examine several toys marketed for infants (see package age ranges). You may go to Amzon.com or another Internet site if you wish. Determine how this toy is designed for infant safety and to stimulate infant development, especially sensory development. Try to find one good toy and one poor toy. Toy #1 Description: Recommended age range: __________________ Toy rating (1= poor, 2= fair, 3= average, 4= good, 5= excellent). Explain why. Durability Safety Attractiveness Source of stimulation Toy #2 Description: Recommended age range: __________________ Toy rating (1= poor, 2= fair, 3= average, 4= good, 5= excellent). Explain why. Durability Safety Attractiveness Source of stimulation file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0402hand.htm [9/13/2002 7:28:01 AM] INFANT REFLEXES INFANT REFLEXES Survival Reflexes Breathing Rooting Sucking Pupillary Eye-blink Infants reflexively inhale to obtain oxygen and expel carbon dioxide. If you touch an infant's cheek, the infant will turn its head toward the stimulus and open its mouth as if expecting a nipple. If you touch or otherwise stimulate an infant's mouth, the infant will respond by sucking and making rhythmic movements with the mouth and tongue. The pupils of infant's eyes narrow when in bright light and when going to sleep, and widen when in dim light and when waking up. Infants blink in response to an object's moving quickly toward their eyes or to a puff of air. Primitive Reflexes Moro (startle) Palmar Plantar Babinski Stepping Swimming Tonic neck When infants are startled by loud sounds or by being suddenly dropped a few inches, they will first spread their arms and stretch out their fingers, then bring their arms back to their body and clench their fingers. When an infant's palm is stimulated, the infant will grasp tightly and increase the strength of the grasp as the object is pulled away. When an object or a finger is placed on the sole of an infant's foot near the toes, the infant responds by trying to flex the foot. If you stroke the sole of an infant's foot from heel to toes, the infant will spread the small toes and raise the large one. When infants are held upright with their feet against a flat surface and are moved forward, they appear to walk in a coordinated way. Infants will attempt to swim in a coordinated way if placed in water in a prone position. When infants' heads are turned to one side, they will extend the arm and leg on that side and flex the arm and leg on the opposite side, as if in a fencing position. Adapted from Craig (1999). Human Development. Upper Saddle River, NJ: Prentice Hall. p. 129. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0301hand.htm [9/12/2002 3:32:01 PM] CONCEPTION AND PREGNANCY FACTS FACTS ABOUT CONCEPTION AND PREGNANCY Review your knowledge of conception and pregnancy by answering the questions below. Conception 1. Trace the journey of the egg in a woman's body: --__________________ > fertilized __ovary________ --> --> --> ____________________ ____________________ -- _________________ > unfertilized 2. Trace the journey of sperm cells from ejaculation to conception: ___penis________ --> ______________ --> ______________ --> ___________ --> _____________ 3. List three possible reasons for infertility in women. a. _________________________________________________________ b. _________________________________________________________ c. _________________________________________________________ 4. List two possible reasons for infertility in men. a. _________________________________________________________ b. _________________________________________________________ 5. List and define three treatments for infertility a. _________________________________________________________ b. _________________________________________________________ c. _________________________________________________________ Pregnancy file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0201hand.htm (1 of 2) [9/12/2002 3:06:55 PM] CONCEPTION AND PREGNANCY FACTS 1. List three early signs and symptoms of pregnancy. a. _________________________________________________________ b. _________________________________________________________ c. _________________________________________________________ 2. Name the three stages of prenatal development. How long does each stage last? What systems have developed? What is the developing child called? Stage 1: ________________ Stage 2: ________________ Stage 3: ________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ 3. List six important components of good prenatal care. a. _________________________________________________________ b. _________________________________________________________ c. _________________________________________________________ d. _________________________________________________________ e. _________________________________________________________ f. _________________________________________________________ 4. Name and describe three prenatal tests. a. _________________________________________________________ b. _________________________________________________________ c. _________________________________________________________ 5. Name six teratogens.. a. _________________________________________________________ b. _________________________________________________________ c. _________________________________________________________ d. _________________________________________________________ e. _________________________________________________________ f. _________________________________________________________ file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0201hand.htm (2 of 2) [9/12/2002 3:06:55 PM] Dominant & Recessive Genes DOMINANT AND RECESSIVE CHARACTERISTICS Characteristics in the left-hand column dominate over those characteristics listed in the right-hand column. eye coloring vision hair facial features appendages other DOMINANT TRAITS RECESSIVE TRAITS brown eyes farsightedness normal vision normal vision normal vision dark hair non-red hair curly hair full head of hair widow's peak dimples unattached earlobes freckles broad lips grey, green, hazel, blue eyes normal vision nearsightedness night blindness color blindness* blonde, light, red hair red hair straight hair baldness* normal hairline no dimples attached earlobes no freckles thin lips extra digits fused digits short digits fingers lack 1 joint limb dwarfing clubbed thumb double-jointedness immunity to poison ivy normal pigmented skin normal blood clotting normal hearing normal hearing and speaking normal- no PKU normal number normal digits normal digits normal joints normal proportion normal thumb normal joints susceptibility to poison ivy albinism hemophilia* congenital deafness deaf mutism phenylketonuria (PKU) * sex-linked characteristic file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0203hand.htm [9/12/2002 3:25:59 PM] Fertility Problems & Solutions FERTILITY PROBLEMS AND SOLUTIONS FEMALES PROBLEM SOLUTION Damaged fallopian tubes Surgery, in vitro fertilization Abnormal ovulation Hormone therapy, antibiotics, in vitro fertilization Pelvic Inflammatory Disease (PID) Antibiotics, surgery, change in birth control methods endometriosis Antibiotics, hormone therapy, surgery, artificial insemination Damaged ovaries Surgery, antibiotics, hormone therapy Hostile cervical mucus Antibiotics, artificial insemination, hormone therapy Fibroid tumor Surgery, antibiotics Stress Relaxation techniques Tipped uterus, fibroid tumors Surgery MALES PROBLEM SOLUTION Low sperm count Antibiotics, hormone therapy, artificial insemination, lowered testicular temperature Dilated veins around testicle Surgery, lowered testicular temperature, antibiotics Damaged sperm ducts Surgery, antibiotics Hormone deficiency Hormone therapy Sperm antibodies Antibiotics, in vitro fertilization Chronic illness, alcoholism, drug abuse, long-term use of marijuana Artificial insemination Pollutants Artificial insemination Stress Relaxation techniques Adapted from Jewelewicz, R. (1989). Sexual and reproductive health. In Tapley, D. F., Morris, T. Q., Rowland, L.P., Weiss, R. J., Subak-Sharpe, G. J., & Goetz, D. M (Eds.). The Columbia University College of physicians and surgeons complete home medical guide (Rev. ed.). New York: Crow. file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0202hand.htm [9/12/2002 3:13:24 PM] Teratogens POSSIBLE TERATOGENS This list of suspected teratogens contains many common items. Most babies are born without defects, so the placenta may be an effective barrier. Additionally, the timing of the exposure to a teratogen is critical to its impact on prenatal development. Overall, more damage is likely early in the pregnancy when organ systems are developing. DISEASES Chlamydia Rubella (German Measles) HIV Toxoplasmosis Pneumonia Herpes Syphilis Tuberculosis Gonorrhea Scarlet Fever Mumps Influenza DRUGS Accutane Iodides Antibiotics Opiates Aspirin Smallpox vaccination Nicotine Vitamins in excess Hexachlorophene Amphetamines LSD Anticoagulant drugs Sedatives Caffeine Tranquilizers Diethylstilbestrol (DES) Alcohol Lithium Anti-cancer drugs Quinine Barbiturates Thalidomide Cocaine Marijuana ENVIRONMENTAL FACTORS Cadmium Mercury Cat feces Fumes from paints, solvents, glues, dryNickel Pesticides cleaning fluids Insecticides Herbicides Manganese Radiation (X-rays, Video Display Terminals) Hair dyes Polychlorinated Biphenyls (PCBs) Lead NONINFECTIOUS MATERNAL CONDITIONS Alcoholism Rh + factor Diabetes Chemical dependency Anemia Mellitus Phenylketonuria Stress Young/older mother file://///Blackbeard/sscience/LDThomas/Feldman/Handouts/0204hand.htm [9/12/2002 3:30:33 PM] TEEN SLANG THEN AND NOW 1920 1930 JALOPY (OLD CAR) PERSON) JERK (OBNOXIOUS LOOT (MONEY) (INNATE) NATURAL BORN LUG (STUPID MAN) (TIMID) NERVOUS NELLIE MASH (LOVE AFFAIR) FAILS TO SHOW UP) NO SHOW (WHEN ONE NUMBER (CLEVER OR ATTRACTIVE PERSON) 1940 1950 HUBBA HUBBA (EXPRESSIONOF DELIGHT) ALIENATED FROM SOCIETY) BEATNIK (ONE DAME (WOMAN) CHASER) HOUND DOG (WOMAN NO CAN DO (UNABLE TO DO IT) SOMEONE) IGGLE (TO PERSUADE PAD (HOME) KEEN (SWELL, GOOD) TEEN SLANG THEN AND NOW 1960 1970 CHICK (YOUNG WOMAN) DUDE (GUY) FAR OUT (STRANGE) FOXY (ATTRACTIVE) GROOVY (EXCELLENT) FUNKY (SOULFUL) LET IT ALL HANG OUT (BE CANDID) GET DOWN (DANCE) RIGHT ON (APPROVAL) 1980 FLY (COOL, ATTRACTIVE) 1990 BAD (GOOD) FUNKY (STRANGE, BAD) FRIENDS) HANGIN (BEING (WITH GET A CLUE (UNDERSTAND) A DATE) CRUISIN (LOOKING FOR GNARLY (EXCELLENT) PHAT (FINE) RAD (RADICAL, BUT GOOD) STUPID (COOL) TEEN SLANG THEN AND NOW 1920 1930 JALOPY (OLD CAR) PERSON) JERK (OBNOXIOUS LOOT (MONEY) (INNATE) NATURAL BORN LUG (STUPID MAN) (TIMID) NERVOUS NELLIE MASH (LOVE AFFAIR) FAILS TO SHOW UP) NO SHOW (WHEN ONE NUMBER (CLEVER OR ATTRACTIVE PERSON) 1940 1950 HUBBA HUBBA (EXPRESSIONOF DELIGHT) ALIENATED FROM SOCIETY) BEATNIK (ONE DAME (WOMAN) CHASER) HOUND DOG (WOMAN NO CAN DO (UNABLE TO DO IT) SOMEONE) IGGLE (TO PERSUADE PAD (HOME) KEEN (SWELL, GOOD) TEEN SLANG THEN AND NOW 1960 1970 CHICK (YOUNG WOMAN) DUDE (GUY) FAR OUT (STRANGE) FOXY (ATTRACTIVE) GROOVY (EXCELLENT) FUNKY (SOULFUL) LET IT ALL HANG OUT (BE CANDID) GET DOWN (DANCE) RIGHT ON (APPROVAL) 1980 FLY (COOL, ATTRACTIVE) 1990 BAD (GOOD) FUNKY (STRANGE, BAD) FRIENDS) HANGIN (BEING (WITH GET A CLUE (UNDERSTAND) A DATE) CRUISIN (LOOKING FOR GNARLY (EXCELLENT) PHAT (FINE) RAD (RADICAL, BUT GOOD) STUPID (COOL)
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