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?"
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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?
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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.
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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?
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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?
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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
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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.
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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).
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Early Childhood Observation
Age
Task
Outcome
3-year Female
4-year Female
5-year Female
3-year Male
4-year Male
5-year Male
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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.
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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.
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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.
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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.
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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
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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.
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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
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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. _________________________________________________________
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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
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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.
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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
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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)