Extra Credit Assignment #1
Folk Wisdom and Pregnancy
Perhaps no other period in the life of the developing person generates as much fascination and misinformation as the gestation and delivery of anew baby. Folk wisdom, or old wives' tales, concerning pregnancy and birth are still passed on today. Some are based on fact and observation; others derive from fears or are no longer true for a healthy mother who receives good prenatal care. The following questions relate to the prenatal period.
1. If you are a parent, think of a tale or story that you were told prior to or during your pregnancy (or the pregnancy of your partner) on the subject of influencing or predicting the gender of your baby, and briefly describe it. If you aren't a parent, ask a friend or relative to tell you a story about influencing or predicting the gender of ha baby, and briefly describe the story.
2. Think of, or ask about an old wives' tale about affecting the physical appearance of a fetus during the prenatal period of development, and briefly describe it.
3. Think of, or ask about an old wives' tale about affect the psychological traits of a fetus (e.g., its personality or intelligence) during the prenatal period, and briefly describe it.
4. On the basis of what you have learned in Chapter 4, which of the tales you have documented are accurate/helpful/true? Which are not? Why or why not?
Extra Credit Assignment #2
Toys for Tots
A wide variety of toys are available for young children. Many are intended to stimulate the child's biosocial cognitive, and psychosocial development. This activity provides an opportunity for you to increase your awareness of developmental achievements and needs of young children by examining toys that are designed for them, and considering how various toys could support and stimulate their development.
Go to a toy store or look through a toy catalogue, and identify two toys that re intended for 3-year-old children. Select two toys that you feel would have high interest or play value for this age group. Remember, we're talking about 3-year-olds.
1. Briefly describe the two toys you selected, how they are used, and where they are sold.
2. Identify the domain (or domains) of development that each toy is intended to stimulate, and explain your reasoning.
3. In your opinion, what is the value of each toy for stimulating development in a three-year-old? That is, how effective would the toy be in stimulating development in the domains and areas you identified? Apply concepts from the text to explain your reasoning.
4. Would the gender of the child influence the toys you selected or your opinion of their value? Explain why the child's gender would or would not make a difference.
Extra Credit Assignment #3
Songs of adolescence
The two major concerns of adolescence are the formation of a personal identity and the development of social relationships with peers (of both genders). Songs that are popular among teenagers usually reflect these themes or others that emerge in our discussion of adolescent psychosocial development.
1. Pick a song that was popular during your adolescent years. What is the song's title? What are some of the key lyrics? (If you like, you can copy and attach all of the lyrics at the end of this assignment.)
2. Why do you think the song was popular? What important concerns of adolescence does it reflect?
Adolescent Identity statuses
3. On the following page are brief descriptions of adolescents that illustrate each of the four major identity status that emerge in late adolescence or early adulthood. Read the four descriptions, and identify the most appropriate identity status for each. Be sure to explain your reasons.
a. Eleanor's identity status would probably be _______________ Why?
b. Kevin's identity status would probably be _______________ Why?
c. Wendy's identity status would probably be _______________ Why?
d. Ronald's identity status would probably be _______________ Why?
Extra credit #3 continued
Identity statuses: Four cases
Presented below are four brief cases descriptions that illustrate the four
identity statuses proposed by James Marcia and others, and summarized in table
16.1 of the 6th editoin of the text, and on page 415 of the 7th edition. The
four statuses presented here are identity achievement, foreclosure, diffusion,
and moratorium. It may help you to learn to understand these labels if you
try to apply them to specific cases. For each of the cases below, try to identify
the most appropriate identity status. (Extra credit does not depend upon getting
these correct, but you will need to know the differences for the exam.)
a. Eleanor's parents are both physicians. In college she chose to major in
French and even spent a semester in
b. Kevin has changed his college major several times; it will be about six years before he graduates. Since his parents have objected to this extra expense, Kevin has cheerfully taken a variety of jobs ranging from short-order cook to forest firefighter. He likes work that allows him time to think and be alone; the handful of friends he has are very much the same. Kevin's grades are generally high, though his record is marred by a number of "incompletes." He has had one very satisfying relationship with a young woman and is search rather anxiously for another. Kevin's' identity status would probably be described as __________. Why?
c. Wendy's mother is a psychologist who is heavily involved in women's groups and women's issues. Wendy admires her mother very much, having seen her strength tested in a bitter divorce when Wendy was just eight years old. Wendy believes that she, too, will be a strong and assertive young woman. She avoids people (especially men) who either doesn't see her in the light or try to bring out 'other sides' she may have. She steers clear of her stepmother, who (although pleasant) is, in Wendy's opinion, not a feminist. Wendy' college grades are very high, and her course selections reflect an unvarying interest in psychology, politics, and women's studies. Wendy's identity status would probably be described as ____________. Why?
d. Ronald is a freshman at a college near his old high school. He chooses
to come home nearly every weekend, but doesn't enjoy himself once he is home.
He doesn't' participate in any family activities. He avoid talking to his
parents or old high school friends, preferring to spend his time playing video
games in his room. Periodically he engages in impulsive shopping. After these
sprees, he talks excitedly about the new clothes or electronic gadget he's
acquired. Eh gets angry if his parents ask him what he is going to do with
his life, and angrier still if they patronize him. Ronald is enrolled in a
courses he has been told are easy, and eh does not have strong interests in
these or any other courses. Ronald's identity status would probably be described
as _________. Why?
Extra Credit Assignment #4
Research Article related to lifespan development
Identify and read an article from a scholarly journal that relates to some aspect of human development that interests you and prepare a brief report on the article. If the article describes several related research studies, it's okay to focus on a single study from it.
To receive credit, you must:
1. Select a specific area of human development that interests you. Use a search tool to identify a research article in that area of interest. You will need a full-text research article forma scholarly journal, not just a magazine article or a review of research. Be sure you have a complete copy of the article and not just an abstract. Skim the article before you copy it to verify it's what you want to cover. To do this, you might focus on the discussion at the end. If it is what you want, make a copy and bring it to your instructor.
2. Give the abstract and citation (reference information) to your instructor and get approval before you go any further. Don't wait to the last minute to do this. You must get prior approval. The deadline for approval is on your syllabus.
3. Prepare a typed report on the article and attaché the copy of the article. In your report provide the following: a) a complete bibliographical citation for the article, b) the developmental aspect of the article (this should be easy, if it's not, you are probably trying too hard), c) the chapter, section and pages in your textbook that cover the same subject-be specific, d) the thesis and the hypothesis of the article, e) two pages of text summarizing the article. This will include identification of the dependent and independent variables with a conclusion critiquing the research (e.g., the size and representativeness of the sample, the adequacy of controls, the exclusion of alternative explanations for the findings, etc.), f) an explanation whether the article supports or disagrees with the information presented in the text.
4. Your report should be typed and double-spaced. Grammar and spelling count. Remember that the Loft would be a fantastic place to take a draft for feedback and help if you are not confident in your writing skills. The report should be less than 5 pages long. Use the letters above (a-f) to identify each part of your response, and answer all parts. A clear copy of the article should be attached.
5. Your report will be graded on how adequately it covers the above items.
6. Your instructor will help you if you have difficulty finding an article
Extra Credit Assignment #5
Media Images of Aging
Our culture's glorification of youthfulness is so great it fosters an ageist stereotype of the elderly that makes it difficult to see them authentically and accurately. The popular media of television, magazines, motion pictures, and novels perpetuates this stereotype. This activity asks you to observe attitudes about aging as reflecting in greeting cards, television programs, and magazines. Please note that this assignment has 3 parts.
1. Go to a supermarket or card store and examine at least 2 greeting cards that are intended for persons 50 years or older. Note the visual portrayal of the card's intended recipient and any ageist stereotypes shown in the card's written message. Take notes.
* Describe how older adults are portrayed in the greeting cards you examined.
*Describe any ageist stereotypes you detected in the card's messages. Does the humor rely on the reader's familiarly with ageist stereotypes?
Given the nature of the online course, digital photographs can work in place of turning in the card itself.
2. View a television program or movie that portrays an elderly person. (Dramas,
soaps, and sit-coms are good) Again note how the person is portrayed and how
others treat the older adult.
* List the title, length, and date of viewing of the program you selected.
*Briefly identify the elderly person in the television program or movie, and describe their appearance and behavior.
*Describe any ageist stereotypes in the television program or movie.
*How did the other characters react to or treat the older adult?
*Was the older adult presented realistically, or was he/she an object of pity or humor? Did the humor rely on the viewer's familiarity with ageist stereotypes?
3. Examine current magazines to find a least one picture of an older adult.
Check at least four different magazine before giving up. Copy or cut out the
picture and attach it to the back of this assignment. (Again, photos or you
may want to go the websites of the magazines and see if any stereotypes found
in print are echoed online.)
* List the names and dates of the magazines you examined
* If you found a picture of an older adult, describe their appearance and dress and what they were doing when the picture was taken. Please attach the picture or a copy.
* What conclusions do you draw from the frequency that older adults are shown in American media from the activities that are pictured?