PSYCH 133A Study Guide - Substance Abuse, Sex Education, Peer Pressure

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5 Apr 2023

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Give examples of endogenous and exogenous risk and protective factors based on girls. Endogenous- factors that originate within an individual that are considered internal or under their control and influence their behavior, emotions, or cognitive processes (ex. Hormones or neurotransmitters, extrovert or introvert personality type, attention, memory, emotion) Exogenous- factors that originate outside of the individual and influence behavior, emotions, or cognitive processes (ex. Drugs, physical environment, peer pressure, social norms, mental health disorders) Lack of social support and financial resources. Wanting no kids/ nothing to do with boys or girls. Deyonna"s life trajectory was significantly affected by a precipitating event (death of her cousin: led to her failing her senior year in high school, changing her life goals, and becoming pregnant. Boys and girls who became romantically involved between the interviews experienced a significantly increase in depression. Girls" greater vulnerability to romantic involvement explained 2/5 of the gender gap in changes in depression.

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Early Childhood Project

You have two options to complete this project. You may observe/interview a child between the ages of 6 months to 4 years or you may interview your primary caregiver about yourself at this age. Specify which option you have chosen and respond to all of the following prompts.

Subject's name, age, gender, and relationship to you:

According to Piaget, what stage of cognitive development should your subject be at?

Is your subject behaving according to Piaget's predicted stage?

Provide two to three specific examples using the terminology from your textbook.

What play exercises can caregivers practice with the subject to enhance their cognitive development at their current stage?

According to Erikson what stage of social development should your subject be at?

Is your subject behaving according to Erikson's predicted stage?

Provide two to three specific examples using terminology from your textbook.

What play exercises can caregivers practice with the subject to enhance their social development at their current stage?

Explain the controversy between stage theories and continuity of development. Why should parents think critically about stage theories before becoming concerned about their child's behavior?

Describe the subject's social environment according to Bronfenbrenner's theory.

How can the parents influence the subject's language learning and prosocial behaviors within their social context?

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6.1 Hyaline, elastic, and fibrocartilage help form the skeleton

Describe the functional properties [and locations] of the three types of cartilage tissue. 2 pts*

a. Hyaline cartilages: functional properties & locations

b. Elastic cartilages: functional properties & locations

c. Fibrocartilages: functional properties & locations

Locate the major cartilages of the adult skeleton. No response needed.
Explain how cartilage grows. 1 pt

6.2 Bones perform several important functions

List and describe seven important functions of bones. 2 pts

a. Function #1: describe

b. Function #2: describe

Etc.

6.3 Bones are classified by their location and shape

Name the major regions of the skeleton and describe their relative functions. No response needed.
Compare and contrast the structure of the four bone classes and provide examples of each class. 2 pts

a. Class #1: structure and examples

b. Class #2: structure and examples

Etc.

6.4 The gross structure of all bones consists of compact bone sandwiching spongy bone

Describe the gross anatomy of a typical flat bone and a long bone. No response needed for this first part. Indicate the locations & functions of red & yellow marrow, articular cartilage, periosteum and endosteum. 3 pts

a. Red marrow: location and function

b. Yellow marrow: location and function

c. Articular cartilage: location and function

d. Periosteum: location and function

e. Endosteum: location and functions

Indicate the functional importance of bone markings. 1 pt
Describe the histology of compact and spongy bone. 2 pts

a. Histology of compact bone (Hint: osteons)

b. Histology of spongy bone (Hint: trabeculae)

Discuss the chemical composition of bone and the advantages conferred by the organic and inorganic components. 2 pts

a. Organic components and advantages

b. Inorganic components and advantages

6.5 Bones develop either by intramembranous or endochondral ossification

Compare and contrast intramembranous ossification and endochondral ossification. 1 pt (Hint: do NOT outline individual steps. Look at the overall processes.)
Describe the process of long bone growth that occurs at the epiphyseal plates. 1 pt

6.6 Bone remodeling involves bone deposit and removal

Compare the locations and remodeling functions of the osteoblasts, osteocytes, and osteoclasts. 1 pt

a. Osteoblasts: location and remodeling function

b. Osteocytes: location and remodeling function

c. Osteoclasts: location and remodeling function

Explain how hormones and physical [mechanical] stress regulate bone remodeling. 2 pts

a. Hormones: explain how hormones regulate remodeling

b. Physical [mechanical] stress: explain how stress regulates remodeling

6.7 Bone repair involves hematoma and callus formation, and remodeling

Describe the steps of fracture repair. 1 pt

a. Step #1: describe

b. Step #2: describe

Etc.

6.8 Bone disorders result from abnormal bone deposition and resorption

Contrast the disorders of bone remodeling seen in osteomalacia, osteoporosis, and Paget’s disease. 1.5 pts a. Osteomalacia: contrast with other 2 disorders

b. Osteoporosis: contrast with other 2 disorders

c. Paget’s disease: contrast with other 2 disorders

Developmental Aspects of Bones: Timing of Events

Describe the timing and cause of changes in bone architecture and bone mass throughout life. 1.5 pts

SYSTEM CONNECTIONS: Homeostatic Interrelationships between the Skeletal System and Other Body Systems, p. 195

Choose TWO other body systems and state their interrelationship with the skeletal system 1 pt

System #1: interrelationship with skeletal system
System #2: interrelationship with skeletal system

papayaprofessor

Procedural details:

The continuous EEG of thirteen unique participants were recorded over 12 experimental sessions. One participant took part twice. All participants natively spoke a language that made the [tha] versus [da] distinction.
Stimuli were natural productions of [tha] and [da]. Stimuli were produced by a native female speaker of North American English.
There was only one experimental block. The aspirated [tha] was the repeated standard and unaspirated [da] was the infrequent deviant.
Data from Fp1, Fp2, Cz and Fz were recorded.
Two mastoid channels were recorded and linked in post-processing to create an average mastoid reference.
The participants heard 60 repetitions of the deviant [da] and approximately 420 repetitions of the standard [tha]. This was a ratio of approximately seven standards for every deviant that was presented to the participant.
Offline, the data was epoched, with 100 ms before the presentation of the stimulus and 800 ms after the presentation of the stimulus.

Questions:

Consult EEG and speech processing. What kind of experimental design is this? How do you know?
Given the Procedural details above and course content, provide specific predictions for what you expect? Assume that the participants can contrast [tha] and [da].

Do you predict there to be differences?
If so, at what time points?
Which response do you anticipate to be more negative?
What is the unit of Time measurement on the x-axis in a plot based on the experiment?

Now imagine that the participants were speakers of a language that did not contrast [tha] and [da], e.g., Spanish or Russian. State explicitly your predictions along the same lines as the answer to Question 2.
According to the experiment/procedures, which predictions are met? Be specific. Make particular reference to the imaginary plot and identify any parts of the ERP responses that might be different between the two conditions.

Is this in the time window that you expect?
Is it in the appropriate direction? That is, is the response that is expected to be more positive, indeed more positive and the response that is expected to be more negative, indeed more negative? Also, did you expect to observe a more pronounced peak to the standard or to the deviant?

1. Can you conclude that the particular design is tapping into phonetic or phonological representations? Make specific reference to the potential levels of sound representations (e.g., acoustic, phonetic, phonological). Explain why you can or cannot conclude that this design taps into a specific level of representation.

Use references:

Kazanina, N., Phillips, C., & Idsardi, W. (2006). The influence of meaning on the perception of speech sounds. Proceedings of the National Academy of Sciences, 103(30), 11381-11386.
Phillips, et al. (2000). Auditory cortex accesses phonological categories: an MEG mismatch study. Journal of Cognitive Neuroscience, 12(6), 1038-1055.

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PSYCH 133A Study Guide - Substance Abuse, Sex Education, Peer Pressure

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