Chapter 7:
1. Describe advances in mental representation during the preschool years, including changes in make-believe play.
2. Describe the limitations of preoperational thought from Piaget's point of view.
3. Discuss recent research on preoperational thought and its implications for the accuracy of Piaget's preoperational stage.
4. Describe two educational principles derived from Piaget's theory.
5. Contrast Piaget's and Vygotsky's views on the development and significance of children's private speech.
6. Discuss applications of Vygotsky's theory to education.
7. Describe the development of attention and memory during early childhood.
8. Discuss preschoolers' awareness of an inner mental life, factors that support their early understanding, and limitations of their theory of mind.
9. Trace the development of preschoolers' literacy and mathematical knowledge, and discuss ways to enhance their academic development.
10. Trace the development of vocabulary, grammar, and conversational skills.

Chapter 8:
1. Describe Erikson's stage of initiative versus guilt, noting major personality changes.
2. Describe preschoolers' self-concepts and emerging sense of self-esteem.
3. Describe changes in understanding and expression of emotion during early childhood, noting achievements and limitations.
4. Trace the development of peer sociability in early childhood, noting cultural variations and the special contribution of sociodramatic play to emotional and social development.
5. Describe the quality of preschoolers' friendships.
6. Trace milestones of morality during early childhood along with child-rearing practices that support or undermine them.
7. Describe preschoolers' gender-stereotyped beliefs and behaviors, and discuss genetic and environmental influences on gender typing.
8. Describe and evaluate the accuracy of major theories of the emergence of gender identity, and cite ways to reduce gender typing in early childhood.
9. Describe the impact of child-rearing styles on development.

Chapter 9:
1. Describe the major characteristics of concrete operational thought.
2. Discuss recent research on concrete operational thought and its implications for the accuracy of Piaget's concrete operational stage.
3. Cite two basic changes in information processing, and describe changes in attention during middle childhood.
4. Describe the development of memory strategies in middle childhood, and discuss the role of knowledge and culture in memory performance.
5. Describe the school-age child's theory of mind and capacity to engage in cognitive self-regulation.
6. Discuss cultural influences on mental test scores of ethnic minority children.
7. Describe changes in vocabulary, grammar, and pragmatics during middle childhood, and discuss the advantages of bilingualism.
8. Describe the impact of class size and major educational philosophies on children's motivation and academic achievement.
9. Discuss the role of teacher-pupil interaction and grouping practices in academic achievement.
10. Discuss the conditions under which placement of children with mild mental retardation and learning disabilities in regular classrooms is successful.
11. Compare the American cultural climate for academic achievement with that of Asian nations.

Chapter 10
1. Explain Erikson's stage of industry versus inferiority, noting major personality changes.
2. Describe school-age children's self-concept, self-esteem, and achievement-related attributions, along with factors that affect self-evaluations in middle childhood.
3. Describe changes in self-conscious emotions, emotional understanding, and emotional self-regulation in middle childhood.
4. Summarize the development of perspective taking, and discuss its relationship to social behavior.
5. Describe school-age children's peer groups and friendships and the contributions of each to social development.
6. Describe major categories of peer acceptance, the relationship of each to social behavior, and ways to help rejected children.
7. Describe changes in gender-stereotyped beliefs and gender identity during middle childhood, noting sex differences and cultural influences.