Learning and Learning Disabilities - due in 48 hours
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INSTRUCTORGUIDANCE.docxPSY5130
Guidance Report
Week 3
Introduction: Cognitive Development from Middle Childhood throughout Early Adulthood
This week will focus on cognitive and language development and intelligence throughout the lifespan. Subject matter includes, but is not limited to, cognitive development; issues in education; and measurements for aptitude, intelligence, memory, and communication disorders.
Overview:
|
Activity |
Due Date |
Format |
Total Points |
|
Cognitive Maltreatment and Neural Development |
Day 3 (1st Post) |
Discussion Forum |
5 |
|
Learning and Learning Disabilities |
Day 7 |
Journal |
4 |
|
Adolescent Cognitive Development |
Day 7 |
Written Assignment |
10 |
Required Resources
Required Text
Mossler, R. A., & Ziegler, M. (2016). Understanding development: A lifespan perspective. San Diego, CA: Bridgepoint Education, Inc.
· Chapter 7: Cognitive Development
· Chapter 8: Language Development
· Chapter 9: Intelligence
Required References
Perry, B. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential mode of therapeutics (Links to an external site.). Journal of Loss and Trauma, 14(4), 240-255. doi: 10.1080/15325020903004350 (PsychINFO: 2009-10040-002). Full text article available at http://childtrauma.org/wp-content/uploads/2013/09/TraumaLoss_BDP_Final_7_09.pdf
Recommended Resources
Recommended References
Center on the Developing Child at Harvard University. (2013, Oct 31). InBrief: The science of neglect (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=bF3j5UVCSCA
University of the Rockies. (2006). Observational learning: The research of Albert Bandura (Links to an external site.). [Video file]. Intelecom Online Resources Network.
University of the Rockies. (2006). Use of reinforcements and punishment in shaping a child’s behavior (Links to an external site.). [Video file]. Intelecom Online Resources Network.
Cognitive Maltreatment and Neural Development
Chapter 5 of the course textbook discusses the brain development of the child in early life as well as the impact of accidents and maltreatment. The required article by Perry (2009) illustrates and defends an approach to child maltreatment based on neurodevelopmental analysis that seeks to understand and treat abuse victims with reference to the areas of the brain affected.
Based on these readings, account for or respond to each of the following in your initial post:
· Analyze the findings of the Perry study, addressing the strengths and shortcomings of the neurodevelopmental approach. Are there limits to this sort of approach, and if so, what alternative approach might add something to a neurobiological analysis?
· Offer a real life experience, alternative study, or recent news report that in some way illustrates or casts light upon Perry’s findings.
In your responses to no fewer than two of your classmates, compare and contrast your respective responses to the Perry study and illustrative examples, offering constructive criticism of your respective arguments and conclusions. Additionally, identify any insights you have gained as a result of reading the responses of others. This assignment is worth 5 points of the total course grade.
Learning and Learning Disabilities
Chapters 7 and 9 of the course textbook discuss theories of learning and information processing as well as various methods of assessing intelligence and testing achievement.
Based on the required textbook readings and references, address or respond to each of the following:
· Briefly summarize the key components of the IDEA, NCLB, and ESSA legislation regarding learning disabilities, including the types of disabilities meant to be covered under these laws.
· Reflect on whether and/or how these laws are informed or supported by theories of cognitive development, learning, and intelligence discussed in the course textbook.
Add graphics, tables, diagrams or additional sources that help emphasize your points and enhance your personal learning experience.
This assignment is worth 4 points of the total course grade.
Adolescent Cognitive Development
Chapter 7 of the course textbook examines theories of cognitive development during adolescence and later adulthood. For this assignment, refer to the textbook and two peer-reviewed journal articles to compare and contrast the theories and models of two cognitive theorists with respect these stages of human development.
In your paper, account for or respond to the following:
· Briefly summarize the main elements of each theorist’s analysis of cognitive development during the transition from adolescence to early adulthood.
· Compare and contrast the two approaches to this critical and difficult stage of development, illustrating in what ways, and with respect to what issues, each approach provides insights and/or exhibits shortcomings.
· Compare and contrast cognitive development during adolescence versus early adulthood, evaluating whether and to what extent one or the other stage is more or less amenable to one of the two frameworks examined.
· Be sure to integrate terms and research associated with major cognitive theories into your analysis such as egocentrism, inductive reasoning, or fluid/crystalized intelligence.
Your paper should be 1200-1600 words in length and cite and integrate at least two peer-reviewed journal articles.
This assignment is worth 10 points of the total course grade.
Guidance Report
Chapter 7 will help you to “Compare and contrast the Piagetian processes of assimilation and accommodation. Describe Piaget’s four stages of cognitive development and identify major changes that occur at each stage. Discuss different approaches to postformal thought. Evaluate the strengths and weaknesses of sociocultural theory. Summarize how cognitive development takes place according to information processing theory. Outline the stage model of memory. Describe how memory changes over the lifespan” (Mossler & Ziegler, 2016, para.1).
Reference
Mossler, R.A., & Ziegler, M. (2016). Understanding development: A lifespan perspective. San Diego, CA: Bridgepoint Education.
Piaget's Theory
Piaget's theory. (n.d.). Retrieved from http://psychologynoteshq.com (Links to an external site.)
Special Activity
Do you know the game “20 Questions” (http://www.ehow.com/how_13517_play-20-questions .html (Links to an external site.))? Play with an adult and then a child who has clearly not reached formal operations. Ask both participants to find “something in a typical house.” In what ways are the child’s questions and the adult’s questions different?
Here are some additional resources to help with the complexities of this chapter:
"The Classics!"
http://cdn2.ahalife.com/assets/uncategorized-new/11089532-original.jpg
Baddeley, A. D. (2007). Working memory, thought and action. New York: Oxford University Press.
Piaget, J. (2006). The origin of intelligence in the child. New York: Routledge. (Originally published 1953.)
Piaget, J., & Inhelder, B. (1969). The child’s conception of space. New York: Norton.
Rovee-Collier, C. (1999). The development of infant memory. Current Directions in Psychological Science, 8, 80–85.
Schaie, K. W. (1977-78). Toward a stage theory of adult cognitive development. Journal of Aging and Human Development, 8, 129–138.
Vygotsky, L. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Chapter 8 will help you to: “Evaluate evidence that supports learning theory, nativism, and the interactionist perspective of language development. Differentiate between expressive and receptive language. Describe the beginnings of oral communication and identify language milestones. Describe characteristics of disorders of communication. Discuss the changes in language that take place during middle childhood, adolescence, and adulthood. Summarize how Piaget and Vygotsky view the relationship between speech and cognition. Support the usefulness of two types of reading instruction” (Mossler & Ziegler, 2016, para. 1 ).
Reference
Mossler, R.A., & Ziegler, M. (2016). Understanding development: A lifespan perspective. San Diego, CA: Bridgepoint Education.
Skinner's operant conditioning quadrants. (n.d.). Retrieved from http://biologyofbehavior.com (Links to an external site.)
Skinner:
https://upload.wikimedia.org/wikipedia/commons/3/3f/B.F._Skinner_at_Harvard_circa_1950.jpg
Vygotsky's Theory:
Vygotsky:
https://upload.wikimedia.org/wikipedia/en/7/7e/Lev_Vygotsky.jpg (Links to an external site.)
Additional Helpful Resources:
The Dyslexia Foundation, Information about dyslexia http://dyslexiafoundation.org/ (Links to an external site.)
National Aphasia Association, Information about different types of aphasia h (Links to an external site.) ttp://www.aphasia.org/ (Links to an external site.)
National Center for Learning Disabilities, Information about learning and attention issues http://www.ncld.org/ (Links to an external site.)
Chomsky, N. (2000). The Chomskyan era. In N. Mukherji, B. N. Patnaik, & R. K. Agnihotri, The architecture of language. Oxford: Oxford University Press. Retrieved from http://www.chomsky.info/books/architecture01.htm (Links to an external site.)
Guidance:
This week, among other important topics, we address the issue of adolescent cognitive development. I would like to explore this with you, in this format, in terms of the implications of earlier cognitive development, the pace of modern early education and the emotional implications for young people.
As you recall from your readings and earlier psychology courses, children before about age 6 or 7 are in what Piaget called the preoperational stage of mental development. One of many features of this age: they have not yet learned that things retain certain qualities despite external changes in appearance. Many of us know what it’s like to try to convince two preschoolers that the tall, skinny glass of chocolate milk and the short, round glass of chocolate milk contain the same amount – a useless, frustrating exercise for all involved! Children at this stage cannot reverse operations. Pour the milk back and forth like a mad scientist, from tall skinny glass to short round glass and back, and the typical preschooler will assure you that now there’s more…now there’s less…now there’s more… This is why, classically, addition was introduced in first grade, and subtraction in second grade! By second grade, most children are 7 and are able to reverse operations. Now, children meet subtraction in kindergarten. Most children can’t really understand (yes, a few can) so they memorize it as best they can. However, they are at risk of internalizing a dangerous self-belief: that the grownups think I ought to be able to do this stuff, but I don’t understand it, so I must be dumb/not good at math/etc. Fast forward to adolescence. Here is where abstract thinking – the ability to consider concepts, not just material facts – really develops. It starts for some early, but most children are not really there even at age 11 or 12. Yet, again, modern schools often insist on introducing pre-Algebra at as early as 4th grade, when most children are 9 or 10. I would point out that NASA put men on the moon with engineers who didn’t take Algebra until 9th grade, so it didn’t seem to hurt their accomplishments! However, we have 4th graders again valiantly memorizing (for the most part – again, some exceptions exist) and also internalizing the, “I’m dumb because the grownups clearly think I ought to be able to understand this,” but they cannot. After all, a 9-year-old is concrete! You say, “2x = y,” and they want to know what “x” is. You say, well, x could be anything (abstract thinking) and a 4th grader is going to be rightfully skeptical. How could it be anything? X has to be SOMETHING. They are caught up in the hands-on, concrete world…and learning not so much algebra as inadequacy. Fit that against Erikson’s school years’ psychological challenge of learning confidence and work ethic, versus developing a pervasive sense of inferiority, and a great many children are set up to feel “inferior” in some important ways.
Thus, by the time the child reaches adolescence, even with normal, healthy cognitive development, there can be deep self-doubt and anxiety about learning. What might the ramifications of this be in terms of developing a firm sense of identity, career/education choices, ethical or political identity, and other important aspects of the psychosocial challenge of identity formation?
