6-1 DEV

Reading and Resources5.html

Textbook: Lifespan Development in Context: A Topical Approach, Chapters 8 and 10 Chapter 8 examines the attempts to measure intelligence. As you read, note how the various components of information processing, including working memory, attention, and processing speed (among others), are key indicators of an individual's intellectual ability. Intelligence testing has, however, focused heavily on these measurable elements of intelligence and has given lesser consideration to the creative and social processes in regard to intelligence. 

Chapter 10 examines the innate and universal expressions of emotions in early life and the processes by which these evolve into broader and more complex emotions.

As you read, consider the following:

• The limitations and advantages to the intelligence-testing movement 
• Whether the original attempts at defining intelligence were culturally and scientifically biased to focus on traditional educational concepts
• What aspects of the human experience are not accounted for in our models of intelligence
• Whether emotions should be considered separate from cognitive development, knowing the vital role they play in our adaptation as humans
• The influence of contextual variables in emotional development

Article:  We Can Boost IQ: Revisiting Kvashchev's Experiment This article is a re-analysis of Kvashchev's research on the limitations of intelligence testing. Departing from early views that de-emphasized the influence of cognitive training on intelligence, this article examines the positive impact of critical thinking and creative problem-solving on intelligence within the school environment.

This article supports the discussion.

Article:  Intelligence as a Developing Function: A Neuroconstructivist Approach This article frames intelligence as an integration of the abilities that promote survival and progress within any environmental context. Challenging the notion that individual differences in intelligence can be effectively expressed in quantitative terms, this article explains the ebb and flow of intelligence throughout the life span as an interaction between the developing organism and its adaptation to the demands of a continually changing environment.

This article supports the discussion.

Library Article: Genes, Heritability, 'Race', and Intelligence: Misapprehensions and Implications This article examines the role of genes in intelligence over the last 50 years. It proceeds from an agreement on the role of genetic variations on various cognitive traits/functions to the impact of race and other contextual variables on intelligence. The author further cautions against how we interpret the heritability of group differences, in favor of an individualistic appraisal of cognitive traits. 

This article supports the discussion activity.

Library Article: Taking Perspective on Attachment Theory and Research: Nine Fundamental Questions This article summarizes the research on attachment theory over the past 50 years. Seventy-five researchers respond to questions relating to nine fundamental concepts in attachment theory. The answers address points of consensus in the field as well as significant diversity in opinions on key concepts. 

This article supports the journal activity. 

Library Article: Vygotsky’s Contributions to Understandings of Emotional Development Through Early Childhood Play This article presents an overview of Vygotsky’s contribution to our understanding of socioemotional development. It addresses the role that educators can take in fostering socioemotional development through play as well as individuals' emotions within a culture. 

This article supports the journal activity.

Library Article: There Is No Such Thing as Culture-free Intelligence This is a supplemental article discussing cultural variables in intelligence. The author argues that our intelligences are functions of our way of life or the culture/context that shapes our lives.

Module Lectures5.html

Intelligence and Emotional Development

One of the primary concerns of the field of developmental psychology is distinguishing typical development from atypical development. In the biological domain, medical science utilizes techniques and instruments to measure healthy physical development as early as the prenatal stage of development and extending throughout life. It is through these measurements that medicine determines what is considered normal and healthy development. Therefore, the more an individual case presents as different from those established norms, the more that case may be considered atypical and possibly unhealthy in regard to development. As a result, establishing the norm is a critical process in the determination of typical versus atypical development.

The focus on theories of cognitive development over the last two modules gives this course the opportunity to begin to examine how this information is utilized to examine typical versus atypical development in cognitive ability. The first key challenge is to define what will be measured in this domain. The theories that form the foundation for each approach to defining intelligence present a wide range of perspectives on the very definition of intelligence. This range spans from the concept of intelligence as a singular concept to a highly detailed and multifaceted breakdown of abilities and functions. The common theme across each theory and attempt to measure intelligence is that there is a measurable norm that can be established by which to compare individuals.

Cognitive development may have taken prominence early in the field due to the fact that intelligence is one of the more concrete and measurable human behaviors. In comparison, there is a more subjective challenge in regard to defining norms and creating measures for emotional development. The expression of emotion may be related to culture, values, experiences, cognitive functioning, and other sociocultural factors. Like the theories for intelligence, the theories regarding emotion vary, from the concept that emotional expression is universal across cultures around the world to the approach that emotional expression is specific to environmental context. Regardless of the approach, the utility of identification and assessment of emotional development may hold the key to effectively addressing atypical developmental issues such as autism spectrum disorders.

Module Six provides the opportunity to critically examine the concepts of intelligence and emotional development, while further examining the utility of distinguishing typical from atypical development. In the spirit of the current holistic approach, consider that the ability to regulate emotion may have a modifying impact on one’s ability to develop and utilize intellectual abilities. As the focus of the course moves from one domain to the next in regard to development, keep in mind the relationship that exists across each domain.

Graduate Discussion Rubric.html

Graduate Discussion Rubric

Overview

Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

Directions

For each discussion, you must create one initial post and follow up with at least two response posts.

For your initial post, do the following:

• Write a post of 1 to 2 paragraphs.
• In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
• Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.

For your response posts, do the following:

• Reply to at least two classmates outside of your own initial post thread.
• In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
• In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
• Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.

Discussion Rubric

Reading and Resources5.html

Textbook: Lifespan Development in Context: A Topical Approach, Chapters 8 and 10 Chapter 8 examines the attempts to measure intelligence. As you read, note how the various components of information processing, including working memory, attention, and processing speed (among others), are key indicators of an individual's intellectual ability. Intelligence testing has, however, focused heavily on these measurable elements of intelligence and has given lesser consideration to the creative and social processes in regard to intelligence. 

Chapter 10 examines the innate and universal expressions of emotions in early life and the processes by which these evolve into broader and more complex emotions.

As you read, consider the following:

• The limitations and advantages to the intelligence-testing movement 
• Whether the original attempts at defining intelligence were culturally and scientifically biased to focus on traditional educational concepts
• What aspects of the human experience are not accounted for in our models of intelligence
• Whether emotions should be considered separate from cognitive development, knowing the vital role they play in our adaptation as humans
• The influence of contextual variables in emotional development

Article:  We Can Boost IQ: Revisiting Kvashchev's Experiment This article is a re-analysis of Kvashchev's research on the limitations of intelligence testing. Departing from early views that de-emphasized the influence of cognitive training on intelligence, this article examines the positive impact of critical thinking and creative problem-solving on intelligence within the school environment.

This article supports the discussion.

Article:  Intelligence as a Developing Function: A Neuroconstructivist Approach This article frames intelligence as an integration of the abilities that promote survival and progress within any environmental context. Challenging the notion that individual differences in intelligence can be effectively expressed in quantitative terms, this article explains the ebb and flow of intelligence throughout the life span as an interaction between the developing organism and its adaptation to the demands of a continually changing environment.

This article supports the discussion.

Library Article: Genes, Heritability, 'Race', and Intelligence: Misapprehensions and Implications This article examines the role of genes in intelligence over the last 50 years. It proceeds from an agreement on the role of genetic variations on various cognitive traits/functions to the impact of race and other contextual variables on intelligence. The author further cautions against how we interpret the heritability of group differences, in favor of an individualistic appraisal of cognitive traits. 

This article supports the discussion activity.

Library Article: Taking Perspective on Attachment Theory and Research: Nine Fundamental Questions This article summarizes the research on attachment theory over the past 50 years. Seventy-five researchers respond to questions relating to nine fundamental concepts in attachment theory. The answers address points of consensus in the field as well as significant diversity in opinions on key concepts. 

This article supports the journal activity. 

Library Article: Vygotsky’s Contributions to Understandings of Emotional Development Through Early Childhood Play This article presents an overview of Vygotsky’s contribution to our understanding of socioemotional development. It addresses the role that educators can take in fostering socioemotional development through play as well as individuals' emotions within a culture. 

This article supports the journal activity.

Library Article: There Is No Such Thing as Culture-free Intelligence This is a supplemental article discussing cultural variables in intelligence. The author argues that our intelligences are functions of our way of life or the culture/context that shapes our lives.