A Trio of Concerns Jerome Kagan
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In Defense of Qualitative Changes in Development
In Defense of Qualitative Changes in Development The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Kagan, Jerome. 2008. “In Defense of Qualitative Changes in Development.” Child Development 79 (6): 1606–24. https:// doi.org/10.1111/j.1467-8624.2008.01211.x. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:37964397 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Child Development, November/December 2008, Volume 79, Number 6, Pages 1606 – 1624 In Defense of Qualitative Changes in Development Jerome Kagan Harvard University The balance between the preservation of early cognitive functions and serious transformations on these functions shifts across time. Piaget’s writings, which favored transformations, are being replaced by writings that emphasize continuities between select cognitive functions of infants and older children. The claim that young infants possess elements present in the older child’s concepts of number, physical impossibility, and object permanence is vulnerable to criticism because the inferences are based primarily on the single measure of change in looking time. It is suggested that investigators use unique constructs to describe phenomena observed in young infants that appear, on the surface, to resemble the psychological competences observed during later developmental stages. The primary goal of scientists working in varied allel in the motor profiles of the developing embryo disciplines is to explain how a phenomenon of (Hamburger, 1975). -
Scott Douglas Jacobsen In-Sight: Independent Interview-Based Journal Interviews 01/14/2017
SCOTT DOUGLAS JACOBSEN IN-SIGHT: INDEPENDENT INTERVIEW-BASED JOURNAL INTERVIEWS 01/14/2017 An Interview with Lawrence Hill (Part Two) on January 8, 2017 An interview with Lawrence Hill. He discusses: the motivation for compassionate truth; religious or secular worldview influencing it; long time to write novels and this as either part of habit or personality; view on books in terms of their personal importance; strengths and weaknesses of the writing style; reason for writing more non-fiction than fiction; importance of nearly dying; importance of Malcolm X as an influence on him; influence of Martin Luther King on him; meaning of blood to him; and the dangers of associating blood with race or religion. Keywords: author, blood, Lawrence Hill, Malcolm X, Martin Luther King, novelist, race, religion, writer. An Interview with Lawrence Hill (Part One) on January 1, 2017 An interview with Lawrence Hill. He discusses: geographic, cultural, and linguistic family background; familial influence on development; parents’ love story; influence on parents’ relationship on him; influences and pivotal moments in major cross-sections of life; being read to each night by his mother; journalistic experience influencing writing to date; self-editing for writers; number of drafts; singer- songwriter brother, Dan Hill, influence on professional work; recommended songs for listening pleasure by Dan; affect of Karen Hill’s mental illness and death on him; advice for coping with the emotional pain; Café Babanussa (2016) and an essay inside called On Being Crazy; and Karen’s written work and impact on him. Keywords: author, Canadian, Dan Hill, Karen Hill, Lawrence Hill, novelist, writer. -
On Class Differences and Early Development. SPONS AGENCY Carnegie Corp
DOCUMENT RESUME ED 044 167 PS 003 280 AUTHOR Kagan, Jerome TITLE On Class Differences and Early Development. SPONS AGENCY Carnegie Corp. of New York, N.Y.; National Inst. of Child Health and Human Development (NIH), Bethesda, Md. PUB DATE 28 Dec 69 NOTE 26p.; Expanded version of address presented at tiw.: meeting of the American Association for the Advancement of Science, Boston, Massachusetts, Dec. 28, 1969 EDRS PRICE EDRS Price MF-$0.25 HC-$1.40 DESCRIPTORS *Change Agents, *Child Development, Cognitive Development, Cross Sectional Studies, *Early Experience, Language Skills, Longitudinal Studies, Lower Class, Middle Class, Parent Child Relationship, *Parent Role, Self Concept, *Social Differences ABSTRACT There are seven major sets of differences between young children of different economic backgrounds. The middle class child, compared to the lower class child, generally exhibits: (1) better language comprehension and expression, (2) richer schema development, involving mental preparation for the unusual, (3) stronger attachment to the mother, making him more receptive to adoption of her values and prohibitions, (4) less impulsive action, (5) a better sense of his potential effectiveness,(6) more motivation for school defined tasks, and (7)greater exceptation of success at intellectual problems. Data from two studies are offered in support of some of these hypotheses. One, a longitudinal study of 140 white, middle and lower class involved observations of their reactions at 4, 8, 13, and 27 months of age to masks with scrambled facial features. The other, a cross sectional study of 60 white, 10-month-old middle and lower class infants involved home observations cf mother and child behaviors and labo. -
NEURAL CONNECTIONS: Some You Use, Some You Lose
NEURAL CONNECTIONS: Some You Use, Some You Lose by JOHN T. BRUER SOURCE: Phi Delta Kappan 81 no4 264-77 D 1999 . The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited JOHN T. BRUER is president of the James S. McDonnell Foundation, St. Louis. This article is adapted from his new book, The Myth of the First Three Years (Free Press, 1999), and is reprinted by arrangement with The Free Press, a division of Simon Schuster Inc. ©1999, John T. Bruer . OVER 20 YEARS AGO, neuroscientists discovered that humans and other animals experience a rapid increase in brain connectivity -- an exuberant burst of synapse formation -- early in development. They have studied this process most carefully in the brain's outer layer, or cortex, which is essentially our gray matter. In these studies, neuroscientists have documented that over our life spans the number of synapses per unit area or unit volume of cortical tissue changes, as does the number of synapses per neuron. Neuroscientists refer to the number of synapses per unit of cortical tissue as the brain's synaptic density. Over our lifetimes, our brain's synaptic density changes in an interesting, patterned way. This pattern of synaptic change and what it might mean is the first neurobiological strand of the Myth of the First Three Years. (The second strand of the Myth deals with the notion of critical periods, and the third takes up the matter of enriched, or complex, environments.) Popular discussions of the new brain science trade heavily on what happens to synapses during infancy and childhood. -
Marshall, P. J. (2010). the Development of Emotion. Wiley
Advanced Review The development of emotion Peter J. Marshall∗ Given that they are responsible for much of the meaning that we attribute to our existence, emotions could be said to have a central role in the psychological life of humans. But given this fundamental level of significance, the construct of emotion remains poorly understood, with the field of emotion research being full of conflicting definitions and opposing theoretical perspectives. In this review, one particular aspect of research into emotion is considered: the development of emotion in infancy and early childhood. The development of the emotional life of the child has been the focus of a vast amount of research and theorizing, so in a brief review it is only possible to scratch the surface of this topic. Rather than any attempt at a comprehensive account, three perennial questions in theorizing and research on early emotional development will be considered. First, what develops in emotional development? Second, what is the relation of cognitive development to emotional development? Third, how has the study of early individual differences in emotion expression typically been approached? In relation to the first question, four theoretical approaches to emotional development are described. For the second question, the focus is on the relation of self-awareness to the development of emotion. Finally, for the third question, the use of temperament theory as a framework for understanding individual differences in emotion expression is examined. 2010 John Wiley & Sons, Ltd. WIREs Cogn Sci 2010 1 417–425 n the space of the first 3 years of life, the difficult questions which lie at the intersection of the Ideveloping human undergoes very dramatic changes developmental, affective, and cognitive sciences. -
Vol 1 Ross A. Mcfarland Papers
Ross A. McFarland Collection in Aerospace Medicine and Human Factors Engineering 1 Catalog of the Library Mary Ann Hoffman Fordham Health Sciences Library Wright State University School of Medicine Dayton, Ohio 1987 Fordham Library Publication No. 2 ©1987 Ross A. McFarland 1901-1976 CONTENTS Preface vi Introduction vii Acknowledgements ix Catalog 1 Vidéocassettes ИЗ Journals 114 Technical Reports Series 117 Name Index 119 Subject Index 146 PREFACE The Ross A. McFarland Collection in Aerospace Medicine and Human Factors Engineering at the Fordham Health Sciences Library, Wright State University School of Medicine, provides an unparalleled scientific resource and data base for physicians, life scientists, engineers and others working at the leading edge of human progress, especially those in the areas of aviation, space and advanced ground transportation. The Collection is regularly consulted by those currently pioneering these fields and is an invaluable source of information constituting the base upon which future progress is being constructed. I met Dr. McFarland in 1958 and came to know him -well. I observed first-hand his pioneering concepts in human factors, enhanced immeasurably by his articulate communications. Starting in the 1930's, he almost singlehandedly launched the human factors effort in aviation, directly collecting data on airline pilot fatigue and other major operational flight safety aspects. Folio-wing Dr. McFarland's untimely death in 1976, an event -widely recognized as taking from us the father of aerospace human factors, his wife, Mrs. Emily McFarland, decided to deed his library and scientific papers to Wright State University School of Medicine, Fordham Health Sciences Library. This gift consisted of more than 6,000 print items and approximately 400 linear feet of scientific manuscripts, unpublished reports, research data and correspondence, covering 50 years of professional work and research by Dr. -
Jerome Kagan's
LEDE AND NUT GRAF Jerome Kagan‟s “Aha!” moment came with Baby 19. It was 1989, and Kagan had just begun a major longitudinal study of inborn temperament and its long-term effects – a study that would eventually include 498 children and would follow them from infancy to young adulthood. He believed that some of the four-months-olds in the study would respond to their environment more intensely than other babies did, and that their “high-reactive” nature would play out in the way they grew up, causing them to become high-strung, shy, and prone to anxiety. Eager to test his hypothesis, he grabbed the videotapes of the first 50 babies in the study, looking for high-reactive infants. The first eighteen babies looked perfectly ordinary. They babbled when their mothers spoke to them. They focused on a face that emitted words in an amalgam of three voices, designed to be what Kagan called “discrepant but not terrifying.” They stared at a mobile cluttered with dancing Winnie the Pooh characters. In response to all these novel stimuli, the babies moved their arms and legs a bit, but mostly they just watched placidly and occasionally smiled. But Baby 19 looked different. As Kagan described her when we met recently in his office at Harvard, Baby 19 was in constant motion when exposed to the same stimuli. When her mother spoke to her, she moved her arms and legs fitfully. When the face with the dissonant voices appeared, she moved even more, and had a furrowed expression on her face. -
Cognitive Control and Self-Regulation in Young Children: Ways to Improve Them and Why
Cognitive Control and Self-Regulation in Young Children: Ways to Improve them and Why Adele Diamond PhD, FRSC Canada Research Chair Tier 1 Professor of Developmental Cognitive Neuroscience University of British Columbia (UBC) [email protected] OUTLINE Executive functions are cognitive skills critical for success in school and in life. Most young children today, regardless of their background, are behind on these crucial skills compared to past generations. But these skills CAN be improved in young children without specialists or fancy equipment. Look at what has been part of children's experience for 10's of 1,000's of years across all cultures -- play, storytelling, music, and dance. Improving key EF skills early gets children started on a trajectory for success. Conversely, letting children start school behind on these skills is letting them get started on a negative trajectory that can be hard and extremely expensive to reverse. “Executive Functions” (EFs), which depend on prefrontal cortex, are comprised of 3 core abilities: (a) Inhibitory control (self-control) the ability to resist a strong inclination to do one thing and instead do what is most appropriate or needed Makes it possible for us to resist acting on our first impulse so we do not do something we’d regret. Being able to… (1) stay on task despite boredom, initial failure, interesting digressions, or tempting distractions requires the ability to inhibit strong inclinations to give up or to do something more fun. DISCIPLINE Evidence shows that discipline accounts for over twice as much variance in final grades as does IQ, even in college. -
Oral Stage (Birth-1.5 Yrs)
10/30/2017 • Oral Stage •Anal Stage (~ 1.5-3) • Anus/elimination as a source of pleasurable (birth-1.5 yrs) sensation or feelings of satisfaction associated • Sucking, mouthing is a source of pleasure, soothing, with controlling your body. satisfaction • Conflicts: Continuing the easy life of diapers & no • Conflict: dependence vs independence; trusting others vs responsibilities vs. the difficulties of gaining distrust control & responsibilities of doing what’s expected • being nursed vs. being weaned & able feed self by parents/society • needing pacifier vs. being “big” enough not to use one •Oedipus Complex (boys)/Electra Complex •Phallic Stage (~3-6) (girls) • Competing with your same-sex parent for the love & • Children become more interested in their genitals; attention of your opposite sex parent (who is, in some begin to recognize gender differences sense, your first love) • Conflict: Competing with vs. identifying with same sex • As part of this unconscious competition Freud parent/role models proposed boys feel “castration anxiety” while girls unconsciously blame Mom for their not having a penis ( “penis envy” ) •Latency Stage (~7-11) •Genital Stage (puberty-adulthood) • Sexual and aggressive urges generally repressed or channeled into socially acceptable activities. Spend time with same- • Move toward mature sexuality and relationships. sex peers. • Healthy personality & ability to have successful social relationships & sexual experiences depend on what went on in earlier stages. • If, however, you were over-indulged or under-indulged during an earlier stage, you may end up stuck or “fixated” at that stage (still showing some characteristics of that earlier stage)……. 1 10/30/2017 •Signs of Fixation (see bottom of 392) • Oral fixation oral activities; excessive dependency; excessive need for approval or nurturance from others • Anal fixation extremes of orderliness/disorderliness, punctuality or lack of it, compliance/noncompliance; generosity/stinginess • Phallic fixation extreme identification with & display •Personality: of sex-typical behaviors. -
Theories of Attachment
Theories of Attachment Sample provided by iActiveLearning.com, all rights reserved. Also by Carol Garhart Mooney Reflections on Parenting (New England AEYC) Theories of Childhood Use Your Words Sample provided by iActiveLearning.com, all rights reserved. Theories of Attachment An Introduction to Bowlby, Ainsworth, Gerber, Brazelton, Kennell, and Klaus Carol Garhart Mooney Sample provided by iActiveLearning.com, all rights reserved. Published by Redleaf Press 10 Yorkton Court St. Paul, MN 55117 www.redleafpress.org © 2010 by Carol Garhart Mooney All rights reserved. Unless otherwise noted on a specific page, no portion of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or capturing on any information storage and retrieval system, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a critical article or review to be printed in a magazine or newspaper, or electronically transmitted on radio, television, or the Internet. Photo credits: Photo of Mary Ainsworth courtesy of the Ferdinand Hamburg Archives of The Johns Hopkins University. Photo of John Bowlby courtesy of Sir Richard Bowlby. Photo of T. Berry Brazelton courtesy of the Brazelton Touchpoints Center. Photo of Magda Gerber courtesy of Linda Hinrichs. Photo of John Kennell and Marshall Klaus courtesy of Case Western Reserve University School of Medicine. All photos used with permission. First edition 2010 Cover design by Mayfly Design Interior illustration by Erin E. Mooney Printed in the United States of America 17 16 15 14 13 12 11 10 09 1 2 3 4 5 6 7 8 Redleaf Press Editorial, Design, and Production Staff Editor-in-Chief: David Heath Managing Editors: Laurie Herrmann and Douglas Schmitz Acquisition/Development Editor: Kyra Ostendorf Creative Director: Jim Handrigan Production Editor: Laura Maki Production Assistant: Carla Valadez Library of Congress Cataloging-in-Publication Data Mooney, Carol Garhart. -
Target EXAM 3 Study Guide for PSYC 1030 – General Psychology
Target EXAM 3 Study Guide for PSYC 1030 – General Psychology ***PLEASE READ CAREFULLY*** This is the target study guide for EXAM 3 (The Final Exam), which will cover Chapters 9-14 of the required textbook. Learners are strongly advised to read and study each chapter thoroughly prior to completing this study guide. Moreover, learners are advised to complete this study guide early and not wait until the last minute to do so. The exam will be administered on Online Campus, so be prepared for this. Additionally, this exam will be timed—Learners will have exactly 100 minutes to complete this exam. This exam will be worth 200 points. There will be 80 multiple choice items on this test, each item worth 2.5 points. This study guide will cover each test item in very specific detail, providing learners with enough information, in theory, to all test items correctly on the actual test. Note that the items on this study guide have been randomly scrambled in an effort to add challenge to your study of chapter material. Additionally, be advised that on the actual test, items will not be in the same sequence as presented here on this study guide; all test items will be randomly scrambled as well. DISCLAIMER: This study guide DOES NOT guarantee a passing grade on the exam, nor shall the learner interpret this study guide as a guarantee of a passing grade on the exam. If learners have any questions concerning the information presented within this study guide, they can contact me via my personal cell phone, e-mail, or face-to-face office hours. -
Malleability, Plasticity, and Individuality: How Children Learn and Develop in Context1
Applied Developmental Science ISSN: 1088-8691 (Print) 1532-480X (Online) Journal homepage: http://www.tandfonline.com/loi/hads20 Malleability, plasticity, and individuality: How children learn and develop in context1 Pamela Cantor, David Osher, Juliette Berg, Lily Steyer & Todd Rose To cite this article: Pamela Cantor, David Osher, Juliette Berg, Lily Steyer & Todd Rose (2018): Malleability, plasticity, and individuality: How children learn and develop in context1, Applied Developmental Science, DOI: 10.1080/10888691.2017.1398649 To link to this article: https://doi.org/10.1080/10888691.2017.1398649 Published with license by Taylor & Francis© 2017 Pamela Cantor, David Osher, Juliette Berg, Lily Steyer, and Todd Rose Published online: 24 Jan 2018. Submit your article to this journal Article views: 442 View related articles View Crossmark data Citing articles: 3 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=hads20 APPLIED DEVELOPMENTAL SCIENCE https://doi.org/10.1080/10888691.2017.1398649 none defined Malleability, plasticity, and individuality: How children learn and develop in context1 Pamela Cantora,b, David Osherc, Juliette Bergc , Lily Steyera , and Todd Roseb,d aTurnaround for Children; bHarvard Graduate School of Education; cAmerican Institutes for Research; dCenter for Individual Opportunity ABSTRACT This article synthesizes foundational knowledge from multiple scientific disciplines regarding how humans develop in context. Major constructs that define human development are integrated into a developmental system framework, this includes—epigenetics, neural malleability and plasticity, integrated complex skill development and learning, human variability, relationships and attachment, self-regulation, science of learning, and dynamics of stress, adversity and resilience.