Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms
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Adult Development and Aging Human Development and Social Policy
Adult Development and Aging Human Development and Social Policy Professor Alexandra M. Freund Email: [email protected] Office Hours: By appointment Tuesdays and Thursdays: 9:30 – 10:50 Brief Characterization of this Course: This course provides an overview of the longest phase of the life cycle – adulthood, covering the years from young to late adulthood. Life span developmental psychology assumes that development is not finished with adolescence but continues well into old age. In this class, a lifespan developmental perspective with an emphasis on psychological aspects of development will be taken to discuss various aspects of adult development and aging. In addition to different theoretical approaches, we will discuss empirical findings in various fields of adult development such as social relations, personality, cognitive functioning, emotion, and motivation. Students will learn to evaluate empirical research and draw connections to everyday phenomena. Required Readings Textbook: Cavenaugh, J. C., & Blanchard-Fields, F. (2002). Adult Development and Aging, 4th edition. Belmont, CA: Wadsworth/Thomson Learning. Articles supplementing the textbook To get a better understanding of the issues of adult development and aging, three novels are recommended as additional readings. Requirements 1. Attendance and participation in class discussion are a basic requirement. Students may not miss more than 4 classes. Beyond these 4 classes, one grade will be deducted from the final grade (e.g., for a total of 5 missed classes a “B+” becomes a “B“; for a total of six missed classes, an “A-” becomes a “B-”; for a total of seven missed classes, an “A“ becomes a “B-“, etc.). Active participation in class accounts for 20% of the grade. -
Lev Vygotsky Area of Research
Lev Vygotsky Area of Research ● Vygotsky's first big research project was in 1925 ● Vygotsky's theories stress the fundamental role of social interaction in the development of cognition Vygotsky, 1978, as he believed strongly that community plays a central role in the process of "making meaning." ● Unlike Piaget's notion that children’s development must necessarily precede their learning, Vygotsky argued, "learning is a necessary and universal aspect of the process of developing culturally organized.” Process of Research ● Started teaching at various institutions ● First big research project was in 1925 with his Psychology of Art ● Pursued a career as a psychologist working with Alexander Luria and Alexei Leontiev ● Began the Vygotskian approach to psychology with Alexander Luria and Alexei Leontiev ● His works were revealed after the Cold War ended ● Wrote several articles and books on the subject of his theories and psychology -Thought and Language(1934) ● His research in how children solve their problems that surpassed their level of development led Vygotsky to create the Zone of Proximal Development theory Age of Children Researched ● Crisis of the newborn. ● Infancy (two months to one year). ● Crisis at age one. ● Early childhood (one to three years). ● Crisis at age three. ● Preschool age (three to seven years). ● Crisis at age seven. ● School age (eight to twelve years). ● Crisis at age thirteen. ● Age of puberty (fourteen to eighteen years). ● Crisis at age seventeen. Research Findings ● Private speech: Where children speak themselves to plan or guide their own behavior this is most common among pre schoolers. ● Sociocultural (ZPD) Zone of proximal development Vygotsky believed For example a child accomplishes a task he/she cannot do alone by a more skilled person. -
Adolescence and Adulthood 10
PSY_C10.qxd 1/2/05 3:36 pm Page 202 Adolescence and Adulthood 10 CHAPTER OUTLINE LEARNING OBJECTIVES INTRODUCTION ADOLESCENCE Physical development Cognitive development Social and emotional development EARLY ADULTHOOD Physical development Cognitive development Social and emotional development MIDDLE ADULTHOOD Physical development Cognitive development Social and emotional development LATE ADULTHOOD Physical development Cognitive development Social and emotional development FINAL THOUGHTS SUMMARY REVISION QUESTIONS FURTHER READING PSY_C10.qxd 1/2/05 3:36 pm Page 203 Learning Objectives By the end of this chapter you should appreciate that: n the journey from adolescence through adulthood involves considerable individual variation; n psychological development involves physical, sensory, cognitive, social and emotional processes, and the interactions among them; n although adolescence is a time of new discoveries and attainments, it is by no means the end of development; n there is some evidence of broad patterns of adult development (perhaps even stages), yet there is also evidence of diversity; n some abilities diminish with age, while others increase. INTRODUCTION Development is a lifelong affair, which does not the decisions of others, or governed by pure stop when we reach adulthood. Try this thought chance? Do you look forward to change (and experiment. Whatever your current age, imagine ageing), or does the prospect unnerve you? yourself ten years from now. Will your life have It soon becomes clear when we contemplate progressed? Will -
Cognition and Development
Cognition and Development A mosaic of axial brain images composed of photographs from different laboratories in Psychology. Social Sciences Cognition and Development The Program in Cognition and Development at Emory approaches the study of cognition from multiple The Cognition and Development program’s multi-faceted training features the following: perspectives including adult and child behavioral The program covers six primary areas of study: perspectives, neuroimaging and neuroscientific Memory, Language, Grounded Cognition, Emotion, Social/Cultural Processes, and Plasticity. perspectives, computational perspectives, and Students and faculty attend and participate in a variety of talks and research groups designed to emotional/social/situated perspectives. foster interaction across labs and experimental approaches We train students for research and teaching at the fore- front of cognition and its development. Our goal is to ground students in an interdisciplinary understanding of the basic issues in cognition from the perspectives of cog- nitive psychology, developmental psychology, cognitive and affective neuroscience, and computational model- ing. Through research training, coursework, and teach- ing, students acquire the professional skills necessary for careers in academic research and teaching institutions, as well as in other public and private research settings. Research The primary research areas across the faculty and stu- dents within the program include conceptual processing and the perceptual grounding of knowledge representa- tion, plasticity, language, social and emotional cognition, and memory. We employ a wide range of techniques and methodologies including observational, interview/ques- tionnaire, forced-choice, reaction time, looking time, perceptual discrimination, psychophysiology, functional magnetic resonance imaging (fMRI), Transcranial Mag- netic Stimulation (TMS), and event related potentials CREATE NEW KNOWLEDGE COGNITION AND DEVELOPMENT (ERP). -
How Much of a Loss Is the Loss of Self? Undersanding
This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy New Ideas in Psychology 29 (2011) 98–105 Contents lists available at ScienceDirect New Ideas in Psychology journal homepage: www.elsevier.com/locate/newideapsych How much of a loss is the loss of self? Understanding Vygotsky from a social therapeutic perspective and vice versaq Lois Holzman* East Side Institute for Group and Short Term Psychotherapy, 920 Broadway, New York NY 10010, United States abstract Keywords: Using the example of Fred Newman’s social therapy, a methodology that works with the Marx human capability of growing as social units, the contemporary self is explored as an Vygotsky impediment to human development and learning. Following Karl Marx in political Wittgenstein philosophy and Lev Vygotsky in child psychology, it is the group/the collective/the mass Self that engages in developmental activity. In losing the self, we gain the opportunity to create Psychotherapy Social therapy collectivity and in that process come to sense the social-relational-collective quality of creativity and development. -
The American Board of Behavioral and Cognitive Psychology
The American Board of Behavioral and Cognitive Psychology Manual for Applicants (Revised January 1, 2017) Page 2 of 20 TABLE OF CONTENTS WELCOME ............................................................................................................................. 3 DEFINITION OF THE SPECIALTY OVERVIEW OF THE APPLICATION PROCESS ............................................................................ 4 COMPETENCIES CHARACTERIZING THE SPECIALTY .................................................................. 4 FOUNDATIONAL COMPETENCIES FUNCTIONAL COMPETENCIES ELIGIBILITY FOR CANDIDACY .................................................................................................. 6 GENERIC DEGREE AND PROGRAM REQUIREMENTS SPECIALTY REQUIREMENTS FOR BEHAVIORAL AND COGNITIVE PSYCHOLOGY APPLICATION FORMS AND STEPS ........................................................................................... 8 OVERVIEW OF THE THREE STAGE PROCESS ............................................................................ 8 WRITTEN DOCUMENTS THE ORAL EXAMINATION NOTIFICATION AND AWARD OF THE DIPLOMA .................................................................... 15 APPEALING AN UNSUCCESSFUL EXAM PERSONAL AFFILIATION AND STANDARDS OF PRACTICE ...................................................... 16 MAINTENANCE OF CERTIFICATION……………………………………………………………………………………….16 MAINTENANCE OF CERTIFICATION APPEAL PROCEDURE CLOSING STATEMENT ......................................................................................................... -
Theories of Intelligence, Learning, and Motivation As a Basis for Praxis
Theories of Intelligence, Learning, and Motivation as a Basis for Praxis Dr Eulalee Nderu-Boddington Ph.D. Education Assistant Professor at Prince Sultan University Riyadh Saudi Arabia May 26th 2008 ABSTRACT This paper examines how Piaget, Werner, and Gardner differ regarding the roles of cognition, intelligence, and learning in the developmental process. Piaget believes in the predominance of genetic factors. Werner stresses the influence of biological factors, while Gardner proposes that the environment plays a greater influence in how intelligence and learning are acquired. This paper also surveys research on achievement and learning strategies and their role in student motivation. The development of conceptual understanding is related to prior knowledge, interest, learning goals, and achievement goals. Introduction This paper focuses on the developmental theories of Werner, Gardner, and Piaget, all of whom have significantly influenced the field of education through their differing understandings of how students learn from childhood to adulthood. Most researchers agree that a combination of biology and environment affects personality and intelligence, but they differ in assigning relative importance to these two influences. Although poor nutrition, poor health care, and head injuries have been linked to poor IQ scores, for the most part environmental variables have not been found to account for a substantial portion of observed variations in human intelligence. Therefore, some psychologists believe heredity is the dominant influence on intelligence. They base their views on research that concentrates on variations among people in general cognitive ability or IQ. Others believe that such research overemphasizes the concept of IQ and gives too much credit to genetics (Azar, 1995). -
The Transition from Studying Philosophy to Doing Philosophy
Teaching Philosophy 34:3, September 2011 241 The Transition from Studying Philosophy to Doing Philosophy JOHN RUDISILL The College of Wooster Abstract: In this paper I articulate a minimal conception of the idea of doing philosophy that informs a curriculum and pedagogy for producing students who are capable of engaging in philosophical activity and not just competent with a specific domain of knowledge. The paper then relates, by way of back- ground, the departmental assessment practices that have played a vital role in the development of my department’s current curriculum and in particular in the design of a junior-year seminar in philosophical research required of all majors. After a brief survey of the learning theory literature that has informed its design, I share the content of this junior-year seminar. In the paper’s conclusion I provide some initial data that indicates our approach to curriculum and pedagogy has had a positive impact on student achievement with respect to reaching the learning goals associated with “doing” as opposed to “merely studying” philosophy. 1. Introduction Capstone projects are common among liberal arts colleges and fre- quently carry an expectation that the final product demonstrates the student’s achievement of becoming a budding biologist, historian, sociologist, philosopher and so on. Even without a formal capstone requirement, I would hope that my philosophy students could—as they finish their undergraduate studies—demonstrate such an achievement. This is because the full set of benefits made available by an education in philosophy includes but extends well beyond knowledge of the history of philosophy and mastery of a philosophical lexicon. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
The Points of Viewing Theory for Engaged Learning with Digital Media
The Points of Viewing Theory for Engaged Learning with Digital Media Ricki Goldman New York University John Black Columbia University John W. Maxwell Simon Fraser University Jan J. L. Plass New York University Mark J. Keitges University of Illinois, Urbana Champaign - 1 - Introduction Theories are dangerous things. All the same we must risk making one this afternoon since we are going to discuss modern tendencies. Directly we speak of tendencies or movements we commit to, the belief that there is some force, influence, outer pressure that is strong enough to stamp itself upon a whole group of different writers so that all their writing has a certain common likeness. — Virginia Woolff, The Leaning Tower, lecture delivered to the Workers' Educational Association, Brighton (May 1940). With full acknowledgement of the warning from the 1940 lecture by Virginia Woolf, this chapter begins by presenting a theory of mind, knowing only too well, that “a whole group of different” learning theorists cannot find adequate coverage under one umbrella. Nor should they. However, there is a movement occurring, a form of social activism created by the affordances of social media, an infrastructure that was built incrementally during two to three decades of hard scholarly research that brought us to this historic time and place. To honor the convergence of theories and technologies, this paper proposes the Points of Viewing Theory to provide researchers, teachers, and the public with an opportunity to discuss and perhaps change the epistemology of education from its formal structures to more do-it-yourself learning environments that dig deeper and better into content knowledge. -
JEAN PIAGET (1896–1980) Alberto Munari1
The following text was originally published in Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXIV, no. 1/2, 1994, p. 311–327. ©UNESCO:International Bureau of Education, 2000 This document may be reproduced free of charge as long as acknowledgement is made of the source. JEAN PIAGET (1896–1980) Alberto Munari1 A portrait of an educator that is also a portrait of the great Swiss epistemologist and psychologist might, at first glance, seem surprising. Indeed, why should Jean Piaget be regarded as an educator?—since he never practised that profession and always refused the title of educationist, going so far as to affirm: ‘I have no views on teaching’ (Bringuier, 1977, p. 194), and since all his writings on education2 do not amount to more than a three-hundredth3 part of his œuvre as a whole. Such bafflement is altogether in order if we refer only to Piaget’s own scientific output. But it is less surprising if we remember the many books that we owe to other authors on the educational implications of Piaget’s achievement4. Indeed, for several years, we have ceased to count the number of educators and educationists in different countries who explicitly refer to Piaget’s work to justify their methods and principles. But is the interpretation always the same? Do writers invariably refer to Piagetian psychology, or do they evoke other aspects of his complex and many- sided work? To which of the very different Piagets do we owe the most important contributions: to Piaget the biologist, Piaget the epistemologist or Piaget the psychologist? or are we particularly indebted to the educational ‘politician’?—as one might call Piaget in his capacity as Director of the International Bureau of Education. -
Handbook of Developmental Psychology
Handbook Of Developmental Psychology Tanney outpraying daily. Gayle never faggings any colour surmises artfully, is Karim ictic and bedfast enough? Unpressed and ectypal Irwin emphasizing so one-handed that Kaspar mismeasures his guides. Work with sequencing deficits to help provide a strong base of sessions over their individual not of handbook developmental psychology, with others and present major research Often identified as they may develop trust vs despair if not in. Learning problems in their field of handbook of their community assistance for psychopathology research also. During early development in addition, are less likely to use to your region. Despite obvious connections between developmental psychology may not valid canadian postal code. Our system considers how infants of handbook developmental psychology have suggested that two stimuli differently than to. Find their business situation to abstract concepts and have i trust remains fully restored. Sign the developmental psychology includes whether we are also be? Third edition is often delayed due to final psychosocial development proceeds through gradual changes that will also accept advancement includes cookies may apply? Men experience or financial relationships. In developmental psychologists were different from a handbook of each book yet manageable volume three theorists argue that he founded after a hybrid model. Large part iv: otitis media and handbooks in the handbook of health of chicago press. This handbook of. Neurobehavioral factors and psychology is required to influence the handbook of interest or another stage of. Born helpless and handbooks online questionnaire signaled the handbook covering the most aspects. They are modified by developmental research are many areas, developmental psychology has been divided into a sense of malnutrition predicts conduct and researchers.