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      <title>Unit 7 Developmental by Diana Dimova</title>
      <link>https://padlet.com/dianadim8472/tyv00w72gjby</link>
      <description></description>
      <language>en-us</language>
      <pubDate>2017-01-20 16:51:07 UTC</pubDate>
      <lastBuildDate>2017-02-02 14:11:08 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>1.23 ~ I can understand developmental research designs.</title>
         <author>dianadim8472</author>
         <link>https://padlet.com/dianadim8472/tyv00w72gjby/wish/148695212</link>
         <description><![CDATA[<div>Prediction: These could vary between&nbsp; 2-3 months old to 3 years old.<br><br>Stations: <br>1a. 90 &nbsp; 1b. 2<br>2a. 75&nbsp; 2b. 40<br>3a.&nbsp; 8&nbsp; &nbsp; 3b. 10<br>4a. teens &nbsp; 4b. 40<br>5a. 15&nbsp; &nbsp; &nbsp;5b.&nbsp; 35<br>6a.&nbsp; 11&nbsp; &nbsp; &nbsp;6b. 65<br>7a.&nbsp; 50&nbsp; &nbsp; 7b. 16<br><br><strong><em>Types of Research:</em></strong><br><br><strong>Cross-Sectional</strong>: research done on many subjects of different ages at the same time<br><br><strong>Longitudinal</strong>: research done on one group of subjects over many years<br><br>advantages &amp; disadvantages of CSR:<br>-inexpensive<br>-takes little time to complete<br>-avoids high attrition rate<br><br>-different age groups are not necessarily alike <br><br>of LR:<br>-generates detailed info about subjects<br>-studies developmental changes in depth<br><br>-expensive<br>-potential for high attrition rate<br><br><strong>Prenatal Developement: Reflexes</strong>: <em>-newborn</em><br>-swallowing<br>-sucking<br>-startle<br>-bebinski<br>-stepping<br>-</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-01-23 13:26:14 UTC</pubDate>
         <guid>https://padlet.com/dianadim8472/tyv00w72gjby/wish/148695212</guid>
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         <title>1.24 ~ I can understand Piaget&#39;s theories on cognitive development.</title>
         <author>dianadim8472</author>
         <link>https://padlet.com/dianadim8472/tyv00w72gjby/wish/149001193</link>
         <description><![CDATA[<div>Piaget: Cognitive Development<br><br>2 Biological Processes:<br>Assimilation: interpreting one's new experience in terms of one's existing schemas (cowboy boots)<br><br>Accommodation:  <br><br><br>Sensorimotor: <br>Object Permanence:<br><br>Conservation:<br><br>Egocentrism: the inability of the preoperational child to take another's point of view<br><br>Theory of Mind: ideas about your own and other mental stages<br><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2017-01-24 13:49:22 UTC</pubDate>
         <guid>https://padlet.com/dianadim8472/tyv00w72gjby/wish/149001193</guid>
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         <title>1.25 ~ I can apply Erikson&#39;s theory to my reunion activity.</title>
         <author>dianadim8472</author>
         <link>https://padlet.com/dianadim8472/tyv00w72gjby/wish/149303027</link>
         <description><![CDATA[<div>Social Development: <br><br>Basic Trust: a sense that the world is predictable and trustworthy<br>-major task with with each stage of life<br>-responsive caregivers<br><br>Self-Concept: a sense of one's identity and personal worth<br><br>moved down from right = CRISIS<br>moved down from left = you will be fine <br><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2017-01-25 13:46:56 UTC</pubDate>
         <guid>https://padlet.com/dianadim8472/tyv00w72gjby/wish/149303027</guid>
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         <title>1.26 ~ I can understand Kohlberg&#39;s moral development theory.</title>
         <author>dianadim8472</author>
         <link>https://padlet.com/dianadim8472/tyv00w72gjby/wish/149576777</link>
         <description><![CDATA[<div>Kohlberg:<br>Moral Development<br><br><strong>Preconventional</strong>: morality of self-interest: to avoid punishment or gain concrete rewards<br><br><strong>Conventional</strong>: morality of law and social rules: to gain approval or avoid disapproval<br><br><strong>Postconventional</strong>: morality of abstract principles: to affirm agreed-upon rights and personal ethical principles<br><br><em>Gilligan</em>:<br><strong>Model of Moral Development of Women</strong><br><br>-Level 1: orientation of individual survival <br>-Transition 1: from selfishness to responsibility<br><br>-Level 2: goodness as self-sacrifice <br>-Transition 2: from goodness to truth<br><br>-Level 3: the morality of non-violence<br><br>I<strong>nfancy + Childhood: Sociocultural Development</strong><br><br>Children play...<br>-by self teaching by trial and error<br>-symbolic representation<br><br>Piaget says interaction with physical world...<br>-overcome egocentrism<br>-learning through first-hand experiences<br><br>Vygotsky says culture and education does...<br>-delaying immediate gratification<br>-practice self-regulation -learn to think about own world<br><br><strong><em>Lev Vygotsky</em></strong>: <strong>Social Development Theory</strong><br><br>-Social Interaction + Cognitive Development<br>-learning &gt; development is enhanced with new tasks<br>-Scaffolding <br><br><br>Vygotsky's view of language: <br>-primary method of communication between adults and children <br>-powerful tool of intellectual adaptation<br><br><strong><em>Language Development</em></strong><br><br><strong>Critical periods</strong>: windows of opportunity for learning a language; as early as 6 years old<br><br>Critical period occurs shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development.<br><br><br><strong>Chomsky: Language Acquisition Device </strong><br>-born with internal mechanism<br><br><strong>Whorf: Linguistic Relativity Hypothesis </strong><br>-language determines how we think <br>-recent research: language influences how we think<br><br><br><strong>Imprinting (</strong><strong><em>Lorenz</em></strong><strong>)</strong>: the processes by which certain animals form attachments during a critical period very early in life<br><br><strong>Temperament</strong>: easy, difficult, or slow to warm up child<br><em><br><br></em><strong><em>Social Developments: Parents + Child Relationships</em></strong><br><br><strong>Stranger Anxiety &amp; Attachment</strong>:<br>-fears of strangers beginning around 8 months<br>-an emotional tie found in young children<br><br><strong><em>Ainsworth</em></strong>: attachment styles<br>-secure vs insecure attachment <br>-anxious <br><br><em>Harry Harlow Experiment</em>: <br>-Comfort vs Nourishment<br><br><strong><em>Child-Rearing Practices</em></strong>:<br><br><strong>Authoritarian</strong>: parents impose rules and expect obedience <br>-"because i said so"<br><br><strong>Permissive</strong>: submits to children's desires, make few demands, use little punishment<br><br><strong>Authoritative</strong>: both demanding and responsive; set rules, but explain reasons and encourage open discussion <br><br><strong>Uninvolved/Detattched</strong>:&nbsp;<br><br><br><br><br>--Punishment:<br>-immediate obedience&nbsp;<br>-adult models aggression<br>-avoid adult<br><br><br><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2017-01-26 13:25:53 UTC</pubDate>
         <guid>https://padlet.com/dianadim8472/tyv00w72gjby/wish/149576777</guid>
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         <title>2.1 ~ I can understand adolescents</title>
         <author>dianadim8472</author>
         <link>https://padlet.com/dianadim8472/tyv00w72gjby/wish/150817978</link>
         <description><![CDATA[<div><strong><em>Theories of Adolescents</em></strong><br><br><strong>G. Stanley Hall</strong><br>"storm and stress"<br><em>3 aspects</em><br>-conflict wiht parents <br>-mood disruptions<br>-risky behaviors<br><br><strong>James Marcia</strong><br><br><strong>Identity Diffusion</strong>: sense of having no choices; unwilling to commit<br><br><strong>Identity Foreclosure</strong>: willing to commit to some things; conform to expectations of others<br><br><strong>Identity Moratorium</strong>: crisis; ready for choices, but not sure<br><br><strong>Identity Achievement</strong>: commitment to an identity; resolved crisis<br><br><em>Future Trends</em>... <br>-adolescence lasting longer<br>-sexual maturity occurring earlier<br>-sexual activity of teens increasing<br><br><em>Adulthood</em>: <br>-physical changes peak n 20's --slow decline<br>-menopause<br>-<br>-<br>-<br>-incidence of dementia by age<br>-cognition; slowing of neural processes<br>-Alzheimer's; progressive and irreversible <br>-Crystallized Intelligence: accumulated knowledge (increases) <br>-Fluid Intelligence: ability to reason speedily and abstractly (decreases)<br><br><strong>KUBLER-ROSS</strong><br><em>5 stages of grief: <br></em><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-01 13:36:44 UTC</pubDate>
         <guid>https://padlet.com/dianadim8472/tyv00w72gjby/wish/150817978</guid>
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      <item>
         <title>2.2 ~ I can understand...</title>
         <author>dianadim8472</author>
         <link>https://padlet.com/dianadim8472/tyv00w72gjby/wish/151120879</link>
         <description><![CDATA[<div>1. Does the case of Feral Children support Nature or Nurture? Give at least two examples to support your view.<br><br><br>2. Which language theory is supported by this view: B.F. Skinner or Noam Chomsky? What items from this case support this theory?<br><br>B.F. Skinner because Chomsky stated that language is innate, but in this case that's not true.</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-02 13:28:03 UTC</pubDate>
         <guid>https://padlet.com/dianadim8472/tyv00w72gjby/wish/151120879</guid>
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