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CHAPTER 5 BRIEF CHAPTER SUMMARY According to Piaget, by acting on the environment, children move through four stages of cognitive development in which psychological structures, or schemes, achieve a better fit with external reality. In the sensorimotor stage, these spans the first two years of life, infants make strides in intentional behavior and understanding of object permanence. By the end of the second year, they become capable of mental representation, as seen in their sudden solutions to problems, mastery of object permanence, deferred imitation, and make-believe play. Displaced reference—the realization that words can be used to cue mental images of things not physically present—emerges around the first birthday and greatly expands toddlers’ capacity to learn about the world through communicating with others. Follow-up research on Piaget’s sensorimotor stage yields broad agreement that many cognitive changes of infancy are gradual and continuous and that various aspects of infant cognition change unevenly. However, many studies suggest that infants display a wide array of understandings earlier than Piaget believed. Secondary circular reactions, understanding of object properties, first signs of object permanence, deferred imitation, problem solving by analogy, and displaced reference of words emerge earlier than Piaget expected. Whereas Piaget thought that young babies constructed all mental representations out of sensorimotor activity, the core knowledge perspective maintains that babies are born with a set of innate knowledge systems, or core domains of thought. These permit a ready grasp of new, related information and therefore support early, rapid development. Information-processing theorists want to determine exactly what individuals of different ages do when faced with a task or problem. They assume that we use mental strategies to operate on information as it flows through three parts of the mental system: the sensory register, the short-term memory store, and the long-term memory store. The central executive, the conscious, reflective part of our mental system, ensures that we think purposefully, to attain our goals. Research indicates that several aspects of the cognitive system improve during childhood and adolescence: (1) the basic capacity of its memory stores, especially working memory; (2) the speed with which information is worked on; and (3) the functioning of the central executive, which directs the flow of information and engages in more sophisticated activities that enable complex, flexible thinking. Gains in executive function—including controlling attention, suppressing impulses, coordinating information in working memory, and flexibly directing and monitoring thought and behavior—are under way in the first two years. By the second half of the first year, infants are capable of recognition as well as recall, and both recognition and recall improve teadily with age. During toddlerhood, categorization gradually ...
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Forum 4: Based on what you’ve learned and your own experience, how does pretend play contribute to a child’s development? What qualities and skills do you think are important for academic and vocational success? How many of those qualities and skill are assessed by traditional intelligence tests? What advice would you give to parents and teachers who want to nurture creativity and special talents with children? Cognitive Development (Piaget) and Intelligence The topic for this week is cognitive development and intelligence from the perspective of Piaget and Vygotsky. Additionally, we will learn definitions of intelligence, the predictive value of intelligence tests, variations in IQ, the role of early intervention in intellectual development, and the development of creativity. Topics to be covered include: · Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives · Role of Intelligence Testing in the Development of Educational Programs · Case Studies Related to Intelligence Cognitive Development We will begin to examine cognitive development, or how the intellectual capabilities of infants transform into those of the child, adolescent, and adult. First, let us define cognition. Cognition refers to the inner processes and products of the mind that lead to “knowing.” In other words, how do we acquire, comprehend, and apply knowledge? What transformations must occur for individuals to develop increasingly sophisticated mental capacities? JEAN PIAGET You have likely heard the name of Swiss cognitive theorist, Jean Piaget. According to Piaget, people are not cognitive beings at birth; instead, they discover, or construct, all knowledge of the world through their own experiences. As they begin to construct knowledge, they refine and organize the information in order to effectively adapt to their environments. This theory of active construction of knowledge is known as the constructivist approach to cognitive development. This approach follows children through four invariant (fixed order) and universal (assumed to characterize all children) stages: sensorimotor, preoperational, concrete operational, and formal operational. Throughout these stages, infants’ investigative behaviors gradually transform into the abstract, rational intelligence of more mature individuals. PIAGET'S STAGES OF COGNITIVE DEVELOPMENT SENSORIMOTOR PREOPERATIONAL CONCRETE OPERATIONAL FORMAL OPERATIONAL Piaget identified specific psychological structures called schemes (organized ways of making sense of experiences) that change with age. Initially, schemes are patterns of action involving the senses and motor functions. For example, a baby may simply grab and release an object. As the baby gets older, this scheme becomes more deliberate, and she may begin to throw the object down the stairs, up in the air, or against walls. In other words, she is thinking before she acts. When there evidence of this, Piaget says the child has moved ...
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Running head: DETOXIFICATION FROM ALCOHOL AND OPIATES 1 5 DETOXIFICATION FROM ALCOHOL AND OPIATES Research Paper Outline: Detoxification from Alcohol and Opiates Grand Canyon University: PCN-527-0500 December 06, 2017 I. BRIEF HISTORY OF THE DRUG A. History of Alcohol B. History of Opiates II. PSYCHOPHARMACOLOGY OF THE DRUG A. Psychopharmacology of Alcohol 1. Effects of alcohol on mood 2. Effects of alcohol on thinking 3. Effects of alcohol on behavior 4. Effects of alcohol on sensation B. Psychopharmacology of Opiates 1. Effects of alcohol on mood 2. Effects of alcohol on thinking 3. Effects of alcohol on behavior 4. Effects of alcohol on sensation III. CURRENT TRENDS OF ISSUES A. Current trends of issues of alcohol 1. Alcohol addiction 2. Binge drinking 3. Addiction 4. Physical symptom of withdrawal 5. Treatment B. Current trends or issues of opiates 1. Types of opiates 2. Addiction 3. Physical symptoms of withdrawal 4. Treatment IV. SOCIETAL CONCERNS OR ISSUES RELATED TO THE TOPIC A. Stigma of being an alcoholic 1. Physical symptoms 2. Disruption in functioning 3. Other’s perceptions of addiction B. Stigma of being addicted to opiates 1. Physical Symptoms 2. Disruption in functioning 3. Other’s perception of addiction V. SIGNIFICANCE OR RELEVANCE ON THE COUNSELING PROFESSION A. Relevance of alcohol addiction and treatment on the counseling profession 1. Different option for treatment 2. Treatment after detoxification B. Relevance of opiate addiction and treatment on the counseling profession 1. Different option for treatment 2. Treatment after detoxification VI. ANY FUTURE IMPLICATIONS A. Future implications of alcohol detoxification B. Future implications of opiate detoxification References Carlebach, S., Wake, D., & Hamilton, S. (2011). Experiences of home detoxification for alcohol dependency. Nursing Standard, 26(10), 41-47. Green, L., & Gossop, M. (1988). Effects of information on the opiate withdrawal syndrome. British Journal Of Addiction, 83(3), 305-309. doi:10.1111/j.1360-0443.1988.tb00472.x Ison, J., Day, E., Fisher, K., Pratt, M., Hull, M., & Copello, A. (2006). Self-detoxification from opioid drugs. Journal Of Substance Use, 11(2), 81-88. doi:10.1080/14659890500143697 Masson, C. L., Barnett, P. G., Sees, K. L., Delucchi, K. L., Rosen, A., Wong, W., & Hall, S. M. (2004). Cost and cost-effectiveness of standard methadone maintenance treatment compared to enriched 180-day methadone detoxification. Addiction, 99(6), 718-726. doi:10.1111/j.1360-0443.2004.00728.x Perdomo Gutiérrez, R. E. (2011). Clinical case of rapid opiate detoxification under anesthesia. Anestesia Pediatrica E Neonatale, 9(1), 1-10. Van den Berg, J. F., Van den Brink, W., Kist, N., Hermes, J. J., & Kok, R. M. (2015). Social factors and readmission after inpatient detoxification in older alcohol-dependent patients. The American Journal On Addictions, (7), 661. doi:10.1111/ajad.12287 Wulffson, R. M. (2014). Detoxifi ...
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PSYCHOSOCIAL DEVELOPMENT 1 Psychosocial Development Chanda Crews PSY 104 Child and Adolescent Development Instructor: Julian Achim December 13, 2019 Psychosocial Development - 1 - [no notes on this page] Age-appropriate refers to the particular age in which a child goes through as a mode of the development period. Different psychologists have given out different views on the various stages in which a child develops in consideration of specific events, which take place (Cherry, 2018). The first stage outlined by Erikson in his development theory is none other than the hope, which takes place in every child under the age of two years. In this stage, a child has room to evaluate the environment as a way of developing either trust or mistrust. As illustrated by Erikson, the parents are a hope for the child according to how the parents support the child. Some parents do not care for their children through the failure to raise basic needs for that child. As a result, the environment becomes rough for the child a situation that leads to mistrust to that child. Then again, if a parent supports a child, then the environment becomes comfortable for the child, a situation that develops trust to that child. Thus, Erikson states it clear that hope is a crucial stage for a child. Hence, all the caregivers should be in a position to help the child develop trust. Will is the other concept, which supports child development as illustrated by the Erikson’s psychosocial theory on child development. However, in this particular stage, a child starts exploring the surrounding a situation which helps the child in understanding the environment. Therefore, a parent or caregiver should be in a position to provide security for the child as the concept occurs between 2-4 years (Knight, 2017). The motive behind this logic is that in this age, a child cannot differentiate on the things, which can bring harm. Therefore, parents are advised to take control of their children as a way of supporting child development during this critical stage. Then again, in this particular stage, a child starts to express interests in different activities. Like for instance, a child will develop feeding modes without the support of the parent. On the other hand, a child will start playing with different objects as a way of - 2 - [no notes on this page] PSYCHOSOCIAL DEVELOPMENT 3 satisfying their needs. Thus, a parent should support the child without distracting them from understanding the environment. Conversely, the purpose is the different concept as illustrated by Erikson in his psychosocial theory. In this case, a child starts doing things with an intention after developing the will concept. Like for instance, a child understands that round objects roll and that objects can fall. Th ...
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Child development, chapter 6, paduano
1.
Chapter 6 Cognitive
Development in Infancy Caprice Paduano Child Development
2.
3.
4.
5.
6.
7.
8.
Piaget’s Six Substages
of the Sensorimotor Stage
9.
10.
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Approaches Used to
Detect Differences in Intelligence
26.
27.
Sample Items from
the Bayley Scales
28.
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34.
First Words
35.
36.
Children’s Imitation of
Sentences
37.
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42.
43.
Features of Infant-Directed
Speech
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