Introduction: Cognitive Development from Middle Childhood throughout Early Adulthood
This week will focus on cognitive and language development and intelligence throughout the lifespan. Subject matter includes, but is not limited to, cognitive development; issues in education; and measurements for aptitude, intelligence, memory, and communication disorders.
Overview:
| Activity | Due Date | Format | Total Points |
| Cognitive Maltreatment and Neural Development | Day 3 (1st Post) | Discussion Forum | 5 |
| Learning and Learning Disabilities | Day 7 | Journal | 4 |
| Adolescent Cognitive Development | Day 7 | Written Assignment | 10 |
Required Resources
Required Text
Mossler, R. A., & Ziegler, M. (2016). Understanding development: A lifespan perspective. San Diego, CA: Bridgepoint Education, Inc.
· Chapter 7: Cognitive Development
· Chapter 8: Language Development
· Chapter 9: Intelligence
Required References
Perry, B. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential mode of therapeutics (Links to an external site.). Journal of Loss and Trauma, 14(4), 240-255. doi: 10.1080/15325020903004350 (PsychINFO: 2009-10040-002). Full text article available at http://childtrauma.org/wp-content/uploads/2013/09/TraumaLoss_BDP_Final_7_09.pdf
Recommended Resources
Recommended References
Center on the Developing Child at Harvard University. (2013, Oct 31). InBrief: The science of neglect (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=bF3j5UVCSCA
University of the Rockies. (2006). Observational learning: The research of Albert Bandura (Links to an external site.). [Video file]. Intelecom Online Resources Network.
University of the Rockies. (2006). Use of reinforcements and punishment in shaping a child’s behavior (Links to an external site.). [Video file]. Intelecom Online Resources Network.
Cognitive Maltreatment and Neural Development
Chapter 5 of the course textbook discusses the brain development of the child in early life as well as the impact of accidents and maltreatment. The required article by Perry (2009) illustrates and defends an approach to child maltreatment based on neurodevelopmental analysis that seeks to understand and treat abuse victims with reference to the areas of the brain affected.
Based on these readings, account for or respond to each of the following in your initial post:
· Analyze the findings of the Perry study, addressing the strengths and shortcomings of the neurodevelopmental approach. Are there limits to this sort of approach, and if so, what alternative approach might add something to a neurobiological analysis?
· Offer a real life experience, alternative study, or recent news report that in some way illustrates or casts light upon Perry’s findings.
In your responses to no fewer than two of your classmates, compare and contrast your respective responses to the Perry study and illustrative examples, offering constructive criticism of your respective arguments and conclusions. Additionally, identify any insights you have gained as a result of reading the responses of others. This assignment is worth 5 points of the total course grade.
Learning and Learning Disabilities
Chapters 7 and 9 of the course textbook discuss theories of learning and information processing as well as various methods of assessing intelligence and testing achievement.
Based on the required textbook readings and references, address or respond to each of the following:
· Briefly summarize the key components of the IDEA, NCLB, and ESSA legislation regarding learning disabilities, including the types of disabilities meant to be covered under these laws.
· Reflect on whether and/or how these laws are informed or supported by theories of cognitive development, learning, and intelligence discussed in the course textbook.
Add graphics, tables, diagrams or additional sources that help emphasize your points and enhance your personal learning experience.
This assignment is worth 4 points of the total course grade.
Adolescent Cognitive Development
Chapter 7 of the course textbook examines theories of cognitive development during adolescence and later adulthood. For this assignment, refer to the textbook and two peer-reviewed journal articles to compare and contrast the theories and models of two cognitive theorists with respect these stages of human development.
In your paper, account for or respond to the following:
· Briefly summarize the main elements of each theorist’s analysis of cognitive development during the transition from adolescence to early adulthood.
· Compare and contrast the two approaches to this critical and difficult stage of development, illustrating in what ways, and with respect to what issues, each approach provides insights and/or exhibits shortcomings.
· Compare and contrast cognitive development during adolescence versus early adulthood, evaluating whether and to what extent one or the other stage is more or less amenable to one of the two frameworks examined.
· Be sure to integrate terms and research associated with major cognitive theories into your analysis such as egocentrism, inductive reasoning, or fluid/crystalized intelligence.
Your paper should be 1200-1600 words in length and cite and integrate at least two peer-reviewed journal articles.
This assignment is worth 10 points of the total course grade.
Guidance Report
Chapter 7 will help you to “Compare and contrast the Piagetian processes of assimilation and accommodation. Describe Piaget’s four stages of cognitive development and identify major changes that occur at each stage. Discuss different approaches to postformal thought. Evaluate the strengths and weaknesses of sociocultural theory. Summarize how cognitive development takes place according to information processing theory. Outline the stage model of memory. Describe how memory changes over the lifespan” (Mossler & Ziegler, 2016, para.1).
Reference
Mossler, R.A., & Ziegler, M. (2016). Understanding development: A lifespan perspective. San Diego, CA: Bridgepoint Education.
Piaget’s Theory
Piaget’s theory. (n.d.). Retrieved from http://psychologynoteshq.com (Links to an external site.)
Special Activity
Do you know the game “20 Questions” (http://www.ehow.com/how_13517_play-20-questions .html (Links to an external site.))? Play with an adult and then a child who has clearly not reached formal operations. Ask both participants to find “something in a typical house.” In what ways are the child’s questions and the adult’s questions different?