This document provides an overview of human development across the lifespan according to psychology. It covers prenatal development, infancy, childhood, adolescence, and adulthood. For each life stage, it discusses physical, cognitive, and social/emotional development. It also summarizes some major theories in developmental psychology, such as Piaget's stages of cognitive development and attachment theory. Key topics include brain development, motor skills, memory, identity formation, parenting styles, and aging. The document uses text and images to explain developmental milestones and issues at each stage of life.
Piaget's theory of cognitive development proposes that children progress through four distinct stages as they interact with their environment. The stages are sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (age 12 and up). At each stage, children demonstrate qualitatively different ways of thinking and reasoning. While influential, Piaget's theory has some limitations, such as underestimating children's early cognitive skills and not fully accounting for social and cultural influences on development.
Jean Piaget developed a theory of cognitive development through observing children's responses to tasks he designed. He identified four stages of development: sensorimotor, preoperational, concrete operational, and formal operational. Each stage is characterized by developing abilities like object permanence, language use, logical thinking, and hypothetical reasoning. Piaget's theory emphasizes how knowledge develops through assimilating new experiences into existing understandings and accommodating understandings to new experiences.
Piaget's theory of cognitive development consists of 4 main stages:
1) Sensory-motor stage (0-2 years): Children understand the world through senses and physical actions. Object permanence emerges around age 2.
2) Pre-operational stage (2-7 years): Symbolic thought and language develop but logical operations have not emerged. Thinking is egocentric and based on perception.
3) Concrete operational stage (7-11 years): Children can think logically and conserve quantities for concrete objects and events.
4) Formal operational stage (11-15+ years): Abstract and hypothetical thinking emerges allowing for planning, propositional thought, and scientific reasoning. Development occurs through processes of assimilation
Jean Piaget was a Swiss psychologist known for developing the theory of constructivism and studying cognitive development in children. He believed that intelligence develops through four stages that are related to age, where children progress from egocentrism to understanding other perspectives. Piaget investigated children's thinking and believed their cognitive processes developed through adapting to their environment. His work influenced approaches to education by emphasizing active, challenging learning activities suited to a child's developmental level.
Piaget's theory of cognitive development proposes that children progress through four distinct stages as their minds develop: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (ages 11 to 15). At each stage, children demonstrate new cognitive abilities as their thinking becomes more complex and abstract. Piaget believed that children's interactions with the environment help them build cognitive structures at each stage that prepare them for the next level of development. His theory emphasizes that children are active learners who construct their own understanding of the world.
This document summarizes Jean Piaget and Lev Vygotsky's theories of cognitive development. It outlines the key concepts of Piaget's theory, including schemas, assimilation, accommodation, equilibrium, and the four stages of cognitive development from sensorimotor to formal operational. It also discusses implications for teaching based on Piaget's theory. For Vygotsky, it mentions his focus on social learning and the zone of proximal development.
This document provides an overview of human development across the lifespan according to psychology. It covers prenatal development, infancy, childhood, adolescence, and adulthood. For each life stage, it discusses physical, cognitive, and social/emotional development. It also summarizes some major theories in developmental psychology, such as Piaget's stages of cognitive development and attachment theory. Key topics include brain development, motor skills, memory, identity formation, parenting styles, and aging. The document uses text and images to explain developmental milestones and issues at each stage of life.
Piaget's theory of cognitive development proposes that children progress through four distinct stages as they interact with their environment. The stages are sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (age 12 and up). At each stage, children demonstrate qualitatively different ways of thinking and reasoning. While influential, Piaget's theory has some limitations, such as underestimating children's early cognitive skills and not fully accounting for social and cultural influences on development.
Jean Piaget developed a theory of cognitive development through observing children's responses to tasks he designed. He identified four stages of development: sensorimotor, preoperational, concrete operational, and formal operational. Each stage is characterized by developing abilities like object permanence, language use, logical thinking, and hypothetical reasoning. Piaget's theory emphasizes how knowledge develops through assimilating new experiences into existing understandings and accommodating understandings to new experiences.
Piaget's theory of cognitive development consists of 4 main stages:
1) Sensory-motor stage (0-2 years): Children understand the world through senses and physical actions. Object permanence emerges around age 2.
2) Pre-operational stage (2-7 years): Symbolic thought and language develop but logical operations have not emerged. Thinking is egocentric and based on perception.
3) Concrete operational stage (7-11 years): Children can think logically and conserve quantities for concrete objects and events.
4) Formal operational stage (11-15+ years): Abstract and hypothetical thinking emerges allowing for planning, propositional thought, and scientific reasoning. Development occurs through processes of assimilation
Jean Piaget was a Swiss psychologist known for developing the theory of constructivism and studying cognitive development in children. He believed that intelligence develops through four stages that are related to age, where children progress from egocentrism to understanding other perspectives. Piaget investigated children's thinking and believed their cognitive processes developed through adapting to their environment. His work influenced approaches to education by emphasizing active, challenging learning activities suited to a child's developmental level.
Piaget's theory of cognitive development proposes that children progress through four distinct stages as their minds develop: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (ages 11 to 15). At each stage, children demonstrate new cognitive abilities as their thinking becomes more complex and abstract. Piaget believed that children's interactions with the environment help them build cognitive structures at each stage that prepare them for the next level of development. His theory emphasizes that children are active learners who construct their own understanding of the world.
This document summarizes Jean Piaget and Lev Vygotsky's theories of cognitive development. It outlines the key concepts of Piaget's theory, including schemas, assimilation, accommodation, equilibrium, and the four stages of cognitive development from sensorimotor to formal operational. It also discusses implications for teaching based on Piaget's theory. For Vygotsky, it mentions his focus on social learning and the zone of proximal development.
Piaget's theory of cognitive development consists of four stages:
1) Sensorimotor stage (birth to age 2) where children learn through senses and physical interaction.
2) Preoperational stage (ages 2-7) where children develop language and imagination but lack logical reasoning.
3) Concrete operational stage (ages 7-11) where children develop logical thinking skills and understand conservation.
4) Formal operational stage (ages 11 and up) where children develop abstract reasoning and can think hypothetically.
Piaget developed this theory by observing his own children and it focuses on how children construct an understanding of the world through experiences over time.
Jean Piaget proposed four main stages of cognitive development in children:
1. Sensorimotor stage (ages 0-2) where infants rely on senses and motor skills to learn.
2. Preoperational stage (ages 2-7) where children use symbols and language develops.
3. Concrete operational stage (ages 7-11) where children think logically about concrete concepts.
4. Formal operational stage (ages 11-adult) where abstract and hypothetical thinking emerges.
These stages are universal in sequence and build upon each other as thinking becomes more sophisticated with age.
Jean Piaget was a developmental psychologist known for his theory of cognitive development. He proposed that children progress through four distinct stages as they interact with their environment - sensorimotor, preoperational, concrete operational, and formal operational. Piaget's theories have significantly influenced how educators approach child development and learning by recognizing that children actively construct their own understanding of the world at different stages. His work highlighted the importance of understanding how children think rather than just evaluating outcomes.
Jean Piaget was a Swiss psychologist who was born in 1896. He is known for developing a theory of cognitive development in children. He proposed that children progress through four distinct stages as they mature: sensorimotor, preoperational, concrete operational, and formal operational. Piaget conducted extensive research on child development using naturalistic observation and other methods. His work has been highly influential in the fields of developmental psychology and education.
Jean Piaget's Theory of Cognitive DevelopmentKelly McGrail
Piaget's theory of cognitive development outlines 4 stages of development: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (12 years and up). The stages are characterized by the development of object permanence, representational thought, logical reasoning, and abstract thought. Children with cognitive disabilities may not progress through all the stages. Down syndrome is provided as an example of a cognitive disability where individuals often do not complete all stages of Piaget's theory.
1. Piaget studied his own children's intellectual development and proposed four main stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational.
2. The sensorimotor stage involves learning through senses and motor skills without using symbols or language. The preoperational stage involves using symbols and language but still being egocentric.
3. In the concrete operational stage, logical thinking develops but is limited to concrete objects. In the formal operational stage, abstract and hypothetical thinking ability emerges along with scientific reasoning skills.
Jean Piaget was a Swiss psychologist who developed a theory of cognitive development in children. His theory proposes that children progress through four distinct stages as their mental abilities develop: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (ages 11 to adulthood). At each stage, children develop new cognitive abilities that allow for more complex understanding and logical thought. Piaget's theory has been influential in the field of education by shifting focus to how children learn and think at different ages.
Jean Piaget was a Swiss developmental psychologist and philosopher known for his theory of cognitive development. He observed that children progress through four distinct stages of cognitive development as their minds become capable of more complex and abstract thought. Piaget believed that intelligence develops through the biological processes of assimilation and accommodation as a child interacts with their environment. His theory that cognitive structures develop progressively through a series of stages influenced the field of developmental psychology.
Lecture 11:Cognitive development of children- Dr.Reem AlSabahAHS_student
The document summarizes Jean Piaget's theory of cognitive development. It describes his four stages: sensorimotor, preoperational, concrete operational, and formal operational. For each stage, it provides examples of cognitive abilities and limitations. It also discusses criticisms of Piaget's theory and assessment tasks used to measure formal operational thought.
Piaget's theory of cognitive developmentAtul Thakur
Piaget's theory of cognitive development outlines four stages from birth through adolescence:
1) Sensorimotor stage (birth to 2 years) - Infants rely on senses and motor skills to understand world without mental representations.
2) Preoperational stage (2 to 7 years) - Children develop language and symbolic thought but logic remains intuitive rather than concrete.
3) Concrete operational stage (7 to 11 years) - Children can think logically about concrete events and perceive multiple attributes of objects.
4) Formal operational stage (11 years onward) - Children develop abstract reasoning abilities and can consider hypotheses. Piaget's theory emphasizes how children construct knowledge through interactions with their environments.
10 chapter 5 - developing through the life spankbolinsky
Developmental psychology studies physical, cognitive, and social changes throughout the lifespan. Key issues examined include the interplay between nature and nurture and whether development occurs through continuous changes or distinct stages. Prenatal development proceeds from conception to birth, as a zygote develops into an embryo and fetus. Newborns demonstrate reflexes that aid survival. Infancy and childhood involve rapid physical and cognitive growth. Adolescence brings puberty and physical maturity as well as advances in reasoning and social awareness. Adulthood development varies individually, with physical and some cognitive abilities generally declining with age.
The document provides an overview of human development across the lifespan from conception through old age. It discusses prenatal development, infancy, childhood, adolescence, emerging adulthood, and the physical, cognitive, and social changes that occur during each stage. Key topics include brain development, attachment, moral development, identity formation, aging-related changes, and factors influencing well-being.
The document discusses key concepts in developmental psychology including nature vs nurture, continuity vs stages of development, stability vs change over the lifespan. It covers prenatal development, infancy, childhood, adolescence and adulthood. Key theorists discussed include Piaget, Kohlberg, Erikson. Development is influenced by both biological/genetic factors and environmental experiences.
The document discusses different perspectives on cognitive development in infants and children, including Piaget's theory of constructivism, nativism, and domain specificity. It summarizes experimental methods used to study development, such as habituation studies and preferential looking tasks. Key findings are presented showing infants have innate knowledge of objects, including principles of continuity, cohesion and contact.
This document summarizes key aspects of human development across the lifespan from conception through adulthood according to David Myers' Psychology textbook. It covers prenatal development, infancy, childhood, adolescence, and adulthood. For each life stage, it discusses physical, cognitive, and social/emotional development, drawing from theorists like Piaget and Kohlberg. It finds that while abilities peak in early adulthood, many cognitive functions remain intact or even improve with aging.
AQA Psychology A Level Revision Cards - Cognition And Development Topicaesop
revision cards for aqa psych paper 3 cognition and development topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 2 textbook, for reference i achieved an a* :)
Different Aspects Of The Trait Theory Of PersonalityRachel Phillips
The document discusses different aspects of the trait theory of personality, including key points:
- Trait theory focuses on identifying and measuring human characteristics like personality traits.
- Traits are stable characteristics that differ across individuals and contribute to their disposition.
- Charles Spearman proposed a two-factor theory of intelligence based on factor analysis, with a general intelligence factor "g" and specific factors "s".
- Traits are formed from the combination and interaction of various traits unique to each individual.
Parenting in itself is a challange, and can be more challangeing if your child suffers from any of the anxiety disorders. This is a part of the fellow lecture series delivered by the author on 3/9/12. This presentation discusses the strategies for parenting an anxious child.
Jean Piaget was a Swiss psychologist who spent decades studying children's cognitive development and is best known for his theory of cognitive development. Some key points of his theory include:
- He identified 4 main stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational.
- He believed that knowledge is constructed by learners through hands-on experiences and interactions with the environment.
- Important concepts in his theory include schemas, assimilation, accommodation, equilibrium, and disequilibrium which describe how children incorporate new information and experiences into their existing understanding of the world.
- His work has had a large influence on constructivist approaches in education which aim to actively engage students in
This document summarizes key topics in child development from conception through early childhood. It discusses prenatal development from conception to birth, including the stages of zygote, embryo, and fetus. It also covers newborn skills like rooting and sucking reflexes. Regarding cognitive development, it summarizes Piaget's stages of sensorimotor, preoperational, and concrete operational development. It also discusses social development topics like attachment styles, stranger anxiety, and the roles of parents and daycare. Throughout, it emphasizes both biological/maturational factors and environmental/learning influences on development.
Resilience at a Distance: Designing Supports for SEL at School and at HomeMorgan Appel
This document provides information from a presentation on the emotional brain and resilience. It discusses how the brain's limbic system processes emotions separately from rational thinking. During adolescence this can cause inappropriate displays of emotions. It also outlines factors that build resilience, like coping skills, strengths, and social support. The COVID-19 pandemic can negatively impact socioemotional well-being through increased stress, loneliness, and anxiety. Fostering a growth mindset and attending to socioemotional needs first can help students adapt.
The document provides an introduction and overview of the Standard Progressive Matrices (SPM) test. It discusses that the SPM is a non-verbal test of intelligence originally developed by John Raven in 1936. It covers cognitive abilities like reasoning, problem-solving, and pattern recognition. The document also outlines the test's theoretical framework drawing from theories like the general intelligence factor and Gestalt learning theory. It describes the test administration process and how the items are generated to cover different cognitive domains in a progressively difficult manner.
Piaget's theory of cognitive development consists of four stages:
1) Sensorimotor stage (birth to age 2) where children learn through senses and physical interaction.
2) Preoperational stage (ages 2-7) where children develop language and imagination but lack logical reasoning.
3) Concrete operational stage (ages 7-11) where children develop logical thinking skills and understand conservation.
4) Formal operational stage (ages 11 and up) where children develop abstract reasoning and can think hypothetically.
Piaget developed this theory by observing his own children and it focuses on how children construct an understanding of the world through experiences over time.
Jean Piaget proposed four main stages of cognitive development in children:
1. Sensorimotor stage (ages 0-2) where infants rely on senses and motor skills to learn.
2. Preoperational stage (ages 2-7) where children use symbols and language develops.
3. Concrete operational stage (ages 7-11) where children think logically about concrete concepts.
4. Formal operational stage (ages 11-adult) where abstract and hypothetical thinking emerges.
These stages are universal in sequence and build upon each other as thinking becomes more sophisticated with age.
Jean Piaget was a developmental psychologist known for his theory of cognitive development. He proposed that children progress through four distinct stages as they interact with their environment - sensorimotor, preoperational, concrete operational, and formal operational. Piaget's theories have significantly influenced how educators approach child development and learning by recognizing that children actively construct their own understanding of the world at different stages. His work highlighted the importance of understanding how children think rather than just evaluating outcomes.
Jean Piaget was a Swiss psychologist who was born in 1896. He is known for developing a theory of cognitive development in children. He proposed that children progress through four distinct stages as they mature: sensorimotor, preoperational, concrete operational, and formal operational. Piaget conducted extensive research on child development using naturalistic observation and other methods. His work has been highly influential in the fields of developmental psychology and education.
Jean Piaget's Theory of Cognitive DevelopmentKelly McGrail
Piaget's theory of cognitive development outlines 4 stages of development: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (12 years and up). The stages are characterized by the development of object permanence, representational thought, logical reasoning, and abstract thought. Children with cognitive disabilities may not progress through all the stages. Down syndrome is provided as an example of a cognitive disability where individuals often do not complete all stages of Piaget's theory.
1. Piaget studied his own children's intellectual development and proposed four main stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational.
2. The sensorimotor stage involves learning through senses and motor skills without using symbols or language. The preoperational stage involves using symbols and language but still being egocentric.
3. In the concrete operational stage, logical thinking develops but is limited to concrete objects. In the formal operational stage, abstract and hypothetical thinking ability emerges along with scientific reasoning skills.
Jean Piaget was a Swiss psychologist who developed a theory of cognitive development in children. His theory proposes that children progress through four distinct stages as their mental abilities develop: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (ages 11 to adulthood). At each stage, children develop new cognitive abilities that allow for more complex understanding and logical thought. Piaget's theory has been influential in the field of education by shifting focus to how children learn and think at different ages.
Jean Piaget was a Swiss developmental psychologist and philosopher known for his theory of cognitive development. He observed that children progress through four distinct stages of cognitive development as their minds become capable of more complex and abstract thought. Piaget believed that intelligence develops through the biological processes of assimilation and accommodation as a child interacts with their environment. His theory that cognitive structures develop progressively through a series of stages influenced the field of developmental psychology.
Lecture 11:Cognitive development of children- Dr.Reem AlSabahAHS_student
The document summarizes Jean Piaget's theory of cognitive development. It describes his four stages: sensorimotor, preoperational, concrete operational, and formal operational. For each stage, it provides examples of cognitive abilities and limitations. It also discusses criticisms of Piaget's theory and assessment tasks used to measure formal operational thought.
Piaget's theory of cognitive developmentAtul Thakur
Piaget's theory of cognitive development outlines four stages from birth through adolescence:
1) Sensorimotor stage (birth to 2 years) - Infants rely on senses and motor skills to understand world without mental representations.
2) Preoperational stage (2 to 7 years) - Children develop language and symbolic thought but logic remains intuitive rather than concrete.
3) Concrete operational stage (7 to 11 years) - Children can think logically about concrete events and perceive multiple attributes of objects.
4) Formal operational stage (11 years onward) - Children develop abstract reasoning abilities and can consider hypotheses. Piaget's theory emphasizes how children construct knowledge through interactions with their environments.
10 chapter 5 - developing through the life spankbolinsky
Developmental psychology studies physical, cognitive, and social changes throughout the lifespan. Key issues examined include the interplay between nature and nurture and whether development occurs through continuous changes or distinct stages. Prenatal development proceeds from conception to birth, as a zygote develops into an embryo and fetus. Newborns demonstrate reflexes that aid survival. Infancy and childhood involve rapid physical and cognitive growth. Adolescence brings puberty and physical maturity as well as advances in reasoning and social awareness. Adulthood development varies individually, with physical and some cognitive abilities generally declining with age.
The document provides an overview of human development across the lifespan from conception through old age. It discusses prenatal development, infancy, childhood, adolescence, emerging adulthood, and the physical, cognitive, and social changes that occur during each stage. Key topics include brain development, attachment, moral development, identity formation, aging-related changes, and factors influencing well-being.
The document discusses key concepts in developmental psychology including nature vs nurture, continuity vs stages of development, stability vs change over the lifespan. It covers prenatal development, infancy, childhood, adolescence and adulthood. Key theorists discussed include Piaget, Kohlberg, Erikson. Development is influenced by both biological/genetic factors and environmental experiences.
The document discusses different perspectives on cognitive development in infants and children, including Piaget's theory of constructivism, nativism, and domain specificity. It summarizes experimental methods used to study development, such as habituation studies and preferential looking tasks. Key findings are presented showing infants have innate knowledge of objects, including principles of continuity, cohesion and contact.
This document summarizes key aspects of human development across the lifespan from conception through adulthood according to David Myers' Psychology textbook. It covers prenatal development, infancy, childhood, adolescence, and adulthood. For each life stage, it discusses physical, cognitive, and social/emotional development, drawing from theorists like Piaget and Kohlberg. It finds that while abilities peak in early adulthood, many cognitive functions remain intact or even improve with aging.
AQA Psychology A Level Revision Cards - Cognition And Development Topicaesop
revision cards for aqa psych paper 3 cognition and development topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 2 textbook, for reference i achieved an a* :)
Different Aspects Of The Trait Theory Of PersonalityRachel Phillips
The document discusses different aspects of the trait theory of personality, including key points:
- Trait theory focuses on identifying and measuring human characteristics like personality traits.
- Traits are stable characteristics that differ across individuals and contribute to their disposition.
- Charles Spearman proposed a two-factor theory of intelligence based on factor analysis, with a general intelligence factor "g" and specific factors "s".
- Traits are formed from the combination and interaction of various traits unique to each individual.
Parenting in itself is a challange, and can be more challangeing if your child suffers from any of the anxiety disorders. This is a part of the fellow lecture series delivered by the author on 3/9/12. This presentation discusses the strategies for parenting an anxious child.
Jean Piaget was a Swiss psychologist who spent decades studying children's cognitive development and is best known for his theory of cognitive development. Some key points of his theory include:
- He identified 4 main stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational.
- He believed that knowledge is constructed by learners through hands-on experiences and interactions with the environment.
- Important concepts in his theory include schemas, assimilation, accommodation, equilibrium, and disequilibrium which describe how children incorporate new information and experiences into their existing understanding of the world.
- His work has had a large influence on constructivist approaches in education which aim to actively engage students in
This document summarizes key topics in child development from conception through early childhood. It discusses prenatal development from conception to birth, including the stages of zygote, embryo, and fetus. It also covers newborn skills like rooting and sucking reflexes. Regarding cognitive development, it summarizes Piaget's stages of sensorimotor, preoperational, and concrete operational development. It also discusses social development topics like attachment styles, stranger anxiety, and the roles of parents and daycare. Throughout, it emphasizes both biological/maturational factors and environmental/learning influences on development.
Resilience at a Distance: Designing Supports for SEL at School and at HomeMorgan Appel
This document provides information from a presentation on the emotional brain and resilience. It discusses how the brain's limbic system processes emotions separately from rational thinking. During adolescence this can cause inappropriate displays of emotions. It also outlines factors that build resilience, like coping skills, strengths, and social support. The COVID-19 pandemic can negatively impact socioemotional well-being through increased stress, loneliness, and anxiety. Fostering a growth mindset and attending to socioemotional needs first can help students adapt.
The document provides an introduction and overview of the Standard Progressive Matrices (SPM) test. It discusses that the SPM is a non-verbal test of intelligence originally developed by John Raven in 1936. It covers cognitive abilities like reasoning, problem-solving, and pattern recognition. The document also outlines the test's theoretical framework drawing from theories like the general intelligence factor and Gestalt learning theory. It describes the test administration process and how the items are generated to cover different cognitive domains in a progressively difficult manner.
This document provides guidance on answering 4 to 8 mark psychology exam questions. It defines key terms like analyze, compare, describe, and evaluate. It explains that for a 4 mark question, 4 points need to be made using the PEE structure. A 6 mark question example is outlined requiring results, conclusions, a strength and weakness. Balanced arguments considering both nature and nurture are important. The document provides examples of summarizing studies and outlining weaknesses. It emphasizes knowing case studies and theories for each topic.
This document provides an overview of developmental psychology and covers many topics from prenatal development through childhood. It discusses key issues in development such as nature vs nurture, continuity vs stages, and stability vs change. It also summarizes Jean Piaget's stages of cognitive development and how children's thinking progresses from sensorimotor to formal operational stages. Attachment theory is explained, showing how early relationships with caregivers influence social-emotional development.
Thesis Statement For Persuasive Essay. 002 Persuasive Essay Thesis Example T...Diana Carroll
30 Persuasive Thesis Statement Examples to Persuade. Persuasive Essay: Definition, Examples, Topics & Tips for Writing a .... 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. How to Create a Thesis Statement for a Persuasive Essay | Pen and the .... 45 Perfect Thesis Statement Templates (+ Examples) ᐅ TemplateLab. Good Thesis Statements For Persuasive Essays - Thesis Title Ideas for .... 15 Thesis Statement Examples to Inspire Your Next Argumentative Essay .... persuasive essay thesis statement | Thesis statement, Persuasive essays .... Thesis statement for a persuasive essay - High Quality Essay Writing .... FREE 8+ Persuasive Essay Samples in MS Word | PDF. School essay: Example for persuasive writing. Thesis statement for persuasive essay - Expert Custom Essay Writing .... persuasive essay thesis statement | Thesis statement, Thesis statement .... PPT - Writing a Thesis Statement PowerPoint Presentation, free download .... How to Write a Strong Thesis Statement - EasyBib Blog - A good thesis .... Persuasive Essay.
The document discusses several theories of how people learn, including:
- Students learn best when their prior knowledge is engaged and misconceptions are addressed. Hands-on, concrete experiences are important for learning.
- For learning to transfer to new contexts, students need deep conceptual understanding, not just memorization of facts. They must organize knowledge in a way that facilitates application.
- Metacognition, or reflecting on one's own thinking, allows students to take control of their own learning. Teachers should use strategies to help students process information and reflect on their learning.
Relevant Science Learning Paths for Preschool - Rochel GelmanSTEM Summit
The document discusses research conducted by collaborators from various universities on science learning in preschoolers. It summarizes key findings from cognitive science that young children have abilities relevant to learning science concepts. The research involved teaching preschoolers about observations using their senses, plant and animal life cycles, and parent-offspring relationships through hands-on activities and assessments before and after the instruction. The findings showed preschoolers can learn important science concepts when instruction builds on their natural inquisitiveness and existing knowledge.
1. Jean Piaget's theory of cognitive development consists of four stages: sensorimotor, preoperational, concrete operational, and formal operational.
2. Each stage is characterized by developing schemas, or ways of thinking, and by the use of assimilation and accommodation to adapt to new information.
3. In the concrete operational stage from ages 7-11, children begin to think logically about concrete events and understand concepts like reversibility and conservation, though they still struggle with abstract thinking.
Lifespan Development Lesson 2: Developmental TheoriesLumen Learning
This document provides an overview of several developmental theories and theorists. It discusses Freud's psychosexual theory of development and Erikson's psychosocial stages. It also covers learning theories like classical and operant conditioning proposed by Pavlov and Skinner. Additionally, it summarizes Piaget's stages of cognitive development and his principles of schema and assimilation/accommodation. Finally, it briefly introduces Vygotsky's sociocultural theory and Bronfenbrenner's ecological systems model of development.
The document appears to be notes from an early childhood education class covering topics related to teaching math, science, and reading to young children. It includes assignments like reviewing vocabulary terms and discussing theorists like Piaget. It also mentions designing hands-on activities to teach science concepts to different age groups and incorporating multiple intelligences and learning styles.
Similar to Category Representation in Young Infants (20)
The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
(June 12, 2024) Webinar: Development of PET theranostics targeting the molecu...Scintica Instrumentation
Targeting Hsp90 and its pathogen Orthologs with Tethered Inhibitors as a Diagnostic and Therapeutic Strategy for cancer and infectious diseases with Dr. Timothy Haystead.
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
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2. Contents of Presentation
What Are Categories? (Why do we need them?)
Philosophical views on category representation
Category Representation in Young Infants
Categorization in Infants. (Do they categorize / How do we measure it?)
Information Used to Form Category Representations
Category Formation vs Category Possession (Online processing/ Previous knowledge)
Order of Emergence
Not just for objects. (Spatial and other abstract categorizations)
4. Which Painting Has more Information Content/Why?
Composition VII, Wassily Kandinsky Scuola di Atene(School of Athens), Raffaello
Sanzio
5. Why do we need categories?
World without categories:
What if every entity was unlike any
other?
All representations are new.
World with categories:
Category Representations.
Intellectual functioning is possible.
Making sense of the world through
inter-connected category
representations.
7. Philosophical Background
Wittgenstein
Family Resemblance Theory (1953):
Things which could be thought to be connected
by one essential common feature may in fact be
connected by a series of overlapping similarities,
where no one feature is common to all.
Sluga H., Family Resemlance, Grazer Philosophische Studien 71
(2006)
*Image from Anime Fullmetal Alchemist Brotherhood
8. Philosophical Background
Rosh, Prototype Theory (1978):
Some members of a category are more central
than others.
Furniture? Chair vs Stool
Central members (or their properties determine
the category)
10. Categorization in Infants
Infants prefer novel stimuli
Novel inputs from Novel and Familiar categories
Measured in looking time
Assumption: Infants look at more in novel stimuli
Young infants are capable of representing
variety of complex object categories
Significant to adult humans
Animals, Furnitures
Both general (animal/mammal) and special levels
Leonardo Da Vinci’s flying Machine
11. Information Used to Form Category Representations
How do infants form category representations?
Identify the cues:
Form the category when the cue is present
Not form the category then the information is
not present
12. Experiments
Distinguish cat and dog categories.
(Quinn & Eimas, 1996)
Considerable perceptual overlap
Cats vs Dogs:
Distinguish when full bodies are presented
Distinguish if only head is presented
Can’t distinguish if only body is presented.
Swapped heads and bodies
*Image is from the reference paper Quinn & Eimas, 1996
13. Experiment Result
Head information provides necessary and sufficient information.
Limitations:
Real world movement patterns
Sound information
Cats vs birds/ humans… other cues?
14. Category Formation vs Category Possession
In Infants are category representations:
Online or?
Based on previous experience
Experimental Tasks:
Infants are presumed to construct more CR as more and more examplars from
familiar categories are presented. (Mareschal,French, & Quinn, 2000)
Age: With age, more likely to tap their own knowledge.
Difficult
15. Experiment Mammal vs Furniture
Not likely to observe elephants and
hippopotamuses how do they categorise them?
They rely on solely perceptual processing ?
Picture books, stories
generic furnitures
Unfamiliar animals are more like familiar
animals
Even in such cases infants may rely on pre-
existing information
16. Order of Emergence
Different Levels of inclusiveness /
hierarchy organized systems
Global(Superordinate)level:
Mammals
Intermediate Level: Cat
Specific(Subordinate Level): Siamese Cat
Conventional Wisdom:
Basic level -> Group together
Experimental Evidence:
17. Not Just for Objects
Category representations for more abstract
things
Spatial representations
3 and 10 months
Above/below , left/right
First for specific objects (a under b)
Later more abstract representations
Experience objects in organized spatial
arrangements
18. Implications
Informational enrichment
Develop categories by encountering
Observable static and dynamic attributes can be
detected from exemplars
Young infants correctly parse much of the world
This underlies the process of knowledge acquisition
Mix of an online learning vs previously acquired
knowledge?
19. Later Work (Quinn, et al., 2009)
Head information was necessary and sufficient
Could it arise from preexisting bias mechanism
Attention to head
Or is it because the head is the most diagnostic part.
Head feature flexibly created in online learning
Eye Tracker
Allows micro analyses
Howmuch fixation is on the image
20. Head Bias
If head bias is pre existing
(by their previous
knowledge) It should be
observed in all stages
Also during familiarization
also
If babies are learning online
they would learn to fixate
more on head
This should develop in
familiarization
21. Experiment 1
Randomly into groups
Familiarized with cats or dogs
Shown novel stimuli
Part 1 (Looking Time)
Familiarization, Overall Looking time measured (Habituation)
Preference Test Trials, Novel category preference calculated
from looking time.
Part 2 (Eye fixation)
Familiarization, Head vs body fixation *Image is from the reference paper Quinn, et al., 2009
22. Part 1 (Looking Time)
Familiarization, Overall Looking time measured
No reliable decrement in looking time from
first and second half
They don't consistently habituate when many
different examples are presented
Preference Test Trials, Novel category
preference calculated from looking time.
Novel category score %63.62
reliably above chance p<0.2
Not dependent on weather they were
familiarized with cats or dogs p>0.2
23. Part 2 (Head vs body fixation)
Familiarization, Head vs body fixation
Half of fixations on image
No significant change in 1st and 2nd half
Head looked %45.48 of the time
%17 of surface
Preference Test Trials, Novel category
preference calculated from head vs body
fixations.
Only novel category head was reliably
different from chance
Indicates pre existing biasing mechanism!
24. Experiment 2
Is Head bias because of high contrast of internal
features
If infants are attending because of face bias: They
won’t attend inverted ones
Like Experiment 1 but all images are inverted
25. Part 1 (Looking Time)
Familiarization: Again no difference between
first and second half
Preference Test (Novel category): They attended novel stim.
above chance %59.56, p<0.1. Again not dependent of previous
familiarization p >0.2
They could categorize with inverted stimuli!
Part 2 (Head and Body Fixations)
Familiarization: %40 of fixations were on
stimulus. fixations were not significantly to the
head (to size)
Preference Test (Novel category): Did not significantly look at
head more
The cause is not contrast!
26. General Discussion
Infants use head information to categorize cats vs dogs
Infants use preexisting knowledge
Preexisting does not imply innate, it means previously have the knowledge. (maybe inante)
Possibly Head bias reflects core mechanism that orients infant attention to the
face
But in upright heads
Head bias is not because of its the highest part (other studies)
Bias could broadly assist infants conceptual development
27. Eye tracking
Future work:
Eye fixation with heart rate deceleration (focused attention)
Eye fixation with computational modelling
Eye tracking with event related potentials.
28. References
1. Quinn, Paul C. "Category representation in young infants." Current Directions
in Psychological Science 11.2 (2002): 66-70.
2. Quinn, Paul C., et al. "Time course of visual attention in infant categorization
of cats versus dogs: Evidence for a head bias as revealed through eye
tracking." Child development 80.1 (2009): 151-161.
3. Sluga H., Family Resemlance, Grazer Philosophische Studien 71 (2006)
4. https://en.wikipedia.org/wiki/Prototype_theory
5. Google image search