The document discusses nature and nurture in human development. It notes that both heredity and environment interact to influence growth and development. Developmental psychology studies how people change over the lifespan. When studying the influence of nature and nurture, researchers may examine identical twins or conduct cross-sectional, longitudinal, or cross-sequential research.
Topic: Principles of Human Development
Student Name: Hina
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Human development takes place through different phases. Beginning from the prenatal period to the senility. Here is an interesting collage on stages of development.
This Paper presentation is about Life span development i.e lifespan development of human being and its based on Erik Erickson psycho-social stages. It covers human life from prenatal to postnatal and covers stages in between which is Childhood, Adolescence and Adulthood.
Prenatal development: germinal, embryonic &fetal period; Factors that can have a serious negative impact on the development of the unborn: maternal health, radiation, maternal nutrition, medication and drugs, age of the parents, diseases in the pregnant woman and the emotional state of the mother.
Child Development (The Milestone of Every Children)-Infancy, Childhood,Factors that Influence the Development of Every Child,Child Development Progress,Areas of Development, guide to how children develop within the following age ranges
by Mary Krystle Dawn D. Sulleza
Topic: Principles of Human Development
Student Name: Hina
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Human development takes place through different phases. Beginning from the prenatal period to the senility. Here is an interesting collage on stages of development.
This Paper presentation is about Life span development i.e lifespan development of human being and its based on Erik Erickson psycho-social stages. It covers human life from prenatal to postnatal and covers stages in between which is Childhood, Adolescence and Adulthood.
Prenatal development: germinal, embryonic &fetal period; Factors that can have a serious negative impact on the development of the unborn: maternal health, radiation, maternal nutrition, medication and drugs, age of the parents, diseases in the pregnant woman and the emotional state of the mother.
Child Development (The Milestone of Every Children)-Infancy, Childhood,Factors that Influence the Development of Every Child,Child Development Progress,Areas of Development, guide to how children develop within the following age ranges
by Mary Krystle Dawn D. Sulleza
This presentation includes helpful tips on how to write your Nature vs Nurture Essay. Watching it you will get a clear plan from what to start and how to structure your essay. Moreover, reading of the article is also recommended https://essay-academy.com/account/blog/nature-vs-nurture-essay
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How to write a nature vs nurture essayEssayAcademy
You will spend only one minute of your time to watch this informative presentation which will lead you to successful writing. More details are in this article https://essay-academy.com/account/blog/how-to-write-a-nature-vs-nurture-essay
This powerpoint is from my psychology class. It has borrowed material and some duplicate slides due to some rearranging I was doing in the presentation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
9. MODULE 37
Chapter 5 MEMORY :
Module 1: The foundations of
memory
Module 2: Recalling long term
memories
Module 3: Forgetting: When
memory fails or why we forget?
10. MODULE 37
Content :
What is memory?
Three – stage model of memory
Three types of memory: SM, STM, LTM
Recalling long term memories
Why do we forget?
How can you improve your memory?
References
12. MODULE 37 Encoding-initial recording of
information / converting
information into useable form
Storage-information
saved for future use.
Retriever- recovery of
stored information.
Memory is built on three basic processes:
14. MODULE 37
Types of memory
1.Sensory: Storing an exact copy of incoming information for less than
a second; the first stage of memory
2.Short Term memory: second stage of memory; stores small
amounts of information briefly; very sensitive to interruption or
interference (7 -+ bits)
3.Long term memory: Storing information relatively permanently
• Stored on basis of meaning and importance
15. MODULE 37
Sensory memory
Sensory memory – The initial momentary storage of
information lasting only an instant.
Types of sensory memory:
•Iconic memory
•Echoic memory
16. MODULE 37
Short-term memory
Short-term memory -is the capacity for
holding a small amount of information in
mind in an active, readily available state for
a short period of time. 15 to 25 sec
Short-term memory lasts from a few
seconds to a minute.
17. MODULE 37
Long-term memory
Long Term Memory -contains information that you have
recorded in your brain in the past.
Long-term memory can last as little as a few days or as long as
decades
Long-term memory modules :
-Declarative memory
*Semantic memory
*Episodic memory
-Procedural memory
18. MODULE 37
Types of memory
•Declarative memory: memory for factual information e.g. names,
faces, dates, and the like.
•Procedural memory: Memory for skills and habits, such as riding
a bike or hitting a shot.
•Semantic memory: Memory for general knowledge and facts
about the world, as well as memory for the rules of logic that are
used to deduce other facts.
•Episodic memory: Memory for events that occur in a particular
time, place, or context. (personal knowledge)
Editor's Notes
developmental psychology, the branch of psychology that studies the patterns of growth and change occurring throughout life. In large part, developmental psychologists study the interaction between the unfolding of biologically predetermined patterns of behavior and a constantly changing, dynamic environment. They ask how our genetic background affects our behavior throughout our lives and whether our potential is limited by heredity. Similarly, they are committed to understanding the way in which the environment works with—or against—our genetic capabilities, how the world we live in affects our development, and how we can be encouraged to reach our full potential. More than other psychologists, developmental psychologists consider the day-to-day patterns and changes in behavior that occur across the life span. This chapter focuses on the early part of the life cycle, beginning with conception, moving through birth and infancy, and ending with childhood. The following chapter explores aspects of development during the remainder of the life cycle from adolescence to adulthood, and finally to old age and death.
The similarities we see in twins Gerald Levey and Mark Newman vividly raise one of the fundamental questions posed by developmental psychologists: How can we distinguish between the causes of behavior that are environmental (the influence of parents, siblings, family, friends, schooling, nutrition, and all the other experiences to which a child is exposed) and those causes that are hereditary (those based on the genetic makeup of an individual that influence growth and development throughout life)? This question, which we explored when we considered intelligence in Chapter 9, is known as the nature–nurture issue . In this context, nature refers to hereditary factors, and nurture to environmental influences. Although the question was first posed as a nature- versus -nurture issue, developmental psychologists today agree that both nature and nurture interact to produce specific developmental patterns and outcomes. Consequently, the question has evolved to how and to what degree environment and heredity both produce their effects. No one grows up free of environmental influences, nor does anyone develop without being affected by his or her inherited genetic makeup . However, the debate over the comparative influence of the two factors remains active, with different approaches and theories of development emphasizing the environment or heredity to a greater or lesser degree (Scarr, 1996; Saudino, 1997; de Waal, 1999).
The similarities we see in twins Gerald Levey and Mark Newman vividly raise one of the fundamental questions posed by developmental psychologists: How can we distinguish between the causes of behavior that are environmental (the influence of parents, siblings, family, friends, schooling, nutrition, and all the other experiences to which a child is exposed) and those causes that are hereditary (those based on the genetic makeup of an individual that influence growth and development throughout life)? This question, which we explored when we considered intelligence in Chapter 9, is known as the nature–nurture issue . In this context, nature refers to hereditary factors, and nurture to environmental influences. Although the question was first posed as a nature- versus -nurture issue, developmental psychologists today agree that both nature and nurture interact to produce specific developmental patterns and outcomes. Consequently, the question has evolved to how and to what degree environment and heredity both produce their effects. No one grows up free of environmental influences, nor does anyone develop without being affected by his or her inherited genetic makeup . However, the debate over the comparative influence of the two factors remains active, with different approaches and theories of development emphasizing the environment or heredity to a greater or lesser degree (Scarr, 1996; Saudino, 1997; de Waal, 1999).
For example, some developmental theories stress the role of learning in producing changes in behavior in the developing child, relying on the basic principles of learning discussed in Chapter 6. Such theories emphasize the role of environment in accounting for development. In contrast, other approaches emphasize the influence of one’s physiological makeup and functioning on development. Such theories stress the role of heredity and maturation— the unfolding of biologically predetermined patterns of behavior—in producing developmental change. Maturation can be seen, for instance, in the development of sex characteristics (such as breasts or body hair) that occurs at the start of adolescence. Furthermore, developmental psychologists have been influenced by the work of behavioral geneticists, who study the effects of heredity on behavior, and the theories of evolutionary psychologists, whose goal is to identify behavior patterns that are a result of our genetic inheritance from our ancestors. Both behavioral geneticists and evolutionary psychologists have highlighted the importance of heredity in influencing our behavior (Bjorklund, 1997). On some points, however, agreement exists among developmental psychologists of different theoretical persuasions. It seems clear that genetic factors not only provide the potential for particular behaviors or traits to emerge, but also place limitations on the emergence of such behavior or traits. For instance, heredity defines people’s general level of intelligence, setting an upper limit which—regardless of the quality of the environment—people cannot exceed. Heredity also provides limits on physical abilities; humans simply cannot run at a speed of 60 miles an hour, nor will they grow as tall as 10 feet, no matter what the quality of their environment (Plomin, 1990; Plomin & McClearn, 1993; Steen, 1996).
It is clear that the relationship between heredity and environment is far from simple. As a consequence, developmental psychologists typically take an interactionist position on the nature–nurture issue, suggesting that a combination of hereditary and environmental factors influences development. The challenge facing developmental psychologists is to identify the relative strength of each of these influences on the individual, as well as identifying the specific changes that occur over the course of development. Developmental psychologists use several approaches to determine the relative influence of genetic and environmental factors on behavior. Researchers can, for example, experimentally control the genetic makeup of laboratory animals by carefully breeding them for specific traits. For example, by observing animals with identical genetic backgrounds in varied environments, researchers can ascertain the effects of particular kinds of environmental stimulation. Although generalizing the findings of nonhuman research to a human population must be done with care, findings from animal research provide important information that could not be obtained, for ethical reasons, by using human participants. Human twins also serve as an important source of information about the relative effects of genetic and environmental factors. If identical twins (those who are genetically identical) display different patterns of development, such differences have to be attributed to variations in the environment in which the twins were raised. The most useful data come from identical twins (such as Gerald Levey and Mark Newman) who are adopted at birth by different sets of adoptive parents and raised apart in differing environments. Studies of non-twin siblings who are raised in totally different environments also shed some light on the issue. Because they share relatively similar genetic backgrounds, siblings who show similarities as adults provide strong evidence for the importance of heredity (Lykken et al., 1992; Gottesman, 1997; McClearn et al., 1997).
In the most frequently used, cross-sectional research , people of different ages are compared at the same point in time. Cross-sectional studies provide information about differences in development between different age groups. Suppose, for instance, we were interested in the development of intellectual ability in adulthood. To carry out a cross-sectional study, we might compare a sample of 25-, 45-, and 65-year olds on an IQ test. We then can determine whether average IQ test scores differ in each age group. Cross-sectional research has limitations, however. For instance, we cannot be sure that the IQ score differences we might find in our example are due to age differences alone. Instead, they may reflect cohort differences in educational attainment. A cohort is a group of people who grow up at similar times, similar places, and under similar conditions. One way around the problem is to employ the second major research strategy used by developmental psychologists: a longitudinal study. In longitudinal research , the behavior of one or more participants is traced as the participants age. Longitudinal studies assess change in intellectual ability over time, unlike cross-sectional studies, which assess differences among groups of people. By examining changes over several points in time, we can clearly see how individuals develop. Unfortunately, longitudinal research requires an enormous expenditure of time (as the researcher waits for the participants to get older), and participants who begin a study at an early age may drop out, move away, or even die as the research continues. To make up for the limitations in cross-sectional and longitudinal research, investigators have devised an alternative strategy. Known as cross-sequential research , it combines cross-sectional and longitudinal approaches by taking a number of different age groups and examining them over several points in time. For example, investigators might use a group of 3-, 5-, and 7-year-olds, examining them every six months for a period of several years. This technique allows the developmental psychologist to tease out the effects of age changes themselves from other possibly influential factors.