This is a research paper in Psycholinguistics. The aim was to describe the nouns and noun phrases evident in Cebuano children's conversations with their mother.
Historical theories of language developmentBabylen Arit
Prescriptive Grammar
Descriptive Linguistics
Behaviorism
Transformational Grammar
Krashen's Monitor Model
Communicative Competence
Discourse Theory
Meaning-Centered vs. Commonsense Approaches
Contributions of Semiotics
Contributions of Research about the Brain
Language serves a variety of purposes for the developing child. It facilitates interpersonal communication, helps organize thinking, and aids in learning. The development of communicative competence is an important part of children's language learning.
Language is a method of communication, either written or spoken, consisting of the use of words in a structured or conditioned way.
Language is basically the use of words put together to make sense and enable communication.
This is a research paper in Psycholinguistics. The aim was to describe the nouns and noun phrases evident in Cebuano children's conversations with their mother.
Historical theories of language developmentBabylen Arit
Prescriptive Grammar
Descriptive Linguistics
Behaviorism
Transformational Grammar
Krashen's Monitor Model
Communicative Competence
Discourse Theory
Meaning-Centered vs. Commonsense Approaches
Contributions of Semiotics
Contributions of Research about the Brain
Language serves a variety of purposes for the developing child. It facilitates interpersonal communication, helps organize thinking, and aids in learning. The development of communicative competence is an important part of children's language learning.
Language is a method of communication, either written or spoken, consisting of the use of words in a structured or conditioned way.
Language is basically the use of words put together to make sense and enable communication.
Dr.S.Nangaiyarkarasi Presentation
14 years Experience .
it's one of the topic or unit in Educational Psychology paper and its helpful for Educators, Teacher & Student Teachers
Effective TeachingThoughts about Teaching from Hia.docxtoltonkendal
Effective Teaching
Thoughts about Teaching from Hiam Ginott
“I’ve come to the frightening conclusion
that I am the decisive element in the
classroom. It’s my personal approach that
creates the climate. It’s my daily mood
that makes the weather….
As a teacher I have a tremendous power to
make a child’s life miserable or joyous. I can
be a tool of torture or and instrument of
inspiration. I can humiliate or humor, hurt or
heal…..
In all situations, it is my response that
decides whether a crisis will be escalated or
de-escalated and a child humanized or
dehumized.”
How does the state of California describe an effective teacher?
Teaching Performance ExpectationsMaking subject matter comprehensibleAssessing student learningEngaging and supporting students in learningPlanning instruction and designing learning experiencesCreating and maintaining effective environmentsDeveloping as a professional
How do Ryan and Cooper describe an Effective Teacher?
Attitudes That Foster LearningKnowledge of Subject Matter to be TaughtTheoretical Knowledge about Learning and Human BehaviorPersonal Practical KnowledgeSkills of Teaching
Compare and ContrastWhat do these views on effective teaching have in common?How are they different?
Can You See Me Now? Deaf American
By Stefany Anne Golberg
1. Thesis:
A- being deaf is not the inability to hear but rather the ability to perceive in different way from
hearing
B- it is direct
C yes I agree, since the author expresses that being a deef person is only handicap of hearing not
inability of figure out how to live like ordinary individual or better.
2. Supporting Arguments:
A. What are the main arguments or supporting “definitions”? (There may be several:
provide minimum 4)
i). Being deaf is not the inability to hear but rather the ability to perceive life in a different way
from hearing people.
ii). …if one accepts the argument that Deaf is an ethnicity, aren’t plans to eradicate it to be seen
as an act of genocide? And even if Deafness is a choice, does this make it any less valid than,
say, Judaism? Many of the qualities we hold inviolable, as true to our identities, to our
“ethnicities,” are mutable, after all.
iii). Deaf identity is based not on religion, race, or class, say the authors, but “there is no more
authentic expression of an ethnic group than its language.” And language is the core of American
Deaf life.
iv). Recognizing signals as sound is not a restoration of complete hearing capacity, but cochlear
implants do seem to help those who want to better perceive sound, as well as increase their
ability to communicate orally.
B. Are these arguments or definitions persuasive? Why or why not?
Yes. The arguments try to compare because they try to provide exact solutions to a long time
problem. Each argument ends in a manner that one can also provide further description or raise
questions. For instance, argument number (ii) above, .
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter 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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. Cognition (or thinking) may be defined as: The mental activity involved in understanding, processing, and communicating information. Cognition entails attending to information, representing it mentally, reasoning about it, and making judgments and decisions about it. Conscious, planned attempts to make sense of our world. Cognition
4. Cognition (or thinking) may be defined as: The mental activity involved in understanding, processing, and communicating information. Cognition entails attending to information, representing it mentally, reasoning about it, and making judgments and decisions about it. Conscious, planned attempts to make sense of our world. Cognition
5. Concepts are mental categories used to group together objects, relations, events, and abstractions. Qualities that have common properties. Cognition involves: categorizing new concepts and manipulating relationships among concepts. We tend to organize concepts in hierarchies. Prototypes: examples that best match the essential features of categories. Simple prototypes are taught by exemplars. These include: Positive instances. Negative instances. Overextension is over-inclusion of instances in a category. Cognition
6. Concepts into Hierarchies Figure 8.1 Organization of Concepts into Hierarchies People may have a concept “objects that store information.” This concept may include concepts such as floppy disk, DVD, and printed matter. Within the concept of printed matter, people may include newspapers, college textbooks (certainly the most important object that stores information!), novels, and catalogs. The concept of newspaper may include one’s school newspaper and various commercial newspapers.
7. Approaches to Problem Solving Flash of insight. Finding rules. Understanding the Problem. Focus on the right information. Background knowledge helps. Successful understanding of a problem requires three features: The parts or elements of our mental representation of the problem relate to one another in a meaningful way. The elements of our mental representations of the problem correspond to the elements of the problem in the outer world. We have a storehouse of background knowledge that we can apply to the problem. Problem Solving
8. Algorithms: a specific procedure for solving a type of problem. Algorithms invariable lead to the solution. Systematic random search algorithm: every possible combination is examined. Problem Solving
9. Concepts into Hierarchies Figure 8.4 The Duncker Candle Problem Can you use the objects shown on the table to attach the candle to the wall of the room so that it will burn properly?
10. Heuristics: are rules of thumb that help us simplify and solve problems. Heuristics do not guarantee a correct solution to a problem. Heuristics permit more rapid solutions. Means-end analysis: assess the difference between our current situation and our goals and then do what we can to reduce this discrepancy. An analogy is a partial similarity among things that are different in other ways. The analogy heuristic applies the solution of an earlier problem to the solution of a new one. Problem Solving
11. Experts solve problems more efficiently and rapidly than novices do. Expert characteristics include: They know the particular area well. They have a good memory for the elements in the problem. They form mental images or representations that facilitate problem solving. They relate the problem to similar problems. They have efficient methods for problem solving. Factors That Affect Problem Solving
12. Mental Sets: the tendency to respond to a new problem with the same approach that helped solve similar problems. Usually this makes the work easier but they can mislead us. Insight: Aha!: It seems as if pieces of information in the problem have suddenly been reorganized so that the solution leaps out at you. Incubation: standing back from the problem may allow for insight. Some mysterious process within us continues to work on it. Functional Fixedness: hinder problem solving by thinking of an object in terms of its name or its familiar function. Factors That Affect Problem Solving
13. Representative Heuristic: people make judgments about events according to the populations of events that they appear to represent. Availability Heuristic: our estimates of frequency or probability are based on how easy it is to find examples of relevant events. Anchoring and Adjustment Heuristics: there can be a good deal of inertia in our judgments. We have an initial view or presumption that is an anchor. The Framing Effect wording, or the context in which information is presented, can influence decision making. Heuristics in Decision Making
14. Overconfidence applies to judgments. Many people refuse to alter their judgments even in the face of statistical evidence that shows them to be flawed. 20-20 hindsight: “we knew it all along”. There are several reasons for overconfidence: We tend to be unaware of how flimsy our assumptions may be. We tend to focus on examples that confirm our judgments and ignore those that do not. We tend to forget information that is counter to our judgments. We work to bring about the events we believe in, so they sometimes become self-fulfilling prophecies. Even when people are told that they tend to be overconfident in their decisions, they usually ignore this information. Overconfidence
16. Language is the communication of thoughts and feelings by means of symbols that are arranged to rules of grammar. In recent years our exclusive claim to language has also been questioned. Language is one of the human assets that has enabled us to survive and prosper. True language is distinguished from the communication systems of lower animals by properties such as semanticity, infinite creativity, and displacement. Semanticity: refers to the fact that the sounds of a language have meaning. Infinite creativity: refers to the capacity to create rather than imitate sentences. Displacement is the capacity to communicate information about events and objects in another time or place. Language
17. Language and Cognition. Can a person think without using language? Jean Piaget believed that language reflects knowledge of the world but that much knowledge can be acquired without language. The Linguistic-Relativity Hypothesis. The linguistic-relativity hypothesis: language structures the way we perceive the world. Speakers of various languages conceptualize the world in different ways. (e.g. we have one word for camel; Arabs have more than 250). Infants display considerable intelligence before they have learned to speak. Language Development
18. Prelinguistic vocalizations include crying, cooing, and babbling. These are inborn. Children tend to utter their first word at about 1 year of age. At about 18 months, children are producing a couple dozen words. Development of Grammar. Holophrases: single words that can express complex meanings. augmented with gestures, intonations, and reinforcers. Toward the end of the second year children begin to speak two-word sentences termed telegraphic speech. Telegraphic speech is similar to telegrams where the unnecessary words are cut out. Language Development: Two Year Explosion
19. Overregularization Grammatical rules for forming the past tense and plurals. The tendency to regularize the irregular. Reflects knowledge of grammar not faulty language development. By the age of 6, children’s vocabularies have expanded to 10,000 words. By 7 to 9, most children realize that words can have more than one meaning. Language Development
20. Genetic and Environmental Factors In Language Development. Nativist theory of language hold that language development is innate or inborn. Nature – cause children to attend to and acquire language in certain ways. Psycholinguistic theory: language acquisition involves the interaction of environmental influences such as: exposure to parental speech, Reinforcement, and an inborn tendency to acquire language. Language acquisition device (LAD) prepares the nervous system to learn grammar. Universal grammar: an underlying set of rules for turning ideas into sentences. Nature and Nurture in Language Development
21. Genetic and Environmental Factors In Language Development. Language development reflects the interactions between the influences of heredity (nature) and the environment (nurture). Learning theorists see language developing according to imitation and reinforcement. Parents serve as models. Learning theory cannot account for: the unchanging sequence of language development, and the spurts in children’s language acquisition. Nature and Nurture in Language Development
22. LIFE CONNECTION: Bilingualism and Ebonics – Making Connections or Building Walls? Most people throughout the world speak two or more languages. For more than 30 million people in the U.S. English is a second language. Bilingualism and Intellectual Development. Most linguists consider it advantageous for children to be bilingual. Expands children’s awareness of different cultures. Broadens their perspectives. Shown to increase children’s expertise in their first language.
23. LIFE CONNECTION: Bilingualism and Ebonics – Making Connections or Building Walls? Williams, a psychologist, developed a test that was culturally sensitive to African American children called the Black Intelligence Test of Cultural Homogeneity. Ebonics derives from the word ebony and phonics. Was previously called Black English or Black Dialect. The Oakland, California School Board recognized Ebonics as the primary language of African American students. There are differences between Ebonics and standard English in the use of verbs. In this case many African Americans are in effect bilingual.
24. Intelligence Intelligence involves more than just a particular fixed set of characteristics. Laypersons and experts agree on three clusters of intelligence: Problem-solving ability Verbal ability Social competence
25. Intelligence Theories of intelligence have four concepts: Multidimensional(many domains of intellectual functioning) Multidirectionality(distinct patterns of change of abilities) Plasticity (degree to which a person’s ability can be modified) Interindividual variability (adults differ in the direction of their intellectual development) The dual component model of intellectual functioning Mechanics of intelligence (thinking & information processing)(reasoning, spatial orientation, perception speed) Pragmatics of intelligence (acquired knowledge available within culture) (everyday cognitive performance & adaptation – verbal knowledge, wisdom, and practical problem solving)
26. The psychometric approach Measuring intelligence as a score on a standardized test Focus is on getting correct answers The cognitive-structural approach Ways in which people conceptualize and solve problems emphasizing developmental changes in modes and styles of thinking Research Approaches to Intelligence
27. Developmental Trends in Psychometric Intelligence Primary Mental Abilities Thurston’s five primary mental abilities: Numerical facility -- basic math skills / reasoning Word fluency -- verbal description of things Verbal meaning -- vocabulary ability Inductive reasoning -- ability to extrapolate from facts to general concepts Spatial orientation -- ability to reason in 3D world in which we live Two additional abilities added by Schaie: Perceptual speed -- ability to rapidly find visual details Verbal memory – ability to store and recall meaningful language
28. Developmental Trends in Psychometric Intelligence Age-Related Changes in Primary Abilities Data from K. Warner Schaie’s Seattle Longitudinal Study of more than 5,000 individuals from 1956 to 1998 in six testing cycles: People tend to improve on primary abilities until late 30s or early 40s. Scores stabilize until mid-50s and early 60s. By late 60s consistent declines are seen. Nearly everyone shows a decline in one ability, but few show decline on four or five abilities.
29. Developmental Trends in Psychometric Intelligence Secondary Mental Abilities At least six secondary mental abilities have been found Fluid Intelligence Abilities that make you a flexible and adaptive thinker, to draw inferences, and relationships between concepts independent of knowledge and experience Crystallized Intelligence The knowledge acquired through life experience and education in a particular culture
30. Developmental Trends in Psychometric Intelligence Moderators of Intellectual Change Cohort differences Comparing longitudinal studies with cross-sectional show little or no decline in intellectual performance with age Information processing Perceptual speed may account for age-related decline. Working memory decline may account for poor performance of older adults if coordination between old and new information is required.
31. Developmental Trends in Psychometric Intelligence Moderators of Intellectual Change Social and lifestyle variables Differences in cognitive skills needed in different occupations makes a difference in intellectual development. Higher education and socioeconomic status also related to slower rates of intellectual decline. Does a cognitively engaging lifestyle predict greater intellectual functioning?
32. Developmental Trends in Psychometric Intelligence Moderators of Intellectual Change Health A connection between disease and intelligence has been established in general and in cardiovascular disease in particular. The participants in the Seattle Longitudinal Study who declined in inductive reasoning had significantly more illness diagnoses and visits to physicians for cardiovascular disease. Hypertension is not as clear. Severe HT may indicate decline whereas mild HT may have positive effects on intellectual functioning.
33. Developmental Trends in Psychometric Intelligence Moderators of Intellectual Change Relevancy and appropriateness of tasks Traditional tests have high correlation with tests that have been updated to measure actual tasks faced by older persons. Modifying primary abilities Training seems to slow declines in some primary abilities. Project ADEPT and Project ACTIVE Ability-specific training does improve in primary abilities. Effect varies in ability to maintain and transfer gains.
34. Developmental Trends in Psychometric Intelligence Moderators of Intellectual Change Other attempts to train fluid abilities Schaie and Willis’ cognitive training showed improvement in spatial and reasoning abilities both with people whose abilities were declining and improvement in those whose abilities had stabilized. Long-term effects of training Seven year follow-up to the original ADEPT showed significant training effects. 64% of trained group’s performance was above the pre-training level compared to 33% of the control group.
35. Learning Objectives What are the main points in Piaget’s theory of cognitive development? What evidence is there for continued cognitive development beyond formal operations? What is the role of both emotion and cognition in cognitive maturity? Qualitative Differences in Adults Thinking
36. Basic concepts Assimilation Use of currently available information to make sense out of incoming information Accommodation Changing one’s thought to make a better approximation of the world of experience Piaget’s Theory
37. Sensorimotor Period Object permanence (objects exist when out of sight) Preoperational Period Egocentrism(belief that all people and objects experience the world as they do) Concrete Operations Period Classification, conservation, mental reversing Formal Operations Period Abstract thought; (solutions to problems people have not seen or encountered) Piaget’s Theory
38. Beyond Piaget’s Theory Developmental progressions in adult thought Reflective judgment (how people reason through delimas) Optimal level of development (highest level of info processing possible) Skill acquisition (process by which people learn new abilities) Three thinking Styles Absolutist Belief there is only on correct solution & personal experience provides the answer. RelativisticRealizing there are many sides to an issue; answer depends on the circumstance Dialectical See the merits in different viewpoints but can synthesize them into a workable solution
39. Learning Objectives What are the characteristics of older adults’ decision making? What are optimally exercised abilities and unexercised abilities? What age differences have been found in practical problem solving? What is encapsulation, and how does it relate to expertise? What is wisdom, and how does it relate to age and life experience? Everyday Reasoning and Problem Solving
40. Decision Making Younger adults make decisions quicker than older adults. Older adults Search for less information to arrive at a decision Require less information to arrive at a decision Rely on easily accessible information Why is this? Everyday Reasoning and Problem Solving
41. Problem Solving We use our intellectual abilities to solve problems. Some people are better than others at problem solving. Why is that? Could it have to do with the kinds of abilities we use regularly versus the ones we use only occasionally? Everyday Reasoning and Problem Solving
42. Denny’s Model of Unexercised and Optimally Exercised Abilities Unexercised ability The ability a normal, healthy adult would exhibit without practice or training (fluid intelligence) Exercised ability The ability a normal, healthy adult would demonstrate under the best conditions of training or practice (crystallized intelligence) Everyday Reasoning and Problem Solving
43. Practical Problem Solving Observed Tasks of Daily Living (OTDL)(food prep, medicine intake, telephone use) OTDL scores were directly influenced by: Age Fluid intelligence Crystallized intelligence OTDL scores were indirectly influenced by: Perceptual speed Memory Several aspects of health Everyday Reasoning and Problem Solving
44. Expertise Older adults compensate for poorer performance through their expertise. Expertise helps the aging adult compensate for losses in other skills. Learned via experience alternative ways to solve problems / make decisions Encapsulation The processes of thinking (like attention & memory) become connected to the products of thinking (such as knowledge about world history). Adult knowledge becomes more and more specialized based on experience Everyday Reasoning and Problem Solving
45. Wisdom – (growth of expertise and insight) Involves practical knowledge Is given altruistically Involves psychological insights Based on life experience Implicit conceptions of wisdom are widely shared within a culture and include: Exceptional level of functioning A dynamic balance between intellect, emotion, and motivation A high degree of personal and interpersonal competence Good intentions Everyday Reasoning and Problem Solving