EPSY 224
Unit 11: Chapters 11 & 13
Cognitive Development in Adolescence and Early Adulthood
Reading Review Assignment
Topic: Formal Operational Abilities and Creativity
Resources Needed: Textbook
Assignment Format:
Good organization is VERY important to me!
Number or label each part AND subpart of your assignment. Labeling and/or numbering ensures that:
You complete each part and subpart of the assignment.
Each part of your assignment stands out as an individual answer.
Your assignment is completed in an organized manner.
Assignments must be double spaced, use 12-point font and 1 inch margins.
Assignment must be submitted as a pdf attachment in this assignment area.
Instructions: Thoroughly answer and address each of the following, using fact-based information from your readings. Please be sure to include facts and information from your textbook in each answer and avoid opinion-based answers.
According to Santrock (2021), “by adolescence, considerable variation in cognitive functioning is present across individuals. This variability supports the argument that adolescents are producers of their own development to a greater extent than children.” What does this mean? Explain and use information from your readings to support your explanation.
Are adolescents’ and those in early adulthood’s cognitive abilities the same? Explain using facts from the text to support your answer.
Using Jean Piaget’s Theory, thoroughly explain how adolescents’ cognitive abilities during the formal operational stage are different from children’s cognitive abilities during the concrete operational stage.
Does creativity decline during early adulthood? Explain
Assignment Effort:
You must include thorough responses for each part of the assignment, so the most complete and thorough answers are provided. To maximize your grade, you must avoid providing answers that include minimal information and detail.
Category: Lifespan Development
discussion 1
Is there enough evidence to support the idea that a fifth Post-Formal stage of cognitive development exists? (Support your views and opinions with facts and information from the textbook or other academic resources)
discussion 2
Are education, work and health linked to cognitive functioning in older adults?
Explain and support your responses and examples with facts and information from your textbook and other resources
Discussion Thread 3: Are individuals in late adulthood less intelligent than they were in early and middle adulthood?
Explain and support your responses and examples with facts and information from your textbook and other resources.
EPSY 224
Unit 10: Chapters 7 and 9
Cognitive Development: Early-Late Childhood
Reading Review Assignment
Topic: Cognitive Theories of Development
Resources Needed: Textbook
Assignment Format:
Good organization is VERY important to me!
Number or label each part AND subpart of your assignment. Labeling and/or numbering ensures that:
You complete each part and subpart of the assignment.
Each part of your assignment stands out as an individual answer.
Your assignment is completed in an organized manner.
Assignments must be double spaced, use 12-point font and 1 inch margins.
Assignment must be submitted as a pdf attachment in this assignment area.
Instructions: Thoroughly answer and address each of the following, using fact-based information from your readings. Please be sure to include facts and information from your textbook in each answer and avoid opinion-based answers.
Question # 1 (Early Childhood): As a preschool and kindergarten teacher of 3-6 year olds, how would you use each of the following cognitive theories to explain children’s cognitive abilities during these early childhood years?
Jean Piaget’s theory
Lev Vygotsky’s theory
Information processing theory
Question # 2 (Middle-Late Childhood): As an elementary school teacher of 6-12 year olds, how would you use each of the following cognitive theories to explain children’s cognitive abilities during these middle-late childhood years.
Jean Piaget’s theory
Information processing theory
Assignment Effort:
You must include thorough responses for each part of the assignment, so the most complete and thorough answers are provided. To maximize your grade, you must avoid providing answers that include minimal information and detail.
References:
Broderick, P. C., & Blewitt, P. (2020). The life span: Human development for helping professionals (5th ed.). Hoboken, NJ: Pearson Education. (CHAPTERS 1- 15)
Using the Walden LibraryLinks to an external site., locate 1–2 recent (5 years or less)Links to an external site. peer-reviewed articles
RUBRIC FOR REVIEW EXPECTATIONS)
1a. Responsiveness Event I: For this event, provide a brief description of life event, including an identification of whether the event was age-graded, history-graded, or non-normative. Provide an analysis of the influence of life event on your identity development, including theoretical support. Be sure to demonstrate critical thinking and analysis in describing cognitive, psychological, and/or social impact. Use resources to support statements, including the course text and at least one additional peer-reviewed resource. Make sure your writing meets graduate-level standards, including being free from errors in spelling and grammar; please also adhere to APA format guidelines. Resources used in this section should be included in References. This section is generally about 1 ½-2 pages in length.
1b. Responsiveness Event II: For this event, provide a brief description of life event, including an identification of whether the event was age-graded, history-graded, or non-normative. Provide an analysis of the influence of life event on your identity development, including theoretical support. Be sure to demonstrate critical thinking and analysis in describing cognitive, psychological, and/or social impact. Use resources to support statements, including the course text and at least one additional peer-reviewed resource. Make sure your writing meets graduate-level standards, including being free from errors in spelling and grammar; please also adhere to APA format guidelines. Resources used in this section should be included in References. This section is generally about 1 ½-2 pages in length.
1c. Responsiveness Event III: For this event, provide a brief description of life event, including an identification of whether the event was age-graded, history-graded, or non-normative. Provide an analysis of the influence of life event on your identity development, including theoretical support. Be sure to demonstrate critical thinking and analysis in describing cognitive, psychological, and/or social impact. Use resources to support statements, including the course text and at least one additional peer-reviewed resource. Make sure your writing meets graduate-level standards, including being free from errors in spelling and grammar; please also adhere to APA format guidelines. Resources used in this section should be included in References. This section is generally about 1 ½-2 pages in length.
/ 15 pts
1d. Responsiveness Event IV: For this event, provide a brief description of life event, including an identification of whether the event was age-graded, history-graded, or non-normative. Provide an analysis of the influence of life event on your identity development, including theoretical support. Be sure to demonstrate critical thinking and analysis in describing cognitive, psychological, and/or social impact. Use resources to support statements, including the course text and at least one additional peer-reviewed resource. Make sure your writing meets graduate-level standards, including being free from errors in spelling and grammar; please also adhere to APA format guidelines. Resources used in this section should be included in References. This section is generally about 1 ½-2 pages in length.
Content Knowledge: The extent to which the content in the paper or writing assignment demonstrates an understanding of the important knowledge the paper/assignment is intended to demonstrate?
I have attached a document with the 3 pictures with my age, when and who.
The text book is: Essentials of Life-Span Development
ISBN: 9781264058914
By: John W. Santrock
Find 3 different pictures from 3 different stages in your own life. For each picture, write at least a 1.5-page summary. Include information about the following questions: What’s happening in the picture? Who are the people photographed? What were the feelings/emotions? What impacted your life during that time? If you could change something what would it be? What did you learn during that time of your life? Also include the social, emotional and physical changes for you that occurred in each life stage. RELATE this to the class information (ie. biological stages, social stages/changes, emotional and cognitive stages). Feel free to include any other relevant information in your summary. You are not limited to just the questions listed above.
Please copy and paste the pictures into your word document.
Make sure to use your textbook as a source. Grammar, precise wording, complete sentences and appropriate structure are required. Use APA formatting and citations. Double spaced with one inch margins. You do not need a cover page or abstract.
Diagnose Meredith Grey from Greg’s Anatomy the show. Provide a detailed description of the character and their cognitive, personality, emotional and/or behavioral patterns that form the basis from which your diagnosis is made. (While you can address the issue of comorbidity, you do not have to.)
You must research the DSM-V Diagnostic Criteria for the disorder you are dealing with and while I do not expect y’all to follow the diagnostic criteria perfectly, you are required to consider how a diagnosis is professionally made for the disorder and therefore make mention of how your character does or does not qualify for the diagnosis according to the standards set forth by the DSM. Include strong reasoning as to how your diagnosis is valid/warranted.
Patterns of behaviors, thoughts, and emotions are deemed abnormal or pathological based on four reasons: deviance, dysfunction, distress, and danger. Make reference to the role of at least two of these in your diagnosis, your claim of abnormality/pathology. If you choose deviance, consider the importance of context (cultural, social, developmental, etc.) in making a diagnosis. In other words, speak to this idea that “something is only abnormal in light of what is normal.”
While this is supposed to be a fun assignment, please keep in mind the power of a diagnosis/label and the care and responsibility that must always be taken when diagnosing. Things to consider in regard to this are issues such as the potential stigmatizing effects of a label and self- fulfilling prophecies.
Consider treatment. What is considered to be the most effective treatment for the disorder? If you were the psychologist, what treatment plan would you propose?
Tie in at least one other area of psychology we studied this semester (ex. Stress and Health Psychology, Biopsychology, The Brain, Behaviorism, Psychoanalysis, Social Psychology, etc).
Back to reality. Consider the disorder you have chosen and any related social responsibility issues. Is there a need for more research, treatment advancements, stigma reduction, social support, increased awareness, etc. when it comes to the disorder you are studying and those that struggle with it? Be specific.
1. My discussion post response to the attached assignment
2. Respond to both classmates, and please make sure it’s interactive with them.