What is formed within 36 hours of the sperm and ovum uniting?
Question 1What is formed within 36 hours of the sperm and ovum uniting?
chromosome
gene
zygote
fetus
Question 2Human beings have ____ chromosomes.
23
26
43
46
Question 3A person’s specific eye and hair color is an example of their
genes.
chromosomes.
genotype.
phenotype.
Question 4Sabrina really enjoys writing, so she makes sure to take as many literature and creative writing courses as she can in high school. This is an example of a ____ genotype → environment effect.
passive
evocative
active
retroactive
Question 5To study behavioral genetics, researchers often use
infants.
adolescents.
cousins.
twins.
Question 6The field of evolutionary psychology focuses on how the ability to adapt and ____ influences behavior.
reproduce
think
grow
strategize
PSY304 Lifespan Development
Week 2 Quiz
Question 1During the past 150 years puberty has been occurring
earlier for males.
earlier for females.
later for males.
later for females.
Question 2During early childhood kids often become ___________, eating small meals and snacking throughout the day instead of eating two or three large meals.
grazers
obese
picky
active
Question 3Early in life the head and brain develop faster than other parts of the body. This is the ____ trend.
proximodistal
cephalocaudal
growth spurt
puberty
Question 4Dr. Martinez studies visual processing. Which lobe of the brain does he examine for his research?
frontal
temporal
parietal
occipital
Question 5Brady is ten months old and has started to pick up his Cheerios using his thumb and index finger. This is an example of the
grasping reflex.
pinching reflex.
ulnar grasp.
pincer grasp.
PSY304 Lifespan Development
Week 3 Quiz
Question 1Francine believes her teddy bear is sad when she leaves him at home. This is an example of
animism.
centration.
egocentrism.
transformation.
Question 2Piaget believed that people organize knowledge into
categories.
thoughts.
schemes.
theories.
Question 3Corinne is getting frustrated because she is having trouble putting her puzzle together. Her dad offers a suggestion to match the colors and Corinne is able to move forward. Her dad is using ____ to help Corinne.
guidance
scaffolding
active learning
reasoning
Question 4Kelly is baking cookies and when he has to figure out the measurement conversions, he talks to himself. According to Vygotsky, Kelly is using
private speech.
scaffolding.
zone of proximal development.
symbols.
Question 5Elijah remembers that he needs to thaw the chicken for dinner tomorrow. This is an example of a(n) ____ memory.
explicit
episodic
autobiographical
prospective
PSY304 Lifespan Development
Week 4 Quiz
Question 1Dylan is very shy and reserved and he often finds new situations scary. He will be staying overnight at his cousin’s house for the first time. Which of the following examples represents goodness of fit between Dylan’s temperament and his mom’s parenting? His mom
drops Dylan off at his cousin’s and leaves quickly.
refuses to hug Dylan when he cries and tells him to be a “big boy.”
decides to not let Dylan go to his cousin’s house.
reassures Dylan everything will be okay and stays with him until he calms down.
Question 2According to Kohlberg, a child who decides to cheat on a test because receiving a good grade would make her father proud would be showing what level of morality?
preconventional
conventional
postconventional
heteronomous
Question 3According to socio-emotional selectivity theory, as adults age they choose to engage ____ with people who do not make them feel happy.
more
less
slowly
quickly
Question 4Jeff is a freshman in high school and has just found out that he did not make the football team. Jeff thinks to himself that this is a good thing because he can spend more time on his schoolwork to prepare for college. Jeff is using
social referencing.
emotional suppression.
cognitive reappraisal.
nonverbal encoding.
Question 5According to Giff, Renshaw, and Allen (2018) PTSD symptoms were positively associated with the use of _____________ discipline.
inconsistent
consistent
non-formal
effective
PSY304 Lifespan Development
Week 5 Quiz
Question 1What is the legal definition of brain death?
The inability to breathe without artificial ventilation
The complete and irreversible cessation of brain function
An irreversible vegetative state
The cessation of a heartbeat
Question 2Walt has been on dialysis for 10 years while waiting for a kidney transplant. His physician tells him that he is no longer a candidate for a transplant and is taken off the waiting list. Walt then makes the decision to stop his dialysis treatments and, within four weeks, is dead. Which of the following terms best describes Walt’s death?
Physician-assisted euthanasia
Passive euthanasia
Active euthanasia
Natural euthanasia
Question 3Danielle’s teenage daughter tells a friend that she wants to commit suicide. When Danielle hears about this, she is concerned and schedules her daughter for a session with a therapist. It is important for parents like Danielle to understand that suicide is ______________.
the second leading cause of death among teens
a very uncommon cause of death among teens
the leading cause of death among teens
an atypical cry for help among teens
Question 4Death of a loved one affects every family member in one aspect or another. Which loss is one that most significantly threatens the health, well-being, and productivity of surviving loved ones?
Parent
Child
Sibling
Partner
Question 5Different ethnicities typically respond to terminal illnesses in their own unique ways. Which group tends to actively fight death more often than other ethnicities?
Asian Americans
African Americans
Hispanic Americans
Caucasian Americans
PSY304 Lifespan Development
Week 1 Discussion
Human Development: An Overview
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates and any applicable instructor feedback. Before completing this discussion, read Chapter 1 in the course textbook. Be sure to use your own Academic Voice (Links to an external site.) and apply in text citations appropriately throughout your post per the Ashford University Writing Center’s Citing Within Your Paper (Links to an external site.)
Your grade for this discussion will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated. Select the three dots button above and then select Show Rubric.
The content of your initial post will be assigned by the first letter of your LAST name. You will then respond to at least two of your peers who were assigned different content areas than you, as directed in the Peer Response guidelines provided at the end of this prompt.
Note that your posting should be thorough and 300 to 400 words in length.
In addition, if you quote the course textbook, add the section where you took it from and add to the citation where you would normally add the page number (e.g., Shriner & Shriner, 2014, Chapter 1, section 1.1, para 2). For additional citation support, visit Citing Within Your Paper (Links to an external site.) located at the Ashford University Writing Center.
Before you submit your discussion, you are encouraged to review the Writing Center’s Grammarly (Links to an external site.) page, which includes a link to The Grammarly Guide (Links to an external site.), set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then, carefully review all issues identified by Grammarly and revise your work as needed.
A-G
Shiner and Shriner (2014) state that “…development involves a combination of stability and change, nature and nurture, and continuity and discontinuity… [it is a] combination of genetics and the environment that shapes us into the individuals that we become” (Chapter 1, section 1.1).
Analyze what you believe this to mean in association with your life. Do you agree or disagree with this statement? Explain your reasoning.
Give a personal, real-life example for each of the following:
A non-normative life event
A personal quality you believe is genetically based
Explain why you believe this to be true.
A personal quality you believe is experientially based
Explain why you believe this to be true.
Summarize your beliefs about how we develop. Use the week’s readings in the course textbook to guide your understanding, and be sure to cite it within your writing.
H-M
Shriner and Shriner (2014) state that “…age, the body, mind, emotions, and relationships will change, and those changes will affect one another. Development includes various dimensions, such as biological, cognitive, and social/emotional dimensions (Chapter 1, section 1.1).
Evaluate a time in your life, or a life of which you have knowledge, when development was multidimensional. What domains of development were interacting with other domains? Describe these interactions.
Example: Sue’s mother passed away (social/emotional) which subsequently had a negative effect on her ability to focus and concentrate (cognitive) on her school work.
Estimate how often you believe these types of interactions occur in a person’s life and explain what your belief is based on?
Explain how multidimensional development in one’s life affects others.
Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.
N-S
Apply Bronfenbrenner’s ecological model to your life, or a life of which you have knowledge. (See Chapter 1, section 1.2 in the course textbook.) Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.
First, describe the people in your microsystem.
Then, explain why you believe Bronfenbrenner suggests that in the mesosystem, quality of interrelationships is more important than the quantity.
Describe a hypothetical interaction within your exosystem that has an impact on you.
Describe a macrosystemic process that affects your day-to-day life.
Finally, describe how the chronosystem has affected you and your online learning.
Evaluate the factors you have listed. Which ecological area do you believe has been more dominating in your life?
T-Z
Take the Conducting Scientific Studies interactive activity in Chapter 1, section 1.3 in the course textbook.
Conducting Scientific Studies.png
Describe how familiar you were with the content of the activity.
Explain why you believe you were successful (or struggled) with the activity.
Explain the importance of understanding research methods as a student studying human development, including a practical commentary on the implications if a student does not understand differing methods and ethical implications.
Analyze the following scenario and address the questions posed: Dr. Jack Keet is developing a research project about the effects of adult PTSD on teenage children. What does the course textbook (section 1.3) suggest is important to consider to prevent potential ethical issues of bias? How could Dr. Keet include this perspective in his design?
Peer Responses: Review several of your classmates’ posts. Provide a substantive response to at least two of your peers, at least one of whom was assigned a different content area than yours, in a minimum of 300 words (each reply), by Day 7 (Monday). Based on your understanding of the reading, add important information to the conversation. Are there additional things that should be discussed about this content? How does this content support our understanding of human development?
Instructor Responses: Review any instructor feedback on your postings. Often feedback is shared to help you to elevate your level of critical thought or make corrections. Reply based on this feedback to advance your understanding of the content addressed.
Observe the following guidelines for all responses:
Remember that discussion forums should be conversations; dialogue is encouraged throughout the course.
Provide a courteous and interactive learning environment.
Continue to monitor this discussion through 5:00 p.m. (Mountain Time) on Day 7 of the week and reply to anyone (instructor or classmate) who has chosen to respond to your original post.
Your grade will reflect the quality of your initial post, the depth of your peer replies, and your active support of forum dialogue.
Your responses should demonstrate that you have read the existing replies on the board. (In your response, mention information and viewpoints already expressed by existing responses to the same post.)
PSY304 Lifespan Development
Week 2 Discussion
Physical Changes and Identity Development
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates and any applicable instructor feedback. Before completing this discussion, read Chapters 4 and 10 in the course textbook as well as the article Impact of Parent-Child Communication Interventions on Sex Behaviors and Cognitive Outcomes for Black/African-American and Hispanic/Latino youth: A Systematic Review, 1988–2012 (Links to an external site.). Be sure to use your own Academic Voice (Links to an external site.) and apply in text citations appropriately throughout your post per the Ashford University Writing Center’s Citing Within Your Paper (Links to an external site.) resource.
Your grade for this discussion will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated. Select the three dots button above and then select Show Rubric.
The content of your initial post will be assigned by the first letter of your LAST name. You will then respond to at least two of your peers who were assigned different content areas than you, as directed in the Peer Response guidelines provided at the end of this prompt.
Note that your posting should be thorough and 300 to 400 words in length.
In addition, if you quote the course textbook, add the section where you took it from and add to the citation where you would normally add the page number (e.g., Shriner & Shriner, 2014, Chapter 1, section 1.1). For additional citation support, visit Citing Within Your Paper (Links to an external site.) located at the Ashford University Writing Center.
Before you submit your discussion, you are encouraged to review the Writing Center’s Grammarly (Links to an external site.) page, which includes a link to The Grammarly Guide (Links to an external site.), set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then, carefully review all issues identified by Grammarly and revise your work as needed.
Young girl with a rocket pack.jpg
A-M
Physiological changes occur throughout our lives and can have significant effects on our self-esteem. Some of these changes can be more significant than others. As argued in Chapter 4 of the course textbook, physical events that occur during our life (i.e., puberty, loss of senses, illness) may have physiological effects.
Using the theoretical knowledge you have gained from your required reading for this week, discuss a time in life, based on personal or vicarious experiences, when you felt that physical changes were most impactful to you (early childhood, middle childhood, young adulthood, middle age). Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.
Consider the following questions as you discuss:
Do you believe neural plasticity was a significant variable during this chosen stage of your (or another’s) life? Why or why not?
Did synaptic pruning, based on this event, alter the way you now view the world? If so, what about your worldview changed? Explain.
Did the event shape who you are as a person (your identity)?
Based on your knowledge and your experiences, indicate the advice you might give to someone who is experiencing something similar?
What ethical considerations are associated with the advice you give?
Be sure to cite the textbook within your writing, when appropriate, supporting your assertions and advice to another.
Father and son sitting in front of a couch.jpg
N-Z
Shriner and Shriner (2014) state that
“Teenagers who have close relationships with their parents are less likely to initiate sexual activity at an early age (Bynum, 2007). Further, parents who have a good line of communication with their adolescents seem to delay the onset of sexual activity as well (Aspy et al., 2007)”. (Shriner & Shriner, 2014, section 10.2, para. 11)
This is further substantiated by additional research, located in your required resources: Sutton, Lasswell, Lanier, and Miller’s (2014).
Based on your personal and vicarious experiences, assess whether you agree with this research or not. Support your explanation with supporting examples or with scholarly citations.
Describe a real-life event that could interfere with the research findings. (Example: Sarah recently lost her grandmother and has felt very sad. She finds this subject hard to talk to her parents about. There is also a boy who has given her a great amount of attention lately and seems open to listening to her.) Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.
Before you submit your discussion, you are encouraged to review the Writing Center’s Grammarly (Links to an external site.) page, which includes a link to The Grammarly Guide (Links to an external site.), set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then, carefully review all issues identified by Grammarly and revise your work as needed
Peer Responses: Review several of your classmates’ posts. Provide a substantive response to at least two of your peers, at least one of whom was assigned the content area different from yours, in a minimum of 300 words (each reply), by Day 7 (Monday). Based on your understanding of the reading, add important information to the conversation. Are there additional things that should be discussed about this content? How does this content support our understanding of human development?
Instructor Responses: Review any instructor feedback on your postings. Often feedback is shared to help you to elevate your level of critical thought or make corrections. Reply based on this feedback to advance your understanding of the content addressed.
Observe the following guidelines for all responses:
Remember that discussion forums should be conversations; dialogue is encouraged throughout the course.
Provide a courteous and interactive learning environment.
Continue to monitor this discussion through 5:00 p.m. (Mountain Time) on Day 7 of the week and reply to anyone (instructor or classmate) who has chosen to respond to your original post.
Your grade will reflect the quality of your initial post, the depth of your peer replies, and your active support of forum dialogue.
Your responses should demonstrate that you have read the existing replies on the board. (In your response, mention information and viewpoints already expressed by existing responses to the same post.)
PSY304 Lifespan Development
Week 3 Discussion
Theories of Cognitive Development
Your initial discussion thread is due on Day 1 (Tuesday) and you have until Day 7 (Monday) to respond to your classmates.
Prior to beginning work on this discussion, read Chapter 5: Cognitive Development in the course textbook. Then, participate in the activity titled Piaget-Vygotsky Comparison, in section 5.2 of your textbook.
Be sure to use your own Academic Voice (Links to an external site.) and apply in text citations appropriately throughout your post per the Ashford University Writing Center’s Citing Within Your Paper (Links to an external site.) resource.
Your grade for this discussion will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated. Select the three dots button above and then select Show Rubric.
Before you submit your discussion, you are encouraged to review the Writing Center’s Grammarly (Links to an external site.) page, which includes a link to The Grammarly Guide (Links to an external site.), set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then, carefully review all issues identified by Grammarly and revise your work as needed.
Piaget & Vygotsky Comparison.png
In your initial post,
In your own words, using citations to support your assertions, compare and contrast Piaget’s and Vygotsky’s theories about cognitive development. Which theory do you believe is most sound, based on your own experiences?
Share one personal experience that supports your stance. Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.
Note that your posting should be thorough and 300 to 400 words.
If you quote the course textbook, identify the section where you took it from and add to the citation where you would normally add the page number (e.g., Shriner & Shriner, 2014, Chapter 1, section 1.1). For additional citation support, visit Citing Within Your Paper (Links to an external site.) located at the Ashford University Writing Center.
Peer Responses: Review several of your classmates’ posts. Provide a substantive response to at least two of your peers, in a minimum of 300 words (each reply), by Day 7 (Monday). Based on your understanding of the reading, add important information to the conversation. Are there additional things that should be discussed about this content? How does this content support our understanding of human development? Do you have, or have knowledge of, an experience that could support or argue against what your peer shared?
Instructor Responses: Review any instructor feedback on your postings. Often feedback is shared to help you to elevate your level of critical thought or make corrections. Reply based on this feedback to advance your understanding of the content addressed.
Observe the following guidelines for all responses:
Remember that discussion forums should be conversations; dialogue is encouraged throughout the course.
Provide a courteous and interactive learning environment.
Continue to monitor this discussion through 5:00 p.m. (Mountain Time) on Day 7 of the week and reply to anyone (instructor or classmate) who has chosen to respond to your original post.
Your grade will reflect the quality of your initial post, the depth of your peer replies, and your active support of forum dialogue.
Your responses should demonstrate that you have read the existing replies on the board. (In your response, mention information and viewpoints already expressed by existing responses to the same post.)
PSY304 Lifespan Development
Week 4 Discussion
Complexities of Defining Self and Raising Others to Do So
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates and any applicable instructor feedback. Prior to beginning work on this discussion,
Read Chapter 8: Social, Emotional, and Moral Development and Chapter 9: The Development of the Self, Identity, and Personality in the course textbook.
Read the article Oh, the Places You’ll Go! How International Mobility Challenges Identity Development in Adolescence.
Watch the video segment Eight Stages of the Life Cycle.
Be sure to use your own Academic Voice (Links to an external site.) and apply in text citations appropriately throughout your post per the Ashford University Writing Center’s Citing Within Your Paper (Links to an external site.) resource.
Your grade for this discussion will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated. Select the three dots button above and then select Show Rubric.
The content of your initial post will be assigned by the first letter of your LAST name. You will then respond to at least two of your peers who were assigned different content areas than you, as directed in the Peer Response guidelines provided at the end of this prompt.
Note that your posting should be thorough and 300 to 400 words in length.
In addition, if you quote the course textbook, add the section where you took it from and add to the citation where you would normally add the page number (e.g., Shriner & Shriner, 2014, Chapter 1, section 1.1). For additional citation support, visit Citing Within Your Paper (Links to an external site.) located at the Ashford University Writing Center.
Before you submit your discussion, you are encouraged to review the Writing Center’s Grammarly (Links to an external site.) page, which includes a link to The Grammarly Guide (Links to an external site.), set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then, carefully review all issues identified by Grammarly and revise your work as needed.
A-G
Discuss the text’s suggestion that temperament is partially biological.
What evidence have you experienced in your own life? Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.
Identify how the “goodness of fit” could support parents improve a child’s behavior.
H-P
Explain the difference between self-concept and self-esteem, according to your required text.
In your own words and utilizing citations, compare and contrast the self-concept and self-esteem stages for middle childhood versus adolescents.
Q-Z
Choose one stage of Erikson’s stages of development and identify the major proponents of the stage.
Identify personal examples of behaviors you have experienced or witnessed that support the stage you explained. Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.
Peer Responses: Review several of your classmates’ posts. Provide a substantive response to at least two of your peers, at least one of whom was assigned a different content area than yours, in a minimum of 300 words (each reply), by Day 7 (Monday). Based on your understanding of the reading, add important information to the conversation. Are there additional things that should be discussed about this content? How does this content support our understanding of human development?
Instructor Responses: Review any instructor feedback on your postings. Often feedback is shared to help you to elevate your level of critical thought or make corrections. Reply based on this feedback to advance your understanding of the content addressed.
Observe the following guidelines for all responses:
Remember that discussion forums should be conversations; dialogue is encouraged throughout the course.
Provide a courteous and interactive learning environment.
Continue to monitor this discussion through 5:00 p.m. (Mountain Time) on Day 7 of the week and reply to anyone (instructor or classmate) who has chosen to respond to your original post.
Your grade will reflect the quality of your initial post, the depth of your peer replies, and your active support of forum dialogue.
Your responses should demonstrate that you have read the existing replies on the board. (In your response, mention information and viewpoints already expressed by existing responses to the same post.)
PSY304 Lifespan Development
Week 5 Discussion
Aging Successfully [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]
Prior to completing this discussion read Chapter 16: A Thoughtful Approach to Life: Aspects of Successful Aging in Understanding Development: A Lifespan Perspective, the course textbook that is required reading for this week.
An elderly lady posing in front of a blank screen.jpg
Mossler and Ziegler (2019) suggest numerous variables that attribute to successful aging: selection processes [Selection, optimization, and compensation theory (SOC)]; engagement with life, avoiding disease and disability, and high cognitive and physical functioning [Rowe and Kahn’s (1997) Model of Successful Aging]; psychosocial strengths (family and friends), and even specific predictors such as “a stable marriage by age 50 (positive relationships), [a] college education, using mature adaptations, not smoking or quitting at a young age, not abusing alcohol, regular exercise, and a healthy weight” (Mossler & Ziegler, 2019, section 16.2).
Before you submit your discussion, you are encouraged to review the Writing Center’s Grammarly (Links to an external site.) page, which includes a link to The Grammarly Guide (Links to an external site.), set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then, carefully review all issues identified by Grammarly and revise your work as needed.
In your initial post, address the following:
Based on these numerous factors, what variables do you consider to be most important, from your own experiences (self, vicarious, or fictional) to successful aging?
Why? Support your assertions with known experiences and information you have learned throughout the course. Share only information that you are comfortable with.
Peer Responses: Review several of your classmates’ posts. Provide a substantive response to at least two of your peers, in a minimum of 300 words, by Day 7 (Monday). Based on your own reading and experiences, add important information to the conversation. Clearly and elaborately provide valuable information to each peer’s original postings.
Instructor Responses: Review any instructor feedback on your postings. Often feedback is shared to help you to elevate your level of critical thought or make corrections. Reply based on this feedback to advance your understanding of the content addressed.
Continue to monitor this discussion through 5:00 p.m. (Mountain Time) on Day 7 of the week. Comment on at least one of your classmates’ responses to your initial post.
Remember that our forums should be conversations; dialogue is encouraged throughout this course. Your grade will reflect the quality of your initial post, the depth of your peer replies, and your active support of forum dialogue.
Observe the following guidelines for all responses:
Remember that our forums should be conversations; dialogue is encouraged throughout this course. Your grade will reflect the quality of your initial post, the depth of your peer replies, and your active support of forum dialogue.
Provide a courteous and interactive learning environment.
Continue to monitor this discussion through 5:00 p.m. (Mountain Time) on Day 7 of the week and reply to anyone (instructor or classmate) who has chosen to respond to your original post.
Your responses should demonstrate that you have read the existing replies on the board (in your response, mention information and viewpoints already expressed by existing responses to the same post).
PSY304 Lifespan Development
Week 2 Journal
Success and School
Prior to beginning this activity, read Chapter 12: School, Work, and Leisure, in the course textbook. In addition, to support a deep reflection about your knowledge gained from this chapter, reflect on your own educational journey, from your childhood through the present.
Man wearing suspenders holding up his pointer finger.jpg
In this reflection,
Identify and explain key points throughout out your lifespan (childhood, adolescence, and adulthood) that have left an impression on your beliefs about receiving an education.
Include at least three experiences: one in childhood, one as a teen, and one as an adult.
Identify what led to the events and what effects each event has had on your academic journey or beliefs about earning a degree.
Identify factors suggested to be effectors of development, by your weekly reading that align with your experiences (i.e., childcare, preparedness, learning environment). Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.
To successfully do this, add proper citations throughout your writing.
PSY304 Lifespan Development
Week 3 Journal
Cognitive, Linguistic, and Intellectual Development
Prior to beginning this activity, read Chapter 5: Cognitive Development, Chapter 6: Language, and Chapter 7: Intelligence in the course textbook. In addition read the following required articles:
A Novel Theoretical Life Course Framework for Triggering Cognitive Development Across the Lifespan (Links to an external site.)
Cognitive Development in Children with Chronic Protein Energy Malnutrition
Effect of Breastfeeding Duration on Cognitive Development in Infants: 3-Year Follow-Up Study (Links to an external site.)
And view the following videos:
Genetics and Intelligence Robert Plomin (Links to an external site.)
The Teenage Brain: A World of Their Own
Kids and Language
Child looking at a tablet screen.jpg
In this journal,
Reflect on the factors (cognitive development, language development, and intelligence), that you have learned about this week.
Identify what you believe to be the most important variables that are associated with each of the following areas:
memory development
language development
infant intelligence development
cognitive development in adolescence
Evaluate your personal or vicarious experiences and/or weekly sources, utilizing citations, to support your beliefs about why, what you included, is of such importance.
PSY304 Lifespan Development
Week 5 Journal
Applying Lifespan Development to Life
Prior to beginning this activity,
Read Chapter 15: End of Life: Death and Dying and Chapter 16: A Thoughtful Approach to Life: Aspects of Successful Aging in you required text, Understanding Development: A Lifespan Perspective.
Read Chapter 13 Death, Dying, and Grieving in your textbook Essentials of Lifespan Development: A Topical Approach.
View the videos The 81-Year-Old Bodybuilder who Inspires Others to Get Fit (Links to an external site.) and Life Lessons From 100-Year-Olds (Links to an external site.).
Review your past required readings from Weeks 1 through 4.
Camp counselor and campers posing.jpg An elderly lady cleaning up coffee cups.jpg Nurse helping an elderly patient.jpg
In this journal,
Reflect on the knowledge, based on theories of development, you have learned during this course
Discuss what skills can be developed from having this knowledge.
Analyze how knowledge about lifespan development theory can be applied to your goals and career.
Evaluate what ethical considerations should be taken when applying these skills.
PSY304 Lifespan Development
Week 1 Weekly Review
Explain the effects of chromosomal and gene-linked abnormalities.
Discuss what environmental factors can increase the likelihood of these abnormalities
Analyze the environmental considerations that can be utilized to support positive development once the infant has been born.
PSY304 Lifespan Development
Week 2 Weekly Review
Think back to your childhood and the way you have perceived the world since that time, including the changes you have experienced in your perceptions. Address the following in your substantive essay.
• Explain how synaptic pruning has altered the way you view the world.
• Describe what has changed about your worldview.
• Explain how your worldview might continue to change.
PSY304 Lifespan Development
Week 4 Weekly Review
• Discuss the suggestion that there are biological predispositions to a certain temperament.
• Identify signs have been suggested to align to differing temperaments.
• Identify behaviors that parents and caregivers can utilize to support challenging temperaments.
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
