What is the study of social development?
Use the information from the powerpoint attached to answer the following prompt: 250 words minimum.
The different classical theories of social and personality development offer different explanations for how people come to be who they are. Imagine a hypothetical teen who is in court and who is about to be sentenced to jail for a serious crime. Choose two of the theories in this chapter and offer two contrasting hypothetical explanations, based on your chosen theories of “what went wrong.”
Also, see attached rubric for extra guidance.
Requirements: 250 words minimum
Social Development Chapter1 Introduction:Theories of SocialDevelopment
What is the study of social development? •Description ofchildren’s… •Socialbehavior andhowitchanges overtime •Knowledge ofthemselves andothers •Ideas aboutrelationships withpeers and adults •Emotionalexpressions anddisplays •Ability tofunctionin socialgroups •Andexamination ofhow other aspects of developmentunderlie children’s social behavior Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Bet you didn’t know that… •Newborns canrecognizetheirownmothers by smell. •Even2-years-olds experiencejealousy. •Aggressivebehaviorinan8-year-oldcanpredict criminal behavior atage30. •Infants inorphanages showlowerlevels ofthe“love” hormone oxytocin. •Childabuse canleadtochanges inchildren’s brainfunctioning. •Havingaclosefriend canmakeupforbeing rejectedby classmates. •Adolescentgirls whohavegrown upwithout afather have ahigher chance ofbecomingateen mother. Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Historical Foundations •MedievalPeriod •Children as miniature adults •Darwin •Study ofemotion •Hall •Use ofquestionnaires •Watson •Conditioningof social and emotionalbehavior •Freud •Basic drives •Gesell •Maturation view ofsocialskills Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
How do biological and environmental influences affect social development? •Role ofNature •Biology •Maturation -unfolding ofincreasingly complex socialskills and abilities •Role ofNurture •Environment •Learning •Environmentx Biology is themodernviewnot either/or •The case of“Genie” Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
What role do children play in their own development? •Passive vs.Active •Transactionalmodel of socialdevelopment -Ongoinginterchanges between social partners suchas aparentandchild across timethatresultinmodifications ofthe social behavior ofeach. •This modelemphasizes theprocess by which the childactively shapes his orher own development. Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
What is the appropriate unit for studying social development? •Individualchild •Socialdyads •Apairofsocialpartners, suchas friends,parent andchild, or maritalpartners •Socialtriads •Peergroups •Or are allunits important? Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Strategry 5 I Is development continuous or discontinuous? •Smooth andgradual vs.stage-like •Siegler’s view •Itdepends on where welook •Ebbandflowbeforeanew strategy is acquired Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Is social behavior the result of the situation or the child? •Does childbehavedifferently indifferent situations? OR •Doindividualcharacteristics leadchildrento behave similarly across differentsituations? Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Is social development universal across cultures? •Culture-freelaws ofdevelopment→ Acquiringthebasic foundations ofsociallife OR •Variationinbeliefs andchild rearingpractices across culturalsettings → variation inpatterns ofsocialbehavior Could itbeboth? Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
How does social development vary across historical eras? •Gradualshifts •Family timingandstructure •Modes ofcommunication •Mothers workingoutsidethe home •Significantevents •War •Economic depression •Naturaldisaster •One snapshotis notenough; need to monitorsocialdevelopment across historicaleras Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Is social development related to other developmental domains? •Emotionaldevelopment •Cognitivedevelopment •Languagedevelopment •Motordevelopment Reciprocalnatureof cross-domaininfluence Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
How important are mothers for children’s social development? •Arethey the only key players? •Whataboutfathers, siblings,grandparents? •Whataboutteachers, coaches,religious leaders? •“Ittakes a village” Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Is there a single pathway of social development? •Normativesteps vs.Variedroutes •Multifinality -Thedivergenceof developmentalpaths in whichtwo individuals startoutsimilarly but end at very differentpoints •Equifinality -The convergenceof developmentalpaths in which children Sisters Alison follow very differentpaths toreachthe and Mariah Carey SplashNews andPictures/NewsCom,© AdMedia/Photoshot samedevelopmental endpoint Therearemany pathways toeither successfulorunsuccessful socialdevelopmental outcomes Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
What influences how we judge children’s social behavior? •Three sets offactors •Characteristics ofthe child •Characteristics ofthe adult •Characteristics ofthe context •Socialjudgments areimportantbecausethey alter the way a childis treated Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Do developmental psychologists “own” the field of social development? •Theshortansweris No.Researchon social developmentinvolves inputfrom… •Clinicalpsychologists andpsychiatrists •Anthropologists •Demographers •Economists •Sociologists •Historians •Legalscholars •Geneticists Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Is social development focused on basic research exclusively or applied/policy concerns as well? •Identifyingkey principles andprocesses thatexplain socialdevelopmentis a centralgoal ofthe scienceof socialdevelopment •Appliedresearchintoimportant socialproblems suchas delinquency,childcare, oradoptionareofinterestas well andinturn caninformourbasic researchquestions •Likewise,research—basic and applied—caninform socialpolicies that alter children’s lives •Clearly,basic,applied,andpolicy research mutually inform each other Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Table 1-1Theoretical Perspectives’ Positions on Some Critical QuestionsQuestion 1: Question 4: Question 5: Question 6: Theorist/Theory Biology (B) vs Environment (E) Continuity(C) vs Discontinuity(D) Situation (S) vs Individual (I) Universal (U) vs Cultural (C) Freud B + E D I C + U Erikson E D I C + U Learning E C S U Cognitive social learning E C S + I U + Both are important. ´ Both interact in producing developmental outcomes. Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Table 1-1Theoretical Perspectives’ Positions on Some Critical QuestionsQuestion 1: Question 4: Question 5: Question 6: Social information processing E C S + I U Piaget B ´ E D I U Vygotsky E C S C Ecological E C S C Ethological B + E D S U Evolutionary B + E S U Behavior genetics B + E, B ´ E I + S U Life span B + E C S+ I C + Both are important. ´ Both interact in producing developmental outcomes. Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Psychodynamic Perspectives •Freud •Structure ofpersonality •Id -instinctualdrives thatoperateonthebasis ofthe pleasureprinciple •Ego -therationalcomponent ofthepersonality,which tries to satisfy needs throughappropriate, socially acceptablebehaviors •Superego -thepersonality componentthatis the repository ofthe child’s internalization ofparental or societal values, morals, and roles Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Psychodynamic Perspectives •Freud(andJung) •Oedipus Complex-boys becomeattractedtotheir mother andjealous oftheirfather •ElectraComplex-girls blametheirmotherfor theirlack ofapenis andfocus their sexual feelings ontheirfather Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Psychodynamic Perspectives •Erikson •Psychosocialtheory-Eriksonextendedhis stages through adulthood.Forevery stage,hespecifiedthepersonal and socialtasks that anindividual must accomplish as well as therisks heorshewouldconfrontby failingtoaccomplish thetasks ofthatparticular stage. •Developmentdepends on accomplishingthepsychological tasks ateach stage •In contrasttoFreud,theory gavegreaterrecognitiontorole ofthe social environmentindevelopment Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Psychodynamic PerspectivesTable 1-2 Freud’s and Erikson’s Developmental Stages Age Stage Freud Stage Erikson 0-1 Oral: Focus on eating and taking Infancy: Task: To develop basic trust in things into the mouth oneself and others Risk: Mistrust of others and lack of self confidence 1-3 Anal: Emphasis on toilet training; EarlyTask: To learn self-control and first experience with childhood: establish autonomy discipline and authority Risk: Shame and doubt about one’s own capabilities 3-6 Phallic: Increase in sexual urges Playage: Task: To develop initiative in arouses curiosity and alerts mastering environment children to gender Risk: Feelings of guilt over differences; period critical to aggressiveness and daring formation of gender identity 6-12 Latency: Sexual urges repressed; School age: Task: To develop industry emphasis on education and Risk: Feelings of inferiorityover the beginnings of concern real or imagined failure to for others master tasks 12-20 Genital: With puberty, sexual Adolescence: Task: To achieve sense of identity desires reemerge and nWiley & Sons, Inc. eserved Risk: Role confusion over who adolescents and adults and what individual wants express these urges in to be romantic relationships with peers, possibly for Copyright © 2019 JohAll rights rreproduction
Psychodynamic Perspectives Table 1-2 Freud’s and Erikson’s Developmental Stages (continued) Age Stage Freud Stage Erikson 20-30 Young Task: To achieve intimacywith adulthood: others Risk: Shaky identity may lead to avoidance of others and isolation 30-65 Adulthood: Task: To express oneself through generativity Risk: Inability to create children, ideas, or products may lead to stagnation 65+ Mature age: Task: To achieve a sense of integrity Risk: Doubts and unfulfilled desires may lead to despair Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Evaluation of Psychodynamic Perspectives •Strengths •Emphasis oneffects ofearly experience,family,and social interaction onbehavior •Identificationofimportantcontemporary themes andtopics of socialdevelopment—attachment,genderroles,aggression, morality •Weaknesses •Freud •Difficulttotestempirically •Freud’s theory notbasedon work withchildren •Potentially biasedmeans ofcollectinginformation •Focus on sexuality toonarrow •Erikson •Difficulttotestempirically •Mechanisms fortransitioningacross stages notidentified Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Traditional Learning Theory Perspectives •ClassicalConditioning-Atypeoflearninginwhichanewstimulus is repeatedly repeated with afamiliar stimulus until anindividuallearns torespondtothenewstimulus inthe sameway as thefamiliarstimulus (Pavlov,Watson) •Operant Conditioning -Atypeoflearningthatdepends ontheconsequenceofbehavior;rewards increasethelikelihoodthatabehaviorwillrecur,butpunishmentdecreases thatlikelihood(Skinner,Bijou andBaer) •DriveReductionTheory-Aversionoflearningtheory suggestingthattheassociationofstimulus andresponseinclassical and operantconditioning results inlearning only ifitis accompaniedby reductionofbasic primary drives suchas hungerandthirst(Hull) Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Evaluation of Traditional Learning Approaches •Strengths •Usefulforexplainingsomeaspects ofchild development •Emotion •Behavior modification •Weaknesses •“One-size-fits-all”perspective –not sensitiveto changes in other areas ofdevelopment orto child’s age •Neglects biological/individualdifferences Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Cognitive Learning Perspectives •Bandura –CognitiveSocialLearningTheory •Importance ofobservationallearning •Reintroduction ofthepersonintotheS→R equationby focus on cognitivesteps inlearning throughobservation •Steps -attention, retention, reproduction, motivation Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Child’s behavior Chi1ld shares a toy with a Child shares a second toy with peer because the reaction was positive Child develops a prosocial attrtude as a consequence of these experiences Social environment Peer smil~es Peer invites child to play and share the toys Peer seeks out the child as a playmate in the furt:ure Cognitive Learning Perspectives Reciprocal determination and self-efficacy Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Evaluation of Cognitive Social Learning Theory •Strengths •Advancedunderstanding of several areas of social developmentespecially aggression and self-control •Practicalapplications –TV effects,modelingtherapies to modify behavior(e.g.,fear reduction) •Strongempirical evidence •Weaknesses •Notvery developmentalin scope •Minimalattentiontoindividualdifferences •Questionablegeneralizability toreal-worldcontexts Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
-–4. Review possible actions Database • Memory store 3 .. Cllarify goals • Acquired rules …….. • Social schemas • Social knowledge …. ‘ ‘-5. Decide on an action • Revi’ew possibl1e outcomes • Evalluate Ii kelly response • Evalluate sellf-efficacy • Se!lect actton 6. Act ,on decision 2. Interpret cu:es 1. Encode cues • Attibute causes (one’s owrn thoughts as welll • Attibute intent as o111hers· behaviors} • Evaluate goal …._______.. •· Evaluate past performance } •· Evaluate self arnd others ., ,, ,, … _,,.,,. InformationProcessing Perspectives •Mind-computer metaphor •Socialinformation processingtheory– an explanation of a person’s social behaviorinterms of his orher assessment and evaluation ofthe socialsituation as a guideindecidingon a citationthatshouldbeusedinreferencingthis materialis “Crick,N.R.,&Dodge,K.A.(1994).A review course of social action and reformulationof socialinformationprocessing mechanisms inchildren’s socialadjustment. PsychologicalBulletin,15(1),74 101.”The use ofAPAinformationdoes notimply endorsementby APA Copyright©1994by the American PsychologicalAssociation. Reproducedwithpermission. The official Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Evaluation of Social Information Processing Theory •Strengths •Emphasis onlinks between cognitionandsocialbehavior •Clearspecificationofthe socialdecisionmakingsteps in solving socialproblems •Weaknesses •Notclearhow cognitive-socialbehaviorlinks changewith age •Not enough attentionto emotion •Toomuchemphasis on cognitiveprocesses as deliberate orthoughtful vs.impulsiveorautomatic Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Cognitive Developmental Perspectives •Piaget Stage Age Characteristics and Achievements Range Sensorimotor 0–2 years Differentiates self from objects and other people, seeks interesting sights, develops object permanence, and basic understanding of causality; begins to imitate and engage in imaginative play Preoperational 2–7 years Begins to use symbols and language; problem solving is intuitive, and thinking is egocentric, irreversible, centered Concrete operations 7–12 years Can reason logically about present objects, grasps concept of conservation, can take the perspective of another person, can organize objects into classes and series Formal operations > 12 years Thinking is flexible and complex; can think about abstract ideas and hypotheses Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Cognitive Developmental Perspectives •Piaget •Importantprocesses •Assimilation–Applyinganexistingschematoanew experience •Accommodation-Modifyinganexistingschematofitanew experience Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Evaluation of Piaget’s Theory •Strengths •Links between cognitionandsocial reactions •Objectpermanence-Therealizationininfancy thatobjects andpeopledonotceasetoexistwhenthey arenolongervisible •Egocentrism-Tendingtoviewtheworldfromone’s ownperspectiveandtohavedifficulty seeingthings fromanother’s viewpoint •Weaknesses •Notenough acknowledgement ofhow children’s interactions withothers (vs. objects inthe environment)contributes todevelopment •Neglectofsocial, emotional, and culturalinfluences on development •Stagetheory criticized Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Cognitive Developmental Perspectives •Socialcognitivedomainperspective •Domainspecificity-Processes ofdevelopmentaredifferentfor differenttypes ofbehavior,for example,moraljudgments, manners, andpeer relationships This notion of domain specificity is achallengetoPiaget’s theory,which suggested thatalldomains ofknowledgearegovernedby the same cognitiveprocesses andprinciples. •Evaluation-The socialcognitivedomainperspectivelargely focuses onchildren’s understandingof socialissues andis less concernedwithlinks betweenunderstanding and social behavior or withtheprocesses thatunderlie children’s abilities to makedomain-specific judgments. Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Cognitive Developmental Perspectives •Vygotsky’s socioculturaltheory-theory that developmentemerges frominteractions with more skilledpeopleandtheinstitutions and tools providedby the culture •Principles ofculturalinfluence •ZoneofProximalDevelopment-Thedifference between children’s levelofperformance while working alone and while working with more experiencedpartners Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Evaluation of Vygotsky’s Theory •Strengths •Focusedon assessingchildpotentialviatheZPD •Offerednewperspective on ways toteach children •Increasedfocus on culturalvariationandhistorical influence •Weaknesses •Notclearhowinteractions betweenpartners shiftoverthe course ofdevelopment •Notclearhowotherareas ofdevelopmentcontributetothe types ofcontexts that aremadeavailabletochildren •MeasurementofZPDis difficult Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Systems Theory Perspective •Systems approach-describes howchildren’s developmentis affectedby theinteractingcomponents thatformoneofthese systems as well as by singlefactors withinthe system •Aims -todiscoverthelevels oforganization in socialinteractions andrelationships andhowtheselevels or contexts ofsocial experience are relatedto each other and,inturn,promotechildren’s socialdevelopment Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
81,tended family ~ t.,ESOSYSTEAf Family Bronfenbrenner’s Ecological Theory SystemsTheory Perspective -•Microsystem-the contextinwhich childrenlive andinteract withthe people andinstitutions closesttothem •Mesosystem-interrelations amongthecomponents ofthe microsystem •Exosystem-the collectionofsettings thatimpinge on a child’s developmentbutin whichthe childdoes notplay adirect role •Macrosystem-the systemthatsurrounds the microsystem,mesosystem, and exosystem,representingthe values,ideologies,andlaws ofthe society or culture •Chronosystem -the time-based dimensionthatcanaltertheoperationGarbarino, 1982 ofall other systems inBronfenbrenner’s model,from microsystemthroughmacrosystem Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Evaluation of Bronfenbrenner’s Theory •Strengths •Attentiontobroadrangeofinfluential contexts •Provides abridgeto otherdisciplines •Weaknesses •Usefuldescriptiveguidebutdoes notexplain processes •Does notexplainhowdifferent contexts have differentinfluences across development Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Biological Perspectives •Ethologicaltheory-theory thatbehaviormust beviewedinaparticular contextandas havingadaptive or survival value •Criticalperiod-aspecific timeinanorganism’s developmentduringwhich externalfactors have a unique andirreversibleimpact Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Evaluation of Ethological Theory •Strengths •Severalsignificantdiscoveries regardingsocial developmentbasedon animal research •e.g., emotional expression, attachment,groupformation •Methods •Studyingorganisms in natural environment •Weaknesses •Largely descriptive •Narrowly defined“critical”period with regardto humandevelopment Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Biological Perspectives •Evolutionary DevelopmentalTheory •Focus onbehaviors thatensuredpast survival of the species •The mainquestions arehow andwheninthe courseofchildhoodtheseadaptive capabilities emerge •Centralprinciple:parents givetheir children attention and resources to ensurethepassage of theirgenes throughthe nextgeneration Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Evaluation of Evolutionary Developmental Theory •Strengths •Brings attentiontoadaptive valueofseveral behaviors observedin childhood •Weaknesses •Limitedrelevancefor addressingissues associated with rapidchanges, such as new technologicaladvances or sudden socialshifts •Posthoc explanations Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Biological Perspectives •HumanBehaviorGenetics •Focuses onrelative contributions ofgenes andenvironments toindividualdifferences inhuman behavior usingstatisticalestimation •Evaluation •Strengths •Providedimportantcorrectivetoemphasis on environmental causes ofbehavior •Modernbehaviorgeneticists acknowledgeinputs from many sources •Weaknesses •Needmore specific measure of environment Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Biological Perspectives •LifeHistory Theory •An application ofevolutionary developmental theory •Suggests scheduleofkey events overlife course is influencedby naturalselectiontoproducethe largestpossiblenumberofsurviving offspring •Maximizes successfulpassingonof organism’s genes •Key events includeageofsexual maturity andfirst reproduction, number of offspringproduced, and levelofparentalinvestmentin children Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Life Span Perspective •Basedonthe notionthatpeople are opento change across theirlives •Change results from •Normative events •Non-normative events •Historicalevents •Age cohorts-Peoplewhowereborninthe sametime periodandsharehistorical experiences Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Evaluation of Life Span Perspective •Strengths •Emphasis ondevelopmentas alife-longprocess •Emphasis on effect ofhistoricalevents •Examines changes inadults’lives thatcanaffect children’s development •Weaknesses •Too much emphasis on olderpopulations to influencethestudy ofchildsocialdevelopment Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
A Variety of Theoretical Perspectives •Nosingletheory adequately addresses social development •Contemporary theories focus on specified domains •Sometheories arebetteratexplaining some aspects of socialbehaviorthanothers •Alltheories are neededto address thebroad natureof socialdevelopment Copyright © 2019 John Wiley & Sons, Inc. All rights reserved
Application Discussion Directions Most weeks throughout the semester, you will participate with classmates on the Application Activity Discussions, where you will have opportunities to apply what you are learning. Discussion Forum expectations include: • Use terminology and concepts from the assigned reading to discuss the topic. • Your post should 250 words or more. • Your post should include appropriate citations (in APA style). • Cite appropriate academic sources (e.g., the textbook, journal articles, or websites of official organizations). • Sources such as Wikipedia or “Goodtherapy” are not acceptable. • Replies to others’ posts (2 in each unit) should substantively further the discussion (at least 100 words, not just “great post” or “I agree”). • Posts are due each week Thursday at 11:59 pm; replies are due on Sunday at 11:59 pm (except for the last week of the course, when these are due by Wednesday at 11:59 pm). • Discussions will be graded within one week of the close of the Discussion. Late posts will not be accepted, however, the lowest two scores will be dropped. Sample References: • Book Author, F. M. (Year Published). Title of work: Capital letter also for subtitle. Location: Publisher. • Online Journal Article (w/o DOI) Author, F.M. (Year, Month Day of Publication). Title of article. Title of Journal, volume number(issue number if available), xxx-yyy. [pages] Discussion Grading Rubric The Grading Rubric below will be used to grade your work in the discussion forum. You will earn up to 5 points for each discussion assignment, based on your quality and quantity of participation, for a total of 50 points. Keep in mind that forum discussions are public, and care should be taken when determining what to post.
Discussion Board Grading Rubric Category 0 points .25 point (per category) .5 point (per category) .75 point (per category) 1 point (per category) Promptness and Initiative Does not post Waits until Sunday to post Posts initial post by Saturday Posts initial post by Friday Provides initial post by Thursday Applies course concepts and terms correctly to the topic. (Posts and Replies) Does not post Explains few relevant course concepts and term; partial or erroneous understanding is demonstrated Explains a few relevant course concepts and term; limited understanding is demonstrated Applies course concepts and terms correctly to the topic Applies course concepts and terms correctly to the topic, with examples and supporting evidence Engages with other students in discussing course concepts and relates relevant real-world examples. (Replies) Does not post Does not engage with other students Engages with one other student in discussing course concepts and relates relevant real-world examples OR post replies less than 100 words. Engages with two other students in discussing course concepts and relates relevant real-world examples; replies should be at least 100 words. Engages with at least two other students in discussing course concepts, seeks to extend the dialogue with questions, and relates relevant real-world examples; replies should be at least 100 words Consistently uses accurate grammar, spelling; organizes ideas. (Post and Replies) Does not post Uses poor grammar, spelling, and organization of ideas in most posts and replies Uses accurate grammar, spelling; organizes ideas in some posts and replies but with significant errors Uses accurate grammar, spelling; organizes ideas in most posts and replies Consistently uses accurate grammar, spelling; organizes ideas in all posts and replies Supports views with “appropriate” sources and citations. (Post) Does not post Does not cite sources N/A N/A Validates views with “appropriate” scholarly sources and citations, using correct APA style
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