Questions and Answers
1. Imagine
that you have just had a baby, who will follow normal developmental
milestones.Name your baby and describe his or her language development from
birth through age five.
Family relationships play a
significant role in children's development. My baby's name would be Jackie. The
baby will follow typical language development milestones considering that
children are programmed to develop speech and language since birth. Even though
language development continues throughout early childhood and adolescence, the
first five years are most critical.
According to the insights
provided by the book "real world psychology" by Catherine, language
development is a continuous process throughout early childhood and into
adolescence. However, the information provided by the author also shows that
the five years are the most critical during language development. Therefore, it
will be essential for me as the mother-to-baby Jackie to practice stimulation
during the first five years to avoid slow progress and poor communication
skills.
In the early stages of language
development, Jackie's brain will be programmed to attend speech sounds and
begin to mimic them. Early on, Jackie will start making sounds that do not
precisely have meaning. Jackie will later attempt to repeat words and sounds
are she hears them from the surrounding environment. Between 9 to 18 months,
she will start saying the first words, which the most common, like "mama."
When Jackie reaches about 18
months, she will put words together to form simple sentences. At this age, she
will develop a vocabulary of 50 to 150 words when communicating with the people
around her. Jackie will improve her communication skills when she reaches two
years, where she can speak and understand a substantial number of words. Jackie
will start to communicate when asking for something and talk about her past
experiences.
When Jackie reaches the age of 4
years, she will begin to understand and use the rules of language to quantify,
connect thoughts, and express possession of something. At this age, she will be
getting to the preschool with her speech becoming almost fully developed like
an adult. At the age of 5 years, her language will continue to show progress
until she manages to communicate effectively like an adult. As she progresses
through the middle schools, her speech will continue to develop as she learns
to write.
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2. Contrast Gardner's theory of multiple intelligence with Sternberg's tragic theory of successful intelligence. State which theory you think better explains intelligence and justify your choice.
According to Sternberg's theory,
intelligence is only partly influenced by genetics because it is broad and
includes much more than is measured by tests. Therefore the idea concludes that
we can "teach" students to be more intelligent by teaching them how
to think. On the other hand, Gardner's theory of multiple types of intelligence
refers to different ways intelligence is manifested. Each kind of intelligence
is reflected in brain differences where people have strengths and weaknesses in
the different types of intelligence.
Sternberg argues intelligence exists in one capacity, which is made up of three distinct elements. At the same time, Gardner believes that eight types of intelligence are different enough to be classified as their types of intelligence. While Gardner recognizes aspects of Intelligence, Sternberg focuses primarily on elements of cognitive development that can be measured through somewhat traditional means. Moreover, Gardner's theory of multiple types of intelligence focused on the outcomes that exhibited particular intelligence, whereas Sternberg's tragic theory of successful intelligence focused on approaches. Sternberg's thesis focused on understanding Intelligence, while Gardner's theory gets at how people use their intelligence differently. Besides, the two ideas also contrast because Sternberg's three components are part of Gardner's Multiple Intelligences.
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3. Describe biological, genetic, and environmental influences on intelligence.
A person's level of intelligence
can be influenced by biological factors such as the size of the brain.
According to the information presented by the textbook, the brain's structure,
the size of the cortex, and the number of neurons in the brain determine a
person's level of intelligence. A person with a large brain, large numbers of
neurons in the brain, and a thicker cortex is expected to show high levels of
interagency. Similarly, the brain's functions also present biological influence
on intelligence, where a person with high intelligence tends to do things more
efficiently and quickly. Therefore, intelligence is not located in one part of
the brain.
Similarly, some biological
factors are connected to the genetic of a person. Research shows that twins
born and raised in the same environment tend to show similarities in the level
of intelligence. Thus adopted children typically demonstrate the intelligence
levels of their biological parents than the adopted parents. However, genetics
does not show the entire picture of the influence on intelligence. For
instance, twins who are raised in a different environment typically show
different levels of brightness. The impact of the environment on intelligence
tends to affect children than adults. The information from the textbook also
shows that intelligence is also strongly influenced by the environment. Factors
related to a child's home environment and parenting, education and availability
of learning resources, and nutrition all contribute to intelligence. Therefore,
biological, genetic, and environmental each typically play a part in
influencing a person's intelligence.
4. Discuss some of the physical issues that are confronted during middle age and large adulthood and their implications for psychological well-being.
During middle age, a person
undergoes typically physical issues that lead to severe implications for
psychological well-being. At this stage, cognition begins to stabilize,
reaching a peak around the age of 35. Early adulthood is a time of relativistic
thinking, in which young people start to become aware of more than simplistic
views of right vs. wrong. Because of some of the physical issues that are
confronted during middle age, they begin to look at ideas and concepts from
multiple angles and understand that a question can have more than one right and
or wrong answer. The need for specialization results in pragmatic thinking.
During Large adulthood, the
physical issues typically reduce because of the implications developed during
middle age. They create an impact on psychological well-being at this age where
they began using logic to solve real-world problems while accepting
contradiction, imperfection, and other issues. Finally, young adults develop a
sort of expertise in either education or career. Due to physical
issues such as having to deal with aging and balancing their life careers with
life, they develop practical problem-solving skills. These skills are necessary to solve
real-world problems and figure out how best to achieve the desired goal as
implications for psychological well-being.
5. List and describe the characteristics in each of Piaget's four stages of cognitive development. Illustrate a child's abilities and limits at each level of development.
Sensorimotor stage
The sensorimotor stage is the first stage of development that lasts from birth to age 2. During this time, infants and toddlers interact with the world through their senses. Children make conclusions based on what children encounter. Children play with new objects to understand them by throwing, shaking, and putting them in their mouths. At this stage, children learn through trial and error. Children begin to realize that an object exists even when it is not in front of them during this stage. For example, when a mother plays peek-a-boo with the child, he knows she is still there when she covers her face.
Preoperational stage
The
preoperational stage is the second stage which usually lasts from about age 2
to age 7. Here, children develop language skills. Children learn to speak in
words and to use symbols. Children can also understand letters, numbers, and
spatial concepts such as the difference between "on" and
"in." Children know the difference between the past and the future.
However, for the most part, children remain focused on the present. Children at
this stage tend to think primarily of themselves. Their worldview is
self-centered. Children assume others share their point of view.
Concrete operations stage
The concrete
operations stage is the third stage which lasts from about age 7 to age one,
and it is also called the preteen years. Children shift from a self-focused
view and begin to imagine events beyond themselves and their lives. Children
grasp the concept of cause and effect. Children at this stage develop logic and
reasoning skills. Nevertheless, children still depend on concrete facts and
physical objects to conclude. Children understand some abstract concepts in
fields such as math. However, children still rely on what children can observe.
Most cannot solve equations with multiple variables.
Formal operations stage
The formal
operations stage is the last stage that exists at around age 11to 15 years. At
this stage, children develop abstract and hypothetical reasoning. In
decision-making, children are now more likely to consider moral and ethical
questions. Children can also weigh the likelihood that something could happen.
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