1. PIAGET AIDS COMMUNICATION
1. Accommodation
2. a) When a child is in the sensor motor stage, it only know the world through its sensations and movements. In other words, the child had only the background for round, brightly colored balls. The football didn’t fit into that category. The child thus had to assimilate the new information and adjust his “ball” category.
b) He accommodated them
3. By trying to help the child learn conservation and its concepts, I might have the child pour the juice into a glass that is just as tall or taller but doesn’t hold as much juice. By pouring the juice into a new container, the child has the opportunity to learn a new concept while having the juice fulfill the requirement of filling the glass “all the way.”
4. Since the child doesn’t have the concept of mass and volume, the number of objects viewed will satisfy his complaints.
5. The child is egocentric and doesn’t have the ability to view the situation from my point of view. The only real reason to move, from the child’s viewpoint, is to better his view instead of bettering my view.
6. During the stage of concrete operations, the child is beginning to understand the effect that mass, weight, and volume can have on situations.
7. At this stage the child cannot answer the question because her development has not reached the point where she understands the physical rules of her environment. She is just learning symbolic thought and has yet to progress toward the properties of matter.
8. During the stage of formal operations, the boy is beginning to be able to reason about hypothetical objects and events. He is reasoning and thinking about things beyond the realm of his physical world.
9. The child is upset when the train disappears from sight because at only 16 months, the girl has not learned object permanence. During the next 6-8 months she should begin to understand that objects continue to exist while they are not in view.
10. Accommodation
2) HOW CONDITIONED ARE YOU?
1. US: puff of air
UR: blink
CS: the word “hot”
CR: Blink
2. US: Shots
UR: crying
CS: white lab coat
CR: crying
3. US: scary movie
UR: crying
CS: popcorn
CR: feeling scared
4. US: onion-y kisses
UR: arousal
CS: onion breath
CR: sexual stimulation
5. US: eating cookie
UR: salivation
CS: seeing cookie
CR: salivation
3) ERICKSON’S PSYCHOSOCIAL STAGES
Stage One: This is where babies learn to differentiate between trust and mistrust. During the first year of life, if the baby is given adequate warmth, touching, love, and physical care, it learns trust. However the opposite of the coin is inadequate or unpredictable care and parents that are cold, indifferent or rejecting. The negative behaviors harbor mistrust in the infant.
Stage Two: During the next two years of life, the child will express itself by climbing touching, exploring and trying to do things for itself. A growing sense of autonomy will accompany this phase of development. If the parents happen to overly ridicule or protect the child, doubt and/or shame could develop.
Stage Three: During years 3-5 children start to show initiative through their play. They learn to make plans and carry out tasks. Feelings of guilt could overshadow the newfound freedoms if parents severely criticize or discourage a child’s questions.
Stage Four: The years from 6-12 children start to learn a sense of industry when they earn praise for productive activities. However, if during these years, the child’s efforts are regarded as messy or inadequate, feelings of inferiority may result. For the first time, people outside the home (teachers, classmates and other adults) play an important role in development.
Stage Five: During adolescence, the child is faced with a turbulent time. As they mature mentally and physically, they will have new feelings, a new body and new attitudes. Building a strong identity of talents, values and life history is vital to this stage. Persons who fail to develop identity often suffer from role confusion, an uncertainty about who they are and where they are going.
Stage Six: During young adulthood, the major conflict is between intimacy and isolation. Intimacy shows the ability to care about others and share experiences with them through a meaningful love or deep friendship with others. Failure to establish intimacy can lead to a deep sense of isolation which often sets the stage for difficulties later in life.
Stage Seven: An interest in guiding the next generation is the main source of balance during mature adulthood. Generativity is best expressed by caring about yourself, your children and future generations. Productive and creative work also expresses generativity. Failure to establish these things can lead to a stagnant concern with your own needs and comforts.
Stage Eight: Since old age is a time of reflection, a person needs to be able to look back upon life with acceptance and satisfaction. If the life was rich and rewarding, a sense of integrity can develop. If previous life events are viewed with regret, despair can set in. Ageing and the threat of death can then become a source of depression and anxiety.
4) ELEVEN YEAR OLD ANTHONY IS IN THE SIXTH GRADE.
Piaget: Anthony is in the waning parts of the concrete operational stage. He should have a firm grasp on conservation and reversibility. He should be comfortable thinking logically about very concrete objects or situations, categories and principles. Anthony should be moving towards the formal operations stage. He should be beginning to think a little more abstractly and he can think about his thoughts. Anthony should be becoming a bit less egocentric and can start to be able to consider hypothetical possibilities.
Erikson: Anthony is faced with a very busy and new time. This time is Anthony’s “entrance into life.” He is beginning to learn skills that are valued by society and success or failure in these can affect his feelings of adequacy. This is the stage where Anthony will either learn a sense of industry or inferiority based mostly upon how his efforts are received by teachers, classmates and adults outside of the home. This time is when Anthony starts shaping attitudes toward himself.
5)WHAT IS IQ?
The definition of IQ involves knowing both a persons chronological age and mental age. By using the Stanford-Binet, mental age was divided by chronological age and then multiplied by 100 to ascertain the IQ of the test subject. However, in recent years the tests have used deviation IQ’s. The scores are based on a persons relative standing amongst his peer group.
The development of IQ is owed to Alfred Binet. He needed a way to distinguish a “slow learner” from those that had ability but were lazy. During the year 1904 in response to a request by the Paris minister of education, Binet and a colleague created a test made up of “intellectual” questions and problems. Next they learned which questions an average child could answer at a given age. By testing children, they could tell if a child was performing up to his or her potential.
6)HUNGER AND OBESITY
The hypothalamus regulates hunger in the human because it is sensitive to sugar levels in the blood. The lateral hypothalamus initiates eating while the ventromedial hypothalamus is part of the satiety system, or “stop mechanism.” The paraventricular nucleus of the hypothalamus also affects hunger because it helps keep blood sugar levels steady.
The causes of obesity are not so simple. Since internal cues and needs alone do not control eating, most of us are also sensitive to external eating cues. In a society like ours, overflowing with external cues, the risk of overeating increases greatly. Also people who are emotionally upset often turn to eating when they are anxious, angry or sad in addition to when they are actually hungry. The result of the overeating often is emotional distress and still more overeating thus weight control is extremely difficult.
Two disorders that disrupt normal eating behaviors are anorexia nervosa and bulimia nervosa. Anorexia is when a person enacts self starvation. The victims often suffer from devastating weight loss and malnutrition. Death is a possibility in extreme cases. Anorexics don’t actually lose their physical appetite but their active avoidance of food can cause them to not desire food at all.
Bulimia is a little bit different of an eating disorder. Bulimics often gorge themselves on food and promptly vomit it back up or take laxatives to prevent the absorption of the food and weight gain. Typical health risks of binging and purging are sore throat, hair loss, muscle spasms, kidney damage and others risks.
The cause of eating disorders is usually the dissatisfaction of the sufferer’s body. They have a distorted view of themselves and exaggerated fears of becoming fat.
7)PIAGET’S STAGES OF COGNATIVE DEVELOPMENT
In the first stage (0-2 years) the babies intellectual development will be mostly non-verbal. Object permanence begins to emerge during the sensorimotor stage as well. Towards the end of this stage, objects will cease to appear and disappear magically and the baby’s world becomes more orderly and stable.
During the preoperational stage (2-7 years) children start to use language and begin to think symbolically. The child’s thinking however, is still very intuitive and the child remains quite egocentric. The child doesn’t know that his view of life may be different than the parents.
The concrete operational stage (7-11 years) is marked by the development of the concepts surrounding conservation. The child begins to understand the concepts of time, space and number. Reversibility of thought also begins to appear during this stage.
The formal operations stage (11+ years) is when the child begins to break away from concrete things and starts thinking abstractly. They gradually begin to consider hypothetical possibilities and eventually reach full adult intellectual abilities.
8)NATURE VERSUS NURTURE
The most prominent debate featuring the nature versus nurture argument centers around homosexuality. The most recent research suggests that sexual orientation is influence by many factors. Some of these include heredity, biological, social, cultural and psychological influences. Although most researchers agree that sexual orientation is partly hereditary, they disagree on how much. Studies have estimated that between 30 and 70 percent of sexual orientation is genetic. Research has shown that homosexuality is not cause by hormonal imbalance and that certain brain structures differ between homosexuals and heterosexuals.
I tend to agree with this research. I think that nurture does play a role, but the larger role is in nature. It seems a mistake to think that parenting can “make” a child homosexual. There seems to be a predisposition for homosexuality because both homo- and hetero- sexual individuals are raised in all kinds of environments.
