Course Administrative Remarks
Assignment Deadlines:
Reminder: Submit assignments by the ninth.
Some students already submitted; grading is in progress.
Quick turnaround is essential, especially with two classes.
Feedback Importance:
Read instructor comments thoroughly, as they address areas needing improvement or incorrect information.
Comments serve as a model for review and studying.
Information Processing in Children
Context of Information Processing:
Focus on memory and attention from early childhood to middle childhood.
Ability to plan and hold information in one’s head improves with age.
Memory Strategies
Memory Usage in Preschoolers:
Preschoolers do not naturally use memory strategies.
Importance of adult intervention for teaching memory strategies.
Types of Memory Strategies:
Rehearsal:
Defined as the repetition of information to memorize it.
Example: Practicing spelling words for tests.
Recognized as the lowest level of memorization as it does not encourage meaningful understanding or application of knowledge.
Organization:
Involves grouping items to facilitate memory.
Example: Organizing grocery items by store sections (e.g., produce, dairy).
Typically developed by third grade as it requires cognitive work.
Elaboration:
Creating relationships between pieces of information to enhance memory.
Requires more cognitive effort than rehearsal and organization.
Example: Using acronyms or visual associations (e.g., using "beach" to remember groceries).
Effective Learning through Elaboration:
Practical applications such as songs or phrases to remember sequences or lists (e.g., days of the week, ABCs).
Personal Memory Techniques:
Using name association, visualization, acronyms, etc., to bolster recollection.
Erikson’s Psychosocial Development
Overview of Erikson's Theory:
Describes identity formation across stages from infancy to adolescence.
Each stage focuses on resolving a central conflict that influences personality development.
Stages of Psychosocial Development
Trust vs. Mistrust (Infancy):
Concern with caregiver reliability.
Development of trust leads to worldview positivity.
Autonomy vs. Shame and Doubt (Toddlerhood):
Agency development where caregivers give choices.
Failure to allow agency may lead to feelings of shame and doubt.
Initiative vs. Guilt (Preschool Age):
Children exhibit exploration and self-initiative.
Over-criticism leads to guilt and potential avoidance of future initiatives.
Industry vs. Inferiority (School Age):
Self-perception of competence develops through experiences in school.
Comparisons with peers may result in feelings of inferiority without positive reinforcement.
Peer Relationships and Friendships
Choice of Friends in Childhood:
Preschool friendships often based on playful interactions, not much deeper understanding.
Role of Proximity:
Friendships primarily developed from nearness and parental influence.
Shift in Friendship Dynamics:
Discussions around trust and more meaningful connections arise in later grades.
Types of Peer Acceptance
Research Methodology for Peer Acceptance:
Survey that lists classmates to gauge preferences (like/dislike/no opinion).
Popular Kids:
Acquired more likes than dislikes.
Types:
Prosocial: Outgoing, friendly, cooperative, often come from authoritative households.
Antisocial: Popular for superficial reasons; can be aggressive.
Rejected Kids:
More dislikes than likes.
Types:
Rejected-Aggressive: Often bullies using hostility to gain power.
Rejected-Withdrawn: Victims, more shy or immature behaviors.
Neglected Kids:
Get many no opinion votes; tends to be quiet rather than disliked or bullied.
Controversial Kids:
Have both liked and disliked responses; can balance social interactions.
Interventions and Support for Children
Strategies for Support:
Parental involvement, mentorship, and positive reinforcement during critical social interactions.
Comprehensive measures for addressing issues experienced by both bullies and victims.