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 Validity  and Reliability in Research-construct an external validity checklist and an internal validity checklist

Par 1

Validity  and Reliability in Quantitative Research

Using a quantitative research

Part 2

WHAT’S IT ALL ABOUT?

THE AMERICAN EMPIRE

POWER AND CONSEQUENCES

1. What factors motivated American policy in creating this empire?
2. How did the United States acquire these territories?
3. What were the consequences of American imperialism?
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The slave experience was diverse in British America. Describe how slavery evolved in various regions in British America. What was life like and what liberties, if any, were extended to slaves in the northern colonies, the Chesapeake region, and the rice kingdom of South Carolina and Georgia? 

The slave experience was diverse in British America. Describe how slavery evolved in various regions in British America. What was life like and what liberties, if any, were extended to slaves in the northern colonies, the Chesapeake region, and the rice kingdom of South Carolina and Georgia? 

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Discuss ways that the Lord built prompts and transfer of stimulus control into the life of Old Testament and/or New Testament believers

discuss the following question: 
Discuss how the writings of John Locke and Thomas Paine assisted the colonists in making the momentous decision to declare their independence from Britain.
What other events helped lead the colonists on the path to Revolution?
 
Part B
Biblical Scripture,
Verbal prompts, gestural prompts, modeling prompts, and physical prompts are all stimuli that guide people in their behavior. Describe instances of prompts that you find in the Bible.
Discuss ways that the Lord built prompts and transfer of stimulus control into the life of Old Testament and/or New Testament believers.

 

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urbanization, industrialization, immigration and Gilded Age politics that Upton Sinclair's text-discuss how things have changed and/or not changed in the time since Sinclair wrote The Jungle

 
· The Jungle book paper assignment,
select a topic related to urbanization, industrialization, immigration and Gilded Age politics that Upton Sinclair’s book, The Jungle, illuminates and explores. There are numerous possibilities, such as workplace safety, urban politics, treatment of immigrants, child labor, the meat packing industry, unions, socialism, sanitation, government regulation, etc. Focus on the 1880-1910 period. Discuss these events and topics
· Use the scholarly and primary sources to clarify and examine your chosen subject. You must also give clear examples from The Jungle that touch upon your topic. These need to be cited on a “Works Cited”(end notes) page. Be sure to reference The Jungle (particular characters and events that relate to your topic), scholarly articles, newspaper articles, the text, documentary, and lectures used in your research.  End notes are not to be counted as part of the 1,200 word requirement.
· In a closing “Modern Times” paragraph, discuss how things have changed and/or not changed in the time since Sinclair wrote The Jungle. Use relatively recent newspaper articles for this part of the assignment.
 

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Alzheimer's effects on the brain:Describe how damage to that area of the brain affects memory

hippocampus
which is the part of the brain that is most associated with memory?
Read over The Hippocampus
For your post please choose one type of memory.
1. Describe one of the hypotheses about how the hippocampus works.
Read the rest about how Alzheimer’s affects the brain
2.  Post about another part of the brain involved in memory (other than the hippocampus).
Name the region of the brain and post an image or link to image of the part of the brain you choose.
Describe how damage to that area of the brain affects memory.

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Kohlberg’s theory-three levels and six stages of moral development

Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development
to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).
There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.
References
Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs’s Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549
to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).
There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.
References
Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs’s Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549
to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).
There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.
References
Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs’s Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549
to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).
There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.
References
Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs’s Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549
Sullivan, E. V., McCullough, G., & Stager, M. (1970). A
developmental study of the The relationship between conceptual, ego, and moral
development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-
developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development
Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/” http://www.livestrong.com/article/177239-physical-
development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-
Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-
development-7-12-year-olds/
Sullivan, E. V., McCullough, G., & Stager, M. (1970). A
developmental study of the The relationship between conceptual, ego, and moral
development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-
developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development
Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/” http://www.livestrong.com/article/177239-physical-
development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-
Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-
development-7-12-year-olds/
Sullivan, E. V., McCullough, G., & Stager, M. (1970). A
developmental study of the The relationship between conceptual, ego, and moral
development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-
developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development
Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/” http://www.livestrong.com/article/177239-physical-
development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-
Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-
development-7-12-year-olds/
Sullivan, E. V., McCullough, G., & Stager, M. (1970). A
developmental study of the The relationship between conceptual, ego, and moral
development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-
developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development
Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/” http://www.livestrong.com/article/177239-physical-
development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-
Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-
development-7-12-year-old

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classical conditioning and operant conditioning-1. Choose one term from the reading so far and write a post defining the term in your own words.

The most simple types of learning are classical conditioning and operant conditioning. Here is a cool video of scientists using instrumental conditioning with bees! http://www.telegraph.co.uk/news/2017/02/24/bumble-bees-found-have-impressive-brain-power-trained-score/ (Links to an external site.)Links to an external site. Read the intro and first section of chapter 12 (ch 13 in the 11th edition) about studies in animals where they used techniques such as lesioning and numbing brain regions using cooling or drugs to see how conditioning was affected. This section of module 12.1 is called “Localized Representation of Memory”. brain scan series

Now read the section titled “Types of Memory in module and make sure you understand the terms.

1. Choose one term from the reading so far and write a post defining the term in your own words.

2. Reply to classmate’s post providing an example of the term they defined.

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child’s personality -what are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated

While a child’s personality is evolving their bodies are changing and growing. What are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated (McCoy, 2008). While preschoolers are just beginning to obtain a sense of physical independence, healthy 9-year-olds have typically developed the motor skills, balance, and coordination needed to perform most daily tasks without help (McCoy, 2008).
According to Melton (2013), a child amongst the ages of seven and twelve years is relatively independent when it comes to doing physical activities, and his or her coordination and stability continues to progress over time. Their figure is also going through many physical changes as they prepare to go in their teenage years. You may find yourself speculating what to expect from a child his age (Melton, 2013).
As our children grow physically and develop their distinctive personalities, their cognitive aptitudes are also evolving. Piaget’s Stage Theory talks about the development of thought and cognitive development. Piaget suggests that children’s thought progress go through sequences of four major stages: we will be most interested in stages 2-4 (Weiten, 2008, p.314-315).
• Stage 1- Sensorimotor Period (birth- two yrs old)- coordination of sensory input and motor responses; development of object stability (p. 315)
• Stage 2- Preoperational Period (2-7 yrs old)- development of symbolic thought marked by irreversibility, centration, and egocentrism (p. 315)
• Stage 3- Concrete Operational Period (7-11 yrs old)- mental operations applied to existing events; mastery of conservation, hierarchical classification (p. 315)
• Stage 4- Formal Operational Period (11- Adulthood)- mental processes applied to abstract ideas; logical, methodical
• Stage 3- Initiative vs. Guilt (4-6 yrs old); am I right or am I wrong?
• Stage 4- Industry vs. Inferiority (6- Puberty); Am I capable or am I worthless?
While a child’s personality is evolving their bodies are changing and growing. What are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated (McCoy, 2008). While preschoolers are just beginning to obtain a sense of physical independence, healthy 9-year-olds have typically developed the motor skills, balance, and coordination needed to perform most daily tasks without help (McCoy, 2008).
According to Melton (2013), a child amongst the ages of seven and twelve years is relatively independent when it comes to doing physical activities, and his or her coordination and stability continues to progress over time. Their figure is also going through many physical changes as they prepare to go in their teenage years. You may find yourself speculating what to expect from a child his age (Melton, 2013).
As our children grow physically and develop their distinctive personalities, their cognitive aptitudes are also evolving. Piaget’s Stage Theory talks about the development of thought and cognitive development. Piaget suggests that children’s thought progress go through sequences of four major stages: we will be most interested in stages 2-4 (Weiten, 2008, p.314-315).
• Stage 1- Sensorimotor Period (birth- two yrs old)- coordination of sensory input and motor responses; development of object stability (p. 315)
• Stage 2- Preoperational Period (2-7 yrs old)- development of symbolic thought marked by irreversibility, centration, and egocentrism (p. 315)
• Stage 3- Concrete Operational Period (7-11 yrs old)- mental operations applied to existing events; mastery of conservation, hierarchical classification (p. 315)
• Stage 4- Formal Operational Period (11- Adulthood)- mental processes applied to abstract ideas; logical, methodical
• Stage 3- Initiative vs. Guilt (4-6 yrs old); am I right or am I wrong?
• Stage 4- Industry vs. Inferiority (6- Puberty); Am I capable or am I worthless?
While a child’s personality is evolving their bodies are changing and growing. What are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated (McCoy, 2008). While preschoolers are just beginning to obtain a sense of physical independence, healthy 9-year-olds have typically developed the motor skills, balance, and coordination needed to perform most daily tasks without help (McCoy, 2008).
According to Melton (2013), a child amongst the ages of seven and twelve years is relatively independent when it comes to doing physical activities, and his or her coordination and stability continues to progress over time. Their figure is also going through many physical changes as they prepare to go in their teenage years. You may find yourself speculating what to expect from a child his age (Melton, 2013).
As our children grow physically and develop their distinctive personalities, their cognitive aptitudes are also evolving. Piaget’s Stage Theory talks about the development of thought and cognitive development. Piaget suggests that children’s thought progress go through sequences of four major stages: we will be most interested in stages 2-4 (Weiten, 2008, p.314-315).
• Stage 1- Sensorimotor Period (birth- two yrs old)- coordination of sensory input and motor responses; development of object stability (p. 315)
• Stage 2- Preoperational Period (2-7 yrs old)- development of symbolic thought marked by irreversibility, centration, and egocentrism (p. 315)
• Stage 3- Concrete Operational Period (7-11 yrs old)- mental operations applied to existing events; mastery of conservation, hierarchical classification (p. 315)
• Stage 4- Formal Operational Period (11- Adulthood)- mental processes applied to abstract ideas; logical, methodical
• Stage 3- Initiative vs. Guilt (4-6 yrs old); am I right or am I wrong?
• Stage 4- Industry vs. Inferiority (6- Puberty); Am I capable or am I worthless?
While a child’s personality is evolving their bodies are changing and growing. What are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated (McCoy, 2008). While preschoolers are just beginning to obtain a sense of physical independence, healthy 9-year-olds have typically developed the motor skills, balance, and coordination needed to perform most daily tasks without help (McCoy, 2008).
According to Melton (2013), a child amongst the ages of seven and twelve years is relatively independent when it comes to doing physical activities, and his or her coordination and stability continues to progress over time. Their figure is also going through many physical changes as they prepare to go in their teenage years. You may find yourself speculating what to expect from a child his age (Melton, 2013).
As our children grow physically and develop their distinctive personalities, their cognitive aptitudes are also evolving. Piaget’s Stage Theory talks about the development of thought and cognitive development. Piaget suggests that children’s thought progress go through sequences of four major stages: we will be most interested in stages 2-4 (Weiten, 2008, p.314-315).
• Stage 1- Sensorimotor Period (birth- two yrs old)- coordination of sensory input and motor responses; development of object stability (p. 315)
• Stage 2- Preoperational Period (2-7 yrs old)- development of symbolic thought marked by irreversibility, centration, and egocentrism (p. 315)
• Stage 3- Concrete Operational Period (7-11 yrs old)- mental operations applied to existing events; mastery of conservation, hierarchical classification (p. 315)
• Stage 4- Formal Operational Period (11- Adulthood)- mental processes applied to abstract ideas; logical, methodical
processes applied to abstract ideas; logical, methodical thinking (p. 315)
With the combination of all the physical, emotional, and cognitive changes that occur throughout childhood there is the importance of knowing how a child develops moral cognitive. Kohlberg’s Stage Theory holds some merit when describing how a person develops moral cognitive over their lifespan. Kohlberg’s Model describes three levels of moral cognitive, each of which can be divided into two stages (Weiten, 2008, p.319).
• Pre-conventional Level o Stage 1- Punishment Orientation- right and wrong is
determined by what is punished o Stage 2- Naïve Reward Orientation- right and wrong is
determined by what is rewarded • Conventional Level
o Stage 3- Good boy/ right girl orientation- right and wrong is determined by close others’ approval or disapproval
o Stage 4- authority orientation- right and wrong is determined by society’s rules, and laws, which should be obeyed rigidly
• Post-conventional Level o Stage 5- Social Contract Orientation- right and wrong
is determined by society’s rules, which are viewed as fallible rather than absolute
o Stage 6- Individual values and conscience orientation- right and wrong is resolute by abstract ethical principles that emphasize equity and justice
Kohlberg wrote a paper in 1968 that evaluations the suggestions of the cognitive-developmental theories of Baldwin, Dewy, Piaget, and Vygotsky for preschool education (Kohlberg, 1968, p. 1013). According to Kohlberg (1968), devotees for early cognitive stimulation would often reference Piaget’s ideas but become accustomed to suit their diverse viewpoints, such as Bruner, Oliver, and Hunt just to name a few(p. 1013). Piaget’s ideas are interpreted as reliable with the view that intelligence is a set of acquired information-processing skills and that any
processes applied to abstract ideas; logical, methodical thinking (p. 315)
With the combination of all the physical, emotional, and cognitive changes that occur throughout childhood there is the importance of knowing how a child develops moral cognitive. Kohlberg’s Stage Theory holds some merit when describing how a person develops moral cognitive over their lifespan. Kohlberg’s Model describes three levels of moral cognitive, each of which can be divided into two stages (Weiten, 2008, p.319).
• Pre-conventional Level o Stage 1- Punishment Orientation- right and wrong is
determined by what is punished o Stage 2- Naïve Reward Orientation- right and wrong is
determined by what is rewarded • Conventional Level
o Stage 3- Good boy/ right girl orientation- right and wrong is determined by close others’ approval or disapproval
o Stage 4- authority orientation- right and wrong is determined by society’s rules, and laws, which should be obeyed rigidly
• Post-conventional Level o Stage 5- Social Contract Orientation- right and wrong
is determined by society’s rules, which are viewed as fallible rather than absolute
o Stage 6- Individual values and conscience orientation- right and wrong is resolute by abstract ethical principles that emphasize equity and justice
Kohlberg wrote a paper in 1968 that evaluations the suggestions of the cognitive-developmental theories of Baldwin, Dewy, Piaget, and Vygotsky for preschool education (Kohlberg, 1968, p. 1013). According to Kohlberg (1968), devotees for early cognitive stimulation would often reference Piaget’s ideas but become accustomed to suit their diverse viewpoints, such as Bruner, Oliver, and Hunt just to name a few(p. 1013). Piaget’s ideas are interpreted as reliable with the view that intelligence is a set of acquired information-processing skills and that any
processes applied to abstract ideas; logical, methodical thinking (p. 315)
With the combination of all the physical, emotional, and cognitive changes that occur throughout childhood there is the importance of knowing how a child develops moral cognitive. Kohlberg’s Stage Theory holds some merit when describing how a person develops moral cognitive over their lifespan. Kohlberg’s Model describes three levels of moral cognitive, each of which can be divided into two stages (Weiten, 2008, p.319).
• Pre-conventional Level o Stage 1- Punishment Orientation- right and wrong is
determined by what is punished o Stage 2- Naïve Reward Orientation- right and wrong is
determined by what is rewarded • Conventional Level
o Stage 3- Good boy/ right girl orientation- right and wrong is determined by close others’ approval or disapproval
o Stage 4- authority orientation- right and wrong is determined by society’s rules, and laws, which should be obeyed rigidly
• Post-conventional Level o Stage 5- Social Contract Orientation- right and wrong
is determined by society’s rules, which are viewed as fallible rather than absolute
o Stage 6- Individual values and conscience orientation- right and wrong is resolute by abstract ethical principles that emphasize equity and justice
Kohlberg wrote a paper in 1968 that evaluations the suggestions of the cognitive-developmental theories of Baldwin, Dewy, Piaget, and Vygotsky for preschool education (Kohlberg, 1968, p. 1013). According to Kohlberg (1968), devotees for early cognitive stimulation would often reference Piaget’s ideas but become accustomed to suit their diverse viewpoints, such as Bruner, Oliver, and Hunt just to name a few(p. 1013). Piaget’s ideas are interpreted as reliable with the view that intelligence is a set of acquired information-processing skills and that any
processes applied to abstract ideas; logical, methodical thinking (p. 315)
With the combination of all the physical, emotional, and cognitive changes that occur throughout childhood there is the importance of knowing how a child develops moral cognitive. Kohlberg’s Stage Theory holds some merit when describing how a person develops moral cognitive over their lifespan. Kohlberg’s Model describes three levels of moral cognitive, each of which can be divided into two stages (Weiten, 2008, p.319).
• Pre-conventional Level o Stage 1- Punishment Orientation- right and wrong is
determined by what is punished o Stage 2- Naïve Reward Orientation- right and wrong is
determined by what is rewarded • Conventional Level
o Stage 3- Good boy/ right girl orientation- right and wrong is determined by close others’ approval or disapproval
o Stage 4- authority orientation- right and wrong is determined by society’s rules, and laws, which should be obeyed rigidly
• Post-conventional Level o Stage 5- Social Contract Orientation- right and wrong
is determined by society’s rules, which are viewed as fallible rather than absolute
o Stage 6- Individual values and conscience orientation- right and wrong is resolute by abstract ethical principles that emphasize equity and justice
Kohlberg wrote a paper in 1968 that evaluations the suggestions of the cognitive-developmental theories of Baldwin, Dewy, Piaget, and Vygotsky for preschool education (Kohlberg, 1968, p. 1013). According to Kohlberg (1968), devotees for early cognitive stimulation would often reference Piaget’s ideas but become accustomed to suit their diverse viewpoints, such as Bruner, Oliver, and Hunt just to name a few(p. 1013). Piaget’s ideas are interpreted as reliable with the view that intelligence is a set of acquired information-processing skills and that any
a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).
Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).
According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.
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Integrating the Field of Developmental-Examine the physical changes associated with the selected developmental stage

PSY 605 WEEK 6 FINAL PAPER
Week 6 – Final Paper
Integrating the Field of Developmental Psychology: A Review of the Literature
Prior to beginning work on this assignment, review the age group / developmental stage you selected in Week Two of the course. Remember, you must use this age group / developmental stage.
You will then review the Developmental Psychology literature examining findings for that age group / developmental stage in terms of the physical, emotional, cognitive, social dimensions, and how they impact development and can best be used to meet developmental needs.  Additionally, create a summary of the developmental stage as viewed through the lens of one developmental theory we have studied across the course (Piaget’s Theory of Cognitive Development, Freud’s Psychosexual Theory, Erickson’s Psychosocial Theory, etc.).
In your paper,
Examine the physical changes associated with the selected developmental stage.
Examine the cognitive changes associated with the selected developmental stage.
Examine the emotional changes associated with the selected developmental stage.
Examine the social changes associated with the selected developmental stage.
Evaluate the developmental changes and appraise the effects of the physical, cognitive, emotional, and social environments.
Integrate developmental and environmental factors into an assessment of developmental needs.
Create a summary of the developmental stage as viewed through the lens of a selected developmental theory.
Propose solutions for areas not addressed by the theory.
Analyze the ethical considerations for research and practice with the selected developmental stage.
The Integrating the Field of Developmental Psychology: A Review of the Literature
Must be 8 to 10 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least five scholarly sources in addition to the course text.
The Scholarly, Peer Reviewed, and Other Credible Sourcestable offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment