Scholify essay developmental, maths debate
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While some researchers claim that infants have an innate ability to discriminate numbers and perform simple math, this view is debated. Tests show that infants under 14-16 months struggle with basic less than/greater than judgments, suggesting their poor understanding of numeracy. Methods used to argue infants can distinguish numbers have received criticism for not controlling for non-numerical elements like total area or amount that infants could be responding to rather than number itself. More research is needed to understand infants' early number skills.
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Question 1
Of the following research topics, which is most likely to be an observational study?
The relationship between hours of exercise and sleep.
The difference in minutes a day exercising between boys and girls.
The types of exercise students engage in after school.
Students feelings about after-school track practice.
Question 2
Correlational research allows the researcher to answer questions such as:
what is the relationship between Variable A and Variable B?
does change in Variable A cause change in Variable B?
is there a significant difference between scores on Variable A and scores on Variable B?
does change in Variable B causes change in Variable A?
Question 3
Which of the following is an example of a good research question for a correlational study?
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Is there a relationship between student achievement and homework completion?
Are there differences in parent attitudes about homework between mothers and fathers?
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Question 4
Advantages of questionnaires include all of the following EXCEPT:
large numbers of people can be contacted for a relatively low cost.
data can be gathered from a large number of people in a relatively short period of time.
participants may feel more confident about their anonymity and therefore respond more honestly.
because questions are in written form, they are less likely to be misunderstood by respondents.
Question 5
Regarding the length of questionnaires to be used in survey research, which of the following statements is most accurate?
Including a large number of items on the survey assures that you will get useful data for all of your trouble.
Keeping the survey short makes it more likely people will be willing to complete it.
A relatively lengthy survey communicates your seriousness about the research endeavor so people will be more willing to complete it.
Shorter surveys produce data that are ambiguous and therefore not useful.
Question 6
Qualitative research often involves whats known as an iterative process for data collection and analysis. This terminology refers to the fact that, in qualitative research:
researchers focus more on narrative data than on statistics and numbers.
researchers typically do not begin by stating a hypothesis.
researchers may collect and analyze data, then collect and analyze some more data.
researchers first ask open-ended questions and then follow up with probing questions.
Question 7
In this type of study design, a particular group of individuals is studied in depth over a defined period of time.
case study
ethnography
phenomenology
grounded theory
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In this type of study design, the researcher studies the deep meaning an event or situation holds for other people.
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Running head: FALSE MEMORIES AND OLDER ADULTS 1
Older Adults Experience More False Memories Compared to Other Age Groups
Amanda Sinclair 11036772
University of Saskatchewan
Psychology 255.3 61: Human Memory
3 November 2013
FALSE MEMORIES AND OLDER ADULTS 2
Proclamation
In submitting this paper, I attest that this paper, and any version of this paper, has not previously
or concurrently been submitted for credit in another course by myself or anyone else.
FALSE MEMORIES AND OLDER ADULTS 3
Abstract
Compared to other age groups (e.g. child, teenager, young adult) older adults experience a
greater amount of false memories. This was shown in Fandakova, Shing, and Lindenberg (2013)
with the use of proactive interference. In Jacoby, Bishara, Hessels, & Toth (2005) retroactive
interference was used to create false memories in young and older adults resulting in higher false
memories for older adults. Shing, Werkle-Bergner, Li, & Lindenberger (2009) found that not
only did older adults have a greater amount of false memories but were also disproportionately
more confident in their false memories than children. A neurological study done by Dennis, Kim,
& Cabeza (2008) found that, compared to young adults, older adults showed both a reduction in
true memories and an increase in false memories. It was also shown that a neurological
explanation could be found for the age difference in false memories. In summary, modern
research shows clear evidence in support of older adults having a greater proportion of false
memories than other age groups.
FALSE MEMORIES AND OLDER ADULTS 4
Older Adults Have More False Memories Than Other Age Groups
Recent research has shown that the likelihood of remembering false events increases as a
person ages, this paper aims to flush out this research and find a clear correlation between age
and false memories. False memories, erroneously remembering episodes that did not occur, have
been an area of interest since Elizabeth Loftus created the Lost in the Mall technique in 1994.
This technique involved Loftus implanting a false memory into a child of being lost in a mall at a
younger age (Loftus, 1995). At that point it was thought that only children were susceptible to
false memories (then said to be repressed memories) and not adults. Since then it has been shown
that not only do children create false memories, and are susceptible to implantation, but also
young and older adults (Lindsay, Hagen, Read, Wade, & Garry, 2004). For example, Wade,
Garry, Read, & Lindsay (2002) successfully implanted a false memory of being in a hot air
balloon as a child into twenty subjects whose age ranged from 18-28.
Recently, researchers have begun studying age related differences and changes in false
memories between age groups (Anastasi & Rhodes, 2008; Brainerd & Reyna, 2002; Norman &
Schacter, 1997; Tun, Wingfield, Rosen, & B.Lcp65 d winter2002p127
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1) Children's suggestibility remains a concern even for older children, not just preschoolers. Several recent studies show that suggestibility declines with age but that adolescents can still be more suggestible than adults under certain conditions.
2) Suggestion can take many forms beyond just leading questions, such as giving children misinformation about what other children reported, praising children for agreeing with suggestions, or inviting children to speculate about suggested events. These additional suggestive techniques have been shown to increase children's agreement with false information compared to just leading questions alone.
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Here are 3 open-ended questions that aim to get accurate testimony from the 6-year old while accounting for the key factors affecting accuracy in children:
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The Subject-Experimenter Contract: A Reexamination of
Subject Pool Contamination
Kitty Klein
Brian Cheuvront
North Carolina State University
W e conducted three experiments to investigate: ( a ) the extent to
which student research participants believe they will disclose de-
tuils of their experiences, ( b ) how much subjects uctually will
disclose immediately following a request not to reveal i n f o m -
tion, and ( c ) how much they will disclose after a 2-week interval.
Disclosure rates increused across the experiments. In the first
experiment, one fifth of the subjects indicated that they probably
would not preserve confidentiality, whether or not they believed it
was important to do so. In the second experiment, signing a pledge
not to discuss the experiment resulted in less disclosure, but over
one third o f the subjects revealed information to a confederate. In
the third experiment, promising students anonymity increased
disclosure; 85% of the subjects disclosed information, The results
indicate thut failure to heed requests for confidentiality may be ( 1
widespread problem in college subject pools.
In recent years, we have seen a renewed concern that
undergraduate students enjoy an ethical and educational
experience when they participate in psychological experi-
ments. Britton (1987) expressed concern that the direct
educational benefits of serving as a research participant are
sufficient t o justify the costs to the individuals involved.
Kimble (1987) and Korn (1988) outlined the educational
benefits students should expect. They emphasized that re-
search participants have a right to a discussion of the topic of
interest, a n explanation of the procedures followed, and a
summary of the results. Nonetheless, Coulter (1986) re-
ported that a substantial number of her undergraduates con-
sidered their research participation as "boring, irrelevant,
and a waste of time" (p. 3 17). She urged experimenters to
prepare debriefings that will educate, rather than simply
dismiss, student subjects.
Another side of this ethical coin has received little discus-
sion. With the exception of Korn's (1988) list of participant
responsibilities, the rights of the experimenter are rarely
addressed. O n e of these rights, the participant's responsihil-
~ t y to honor the researcher's request not to discuss the study
with anyone else who might be a participant, was the impe-
tus for our article. T h e problem is essentially one of subject
pool contamination. Revealing information about a n ex-
perimental procedure or outcome may affect the willingness
of other students to volunteer for a particular experiment
and may alter their behavior if they do participate. As Mar-
ans (1988) noted, leaked information has the potential to
threaten the internal validity of our results.
Subject pool contamination has received some empirical
attention, alheit very little. Evidence appears mixed on the
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Edited by
Elissa R Benedek, M.D.
Peter Ash, M.D.
Charles L. Scott, M.D.
Washington, DC
London, England
Chapter ] 6
Reliability and Suggestibility
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From Science to Practice
Sarah Kulkofsky, Ph.D.
Kamala London, Ph.D.
n spring 1985, a 4-year-old student at the Wee Cale
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"That's what my teacher does to me at nap time at
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school All children at the nursery school wele lepeat-
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(who were informed about sexual abuse suspmlons in
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dren's testimony, which was elicited in a highly sug-
gestive manner.
In the United States, more than 4 million cases of
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al. 2007) Histormally, children rarely provided uncor-
roborated testimony in legal settings. However, be-
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and problems associated with child maltreatment,
partmulmly with child sexual abuse (CSA), several ju-
dicial leforms were enacted starting in the 1970s and
1980s that brought more children at younger ages into
the courts. It is estimated that more than 100,000
childlen m the United States testify annually m crim-
inal and civil proceedings (Cecl and Bruck 1993).
As children began flooding the legal system, con-
cerns were raised about their ability to provide com-
plete and accmate accounts about past events. Many
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Gerald and Cheryl Amlrault and the McMartm Pre-
school. These cases were characterized by bizarre alle-
gations of abuse made by multiple children as well as
by aggressive and overzealous interviewing tech-
niques. When many of these cases started to come to
light, very little research existed regarding the reliabil-
ity of children's statements or appropriate interview-
217
21 8 Principles and Practice of Child and Adolesc ...PRINCIPLES AND PRACTICE OFChild and AdolescentForensic lvi.docx
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PRINCIPLES AND PRACTICE OF
Child and Adolescent
Forensic lvi ntal Health
Edited by
Elissa R Benedek, M.D.
Peter Ash, M.D.
Charles L. Scott, M.D.
Washington, DC
London, England
Chapter ] 6
Reliability and Suggestibility
of Children's Statements
From Science to Practice
Sarah Kulkofsky, Ph.D.
Kamala London, Ph.D.
n spring 1985, a 4-year-old student at the Wee Cale
Nursery School was having his temperature taken
with a rectal thermometm when he commented,
"That's what my teacher does to me at nap time at
school." The child's comment led to an mvestlgation
of Kelly Michaels, a young teacher at the nursery
school All children at the nursery school wele lepeat-
edly questioned about potential abuse by their parents
(who were informed about sexual abuse suspmlons in
the school), by investigators, and in individual and
gtoup therapy sessions. The chfldlen eventually made
a number of horrendous and sometimes bizalre alle-
gations, including that they were raped with spoons,
knives, and Lego blocks; that Kelly Michaels fmced
them to lick peanut butter off her naked body; that she
forced them to eat feces and drink urine; and that she
forced them to play games in the nude. Despite the
fact that there was no physmal evidence m the case
and that Kelly Michaels passed a polygraph test, she
was indicted on 299 charges and, after an 11-month
trial, was sentenced to 47 years m prison. She served 5
years m prison before her case was overturned on ap-
peal, largely as a result of the unreliability of the chil-
dren's testimony, which was elicited in a highly sug-
gestive manner.
In the United States, more than 4 million cases of
child maltreatment ale investigated each year (Pipe et
al. 2007) Histormally, children rarely provided uncor-
roborated testimony in legal settings. However, be-
cause of society's greater recognition of the prevalence
and problems associated with child maltreatment,
partmulmly with child sexual abuse (CSA), several ju-
dicial leforms were enacted starting in the 1970s and
1980s that brought more children at younger ages into
the courts. It is estimated that more than 100,000
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inal and civil proceedings (Cecl and Bruck 1993).
As children began flooding the legal system, con-
cerns were raised about their ability to provide com-
plete and accmate accounts about past events. Many
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high-profile sexual abuse cases, such as those revolv-
ing Kelly Michaels, as well as similar cases involving
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gations of abuse made by multiple children as well as
by aggressive and overzealous interviewing tech-
niques. When many of these cases started to come to
light, very little research existed regarding the reliabil-
ity of children's statements or appropriate interview-
217
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Baddeley and Hitch proposed that working memory consists of multiple specialized subsystems, including a central executive for controlling attention and two slave systems for temporary storage of verbal and visual information. They argued this tripartite model replaces the concept of a single short-term store. Evidence from dual-task studies supports the idea that each component has limited capacity and operates independently, as tasks using the same subsystem cannot be performed together successfully. The document discusses whether working memory involves specialized mechanisms and subsystems distinct from long-term memory.Scholify essay do diverse executive functions
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Executive functions, which coordinate cognitive processes like perception and memory, develop throughout childhood along different trajectories rather than uniformly. Studies have found that abilities like maintaining focus and switching tasks mature at different ages. To understand this diverse development and its implications for disorders, researchers must use a wide variety of tasks to separately assess each executive function while considering each task's strengths and limitations.Scholify essay dev selective attention
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It is important to study the development of executive function for several reasons. Executive function involves cognitive processes that control perception, memory, and action. Research has linked executive function to the prefrontal cortex and anterior cingulate cortex, areas of the brain involved in working memory, suppressing responses, and maintaining attention. Executive functions emerge early in development and continue developing into adulthood, reaching maturity around age 12. Impairments in executive function can be involved in various developmental disorders. Studying the development of executive function is important as it has been linked to developmental theories and problems in preschool-aged children.More Related Content
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PRINCIPLES AND PRACTICE OF
Child and Adolescent
Forensic lvi ntal Health
Edited by
Elissa R Benedek, M.D.
Peter Ash, M.D.
Charles L. Scott, M.D.
Washington, DC
London, England
Chapter ] 6
Reliability and Suggestibility
of Children's Statements
From Science to Practice
Sarah Kulkofsky, Ph.D.
Kamala London, Ph.D.
n spring 1985, a 4-year-old student at the Wee Cale
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"That's what my teacher does to me at nap time at
school." The child's comment led to an mvestlgation
of Kelly Michaels, a young teacher at the nursery
school All children at the nursery school wele lepeat-
edly questioned about potential abuse by their parents
(who were informed about sexual abuse suspmlons in
the school), by investigators, and in individual and
gtoup therapy sessions. The chfldlen eventually made
a number of horrendous and sometimes bizalre alle-
gations, including that they were raped with spoons,
knives, and Lego blocks; that Kelly Michaels fmced
them to lick peanut butter off her naked body; that she
forced them to eat feces and drink urine; and that she
forced them to play games in the nude. Despite the
fact that there was no physmal evidence m the case
and that Kelly Michaels passed a polygraph test, she
was indicted on 299 charges and, after an 11-month
trial, was sentenced to 47 years m prison. She served 5
years m prison before her case was overturned on ap-
peal, largely as a result of the unreliability of the chil-
dren's testimony, which was elicited in a highly sug-
gestive manner.
In the United States, more than 4 million cases of
child maltreatment ale investigated each year (Pipe et
al. 2007) Histormally, children rarely provided uncor-
roborated testimony in legal settings. However, be-
cause of society's greater recognition of the prevalence
and problems associated with child maltreatment,
partmulmly with child sexual abuse (CSA), several ju-
dicial leforms were enacted starting in the 1970s and
1980s that brought more children at younger ages into
the courts. It is estimated that more than 100,000
childlen m the United States testify annually m crim-
inal and civil proceedings (Cecl and Bruck 1993).
As children began flooding the legal system, con-
cerns were raised about their ability to provide com-
plete and accmate accounts about past events. Many
of these concmns were raised in lesponse to some
high-profile sexual abuse cases, such as those revolv-
ing Kelly Michaels, as well as similar cases involving
Gerald and Cheryl Amlrault and the McMartm Pre-
school. These cases were characterized by bizarre alle-
gations of abuse made by multiple children as well as
by aggressive and overzealous interviewing tech-
niques. When many of these cases started to come to
light, very little research existed regarding the reliabil-
ity of children's statements or appropriate interview-
217
21 8 Principles and Practice of Child and Adolesc ...PRINCIPLES AND PRACTICE OFChild and AdolescentForensic lvi.docx
PRINCIPLES AND PRACTICE OFChild and AdolescentForensic lvi.docxkeilenettie
油
PRINCIPLES AND PRACTICE OF
Child and Adolescent
Forensic lvi ntal Health
Edited by
Elissa R Benedek, M.D.
Peter Ash, M.D.
Charles L. Scott, M.D.
Washington, DC
London, England
Chapter ] 6
Reliability and Suggestibility
of Children's Statements
From Science to Practice
Sarah Kulkofsky, Ph.D.
Kamala London, Ph.D.
n spring 1985, a 4-year-old student at the Wee Cale
Nursery School was having his temperature taken
with a rectal thermometm when he commented,
"That's what my teacher does to me at nap time at
school." The child's comment led to an mvestlgation
of Kelly Michaels, a young teacher at the nursery
school All children at the nursery school wele lepeat-
edly questioned about potential abuse by their parents
(who were informed about sexual abuse suspmlons in
the school), by investigators, and in individual and
gtoup therapy sessions. The chfldlen eventually made
a number of horrendous and sometimes bizalre alle-
gations, including that they were raped with spoons,
knives, and Lego blocks; that Kelly Michaels fmced
them to lick peanut butter off her naked body; that she
forced them to eat feces and drink urine; and that she
forced them to play games in the nude. Despite the
fact that there was no physmal evidence m the case
and that Kelly Michaels passed a polygraph test, she
was indicted on 299 charges and, after an 11-month
trial, was sentenced to 47 years m prison. She served 5
years m prison before her case was overturned on ap-
peal, largely as a result of the unreliability of the chil-
dren's testimony, which was elicited in a highly sug-
gestive manner.
In the United States, more than 4 million cases of
child maltreatment ale investigated each year (Pipe et
al. 2007) Histormally, children rarely provided uncor-
roborated testimony in legal settings. However, be-
cause of society's greater recognition of the prevalence
and problems associated with child maltreatment,
partmulmly with child sexual abuse (CSA), several ju-
dicial leforms were enacted starting in the 1970s and
1980s that brought more children at younger ages into
the courts. It is estimated that more than 100,000
childlen m the United States testify annually m crim-
inal and civil proceedings (Cecl and Bruck 1993).
As children began flooding the legal system, con-
cerns were raised about their ability to provide com-
plete and accmate accounts about past events. Many
of these concmns were raised in lesponse to some
high-profile sexual abuse cases, such as those revolv-
ing Kelly Michaels, as well as similar cases involving
Gerald and Cheryl Amlrault and the McMartm Pre-
school. These cases were characterized by bizarre alle-
gations of abuse made by multiple children as well as
by aggressive and overzealous interviewing tech-
niques. When many of these cases started to come to
light, very little research existed regarding the reliabil-
ity of children's statements or appropriate interview-
217
21 8 Principles and Practice of Child and Adolesc ...Counting activity
Counting activity6023835
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This document describes a math activity called "Count Maths Bottles" set up to develop early mathematical understanding of counting from 1 to 10 in children aged 8 to 24 months. The activity uses recycled bottles and pom poms for counting games to develop cognitive, language, and fine motor skills. It is designed to involve investigating, exploring, counting, locating, and recognizing different numbers and colors. The goals are to develop counting from 1 to 10, language skills, and fine motor coordination between eyes and hands. The activity supports key learning outcomes in early childhood frameworks around developing a sense of belonging, broadening understanding of the world, and interacting verbally and non-verbally for different purposes.PME-NA2011 Integers History Childrens Approaches.pdf
PME-NA2011 Integers History Childrens Approaches.pdfPrestonTobias
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This is the history of childrens approaches and is very important for learners and students alike. Debunking misconceptions about mathematics in the early years
Debunking misconceptions about mathematics in the early yearsThe Australian Association of Mathematics Teachers (AAMT) Inc.
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Debunking misconceptions about mathematics in the early years is the first of a four part series of Connect with Maths webinarsMath activities
Math activitiesTeresaEdwards
油
The document provides descriptions of 14 math activities for young children focusing on skills like counting, classifying, comparing sizes, recognizing shapes, spatial awareness, identifying missing parts, ordering by size, measuring, and graphing quantities. Each activity suggests materials, procedures, and ways to evaluate children's understanding. The same instructional resource is cited for all activities.Math activities
Math activitiesTeresaEdwards
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The document provides descriptions of 14 math activities for young children focusing on skills like counting, classifying, comparing sizes, recognizing shapes, spatial awareness, identifying missing parts, ordering by size, measuring, and graphing quantities. Each activity suggests materials, procedures, and ways to evaluate children's understanding. The same instructional resource is cited for all activities.Early Numeracy
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Early Numeracy for preschool teachers based on research from the Oregon Department of Education. Adapted for South AfricaMATALLIOTAKI, E., (2012). Resolution of Division Problems by Young Children:...
MATALLIOTAKI, E., (2012). Resolution of Division Problems by Young Children:...eirinimatalliotaki
油
Dans cet article nous explorons le champ th辿orique et exp辿rimental des probl竪mes de division partitive, de quotition et de partage, comme illustr辿s par des 辿tudes r辿centes dans ce domaine. Le but 辿tait d'expliquer et justifier l'utilit辿 de pr辿senter des probl竪mes de quotition, accompagn辿s des repr辿sentations graphiques, des enfants de jeune 但ge. L'辿tude actuelle pr辿sente six probl竪mes propos辿s des enfants de 5 6,5 ans dans le cadre d'une 辿tude empirique. Les 辿tudes montrent que la division quotition est accessible aux enfants de jeune 但ge. La manipulation des repr辿sentations graphiques afin de r辿soudre ces probl竪mes s'av竪re plus efficace que la pr辿sentation orale des probl竪mes.STRATEGIES-TO-PROCESS-INFORMATION-ON-A-TEXT-Copy.pptx
STRATEGIES-TO-PROCESS-INFORMATION-ON-A-TEXT-Copy.pptxTrishaJerafusco
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This document discusses common problems with reading comprehension and strategies to improve comprehension. It identifies poor decoding skills, lack of activating background knowledge, and inability to question a text as potential problems. It then describes five strategies to address these issues: 1) Activating background knowledge to connect new information to existing schemas, 2) Asking right now, analytical, and research questions of the text, 3) Analyzing text structure like chronology or problem-solution, 4) Visualizing content as diagrams rather than pictures, and 5) Summarizing by condensing ideas and connecting themes.Iep
IepBeberly Banquito
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This article discusses three ways to improve number sense for students with disabilities:
1. Provide concrete experiences with numbers by having students count real objects to develop an understanding of quantities.
2. Teach math skills until mastery by providing feedback and opportunities for students to practice and solve problems.
3. Develop language skills in math by teaching mathematical terms and symbols and having conversations that connect math to students' lives.Debunking misconceptions about mathematics in the early years
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