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A neuropsychologist is applying for a grant to study the neurological underpinnings of a particular developmental change other than language. They argue that social skills development shows promise because as the brain becomes more organized and efficient, a child's social world similarly becomes more complex, requiring social skills like cooperation, conflict resolution and relationship building, just as in an adult's work or school environment. However, a child experiences social interactions differently due to cognitive and emotional immaturity.
A neuropsychologist is applying for a grant to study the neurological underpinnings of a particular developmental change other than language. They argue that social skills development shows promise because as the brain becomes more organized and efficient, a child's social world similarly becomes more complex, requiring social skills like cooperation, conflict resolution and relationship building, just as in an adult's work or school environment. However, a child experiences social interactions differently due to cognitive and emotional immaturity.
A neuropsychologist is applying for a grant to study the neurological underpinnings of a particular developmental change other than language. They argue that social skills development shows promise because as the brain becomes more organized and efficient, a child's social world similarly becomes more complex, requiring social skills like cooperation, conflict resolution and relationship building, just as in an adult's work or school environment. However, a child experiences social interactions differently due to cognitive and emotional immaturity.
Question 2. Imagine you are 4½ years old and in daycare.
It is a daycare with lots of different
kinds of kids with varying levels of social skills. Give me your first-hand account of social relations and interactions in a typical day at daycare (in the form of a journal or running narrative), focusing on both your friendships and peer relations. Discuss the forms of activities in which you engage but concentrate on the nature of social interactions. Pretend that while only 4 ½, you are blessed with a tremendous amount of wisdom and ability to reflect on your social experiences. Use your wisdom and reflection in your account to point out the ways in which your social world (as a preschooler) is in some ways just like your social world (as an adult) at school or at work. Also address the ways in which your childhood and adult social experiences are very different from each other. Question 2. Imagine you are 4½ years old and in daycare. It is a daycare with lots of different kinds of kids with varying levels of social skills. Give me your first-hand account of social relations and interactions in a typical day at daycare (in the form of a journal or running narrative), focusing on both your friendships and peer relations. Discuss the forms of activities in which you engage but concentrate on the nature of social interactions. Pretend that while only 4 ½, you are blessed with a tremendous amount of wisdom and ability to reflect on your social experiences. Use your wisdom and reflection in your account to point out the ways in which your social world (as a preschooler) is in some ways just like your social world (as an adult) at school or at work. Also address the ways in which your childhood and adult social experiences are very different from each other. Question 2. Question 1. In the lecture on Brain Development, brain functioning was characterized as becoming faster, more efficient, and better controlled and organized through specialized and non-specialized neurological mechanisms. Imagine you are a Neuropsychologist writing a grant to explore the role of the brain changes in development. The grant application is asking you to identify a particular developmental change (other than language) that shows the most promise to have neurological underpinnings. Like any grant applicant, you must justify your thinking: Why do you think there is a correspondence between your candidate ability, skill (etc.) and brain development? Your argument should outline why you think that there is a potential connection between brain development and your candidate acquisition. Remember, you are not attempting to describe how mental functions are caused by neurological ones, only that the parallel between brain development and your particular acquisition is worthy of continued investigation by those interested in such questions about mind/body relationships.
Question 1. In the lecture on Brain Development, brain functioning was characterized as
becoming faster, more efficient, and better controlled and organized through specialized and non-specialized neurological mechanisms. Imagine you are a Neuropsychologist writing a grant to explore the role of the brain changes in development. The grant application is asking you to identify a particular developmental change (other than language) that shows the most promise to have neurological underpinnings. Like any grant applicant, you must justify your thinking: Why do you think there is a correspondence between your candidate ability, skill (etc.) and brain development? Your argument should outline why you think that there is a potential connection between brain development and your candidate acquisition. Remember, you are not attempting to describe how mental functions are caused by neurological ones, only that the parallel between brain development and your particular acquisition is worthy of continued investigation by those interested in such questions about mind/body relationships. Imagine you are 4½ years old and in daycare. It is a daycare with lots of different kinds of kids with varying levels of social skills. Give me your first-hand account of social relations and interactions in a typical day at daycare (in the form of a journal or running narrative), focusing on both your friendships and peer relations. Discuss the forms of activities in which you engage but concentrate on the nature of social interactions. Pretend that while only 4 ½, you are blessed with a tremendous amount of wisdom and ability to reflect on your social experiences. Use your wisdom and reflection in your account to point out the ways in which your social world (as a preschooler) is in some ways just like your social world (as an adult) at school or at work. Also address the ways in which your childhood and adult social experiences are very different from each other. Question 2. Imagine you are 4½ years old and in daycare. It is a daycare with lots of different kinds of kids with varying levels of social skills. Give me your first-hand account of social relations and interactions in a typical day at daycare (in the form of a journal or running narrative), focusing on both your friendships and peer relations. Discuss the forms of activities in which you engage but concentrate on the nature of social interactions. Pretend that while only 4 ½, you are blessed with a tremendous amount of wisdom and ability to reflect on your social experiences. Use your wisdom and reflection in your account to point out the ways in which your social world (as a preschooler) is in some ways just like your social world (as an adult) at school or at work. Also address the ways in which your childhood and adult social experiences are very different from each other.