EPSY 2130 1st Edition Lecture 3Outline of Last Lecture I. Quiz over syllabusII. What is good teaching?III. Characteristics of the Intentional TeacherIV. Learning/Teaching TodayV. The Role of Educational PsychologyVI. Using Research to Understand and Improve LearningOutline of Current Lecture VII. Quiz over Chapter 2 of textbookVIII. Mindfulness Exercise: React or RespondIX. Research BasicsX. Brain BasicsXI. Definition of DevelopmentXII. CognitionXIII. A Constructivist ApproachXIV.In Class ActivityXV. Piaget’s Theory of Cognitive DevelopmentCurrent LectureQuiz over Chapter 2:- Formed groups of 4-5, completed multiple choice quiz with group matesMindfulness Exercise: React or Respond:- While closing our eyes, we were challenged to pay attention to every itch and desire to fidget that came up, and then thoughtfully decide to respond to that itch or not.Research Basics:- Bias should be acknowledged- Sampling procedures should be described- Conclusions should be supportedThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Implications should be addressed (What now? So what?)---these should be helpful when you read or analyze research. What is the source of development?-Nature vs Nurture argument is dead-Epigenetics—the study of changes in an organism caused by modification of gene expression rather than alteration of the genetic code itself-Thus, it refers to the things that effect the development other than the DNA sequence What is the shape of development?-Continuity vs Discontinuity -Like a straight line gradually increasing or a stair case with spurts of growth and then pauses Is it ever too late to develop?-No! -Some critical periods (ex: Language)-Most developing happens during sensitive periods Definition of Development:3 Principles:-There are different rates of development-Developing is an orderly process-Development takes place graduallyTwins: Insights into Intelligence -Identical vs Fraternal (Identical share 100% genes, while fraternal are more like normal siblings and only share about 50%)-Heritability estimates for intelligence Cognition:- Virtually everything we do involves thinking or cognitive functioning- How do kids become able to do all these things?- Why are some better at some tasks?- Why are some quicker to develop?A Constructivist Approach:-Piaget: Children are:-active in constructing knowledge-learning many important lessons on their own-intrinsically motivated to learn (naturally motivated)In Class Activity: -Create a chart for 0-2, 2-7, 7-11, 12-adult and fill in evidence/points of development in a social, personal, physical, and cognitive aspect.Piaget’s Theory of Cognitive Development:-Cognitive skills change because people are constantly trying to make sense of the world-Influenced by:-Maturation (biological changes)-Activity (act on the environment)-Social Experience (learn from others)-Equilibration -Basic tendencies in thinking:-Organization -Ongoing process -Schemes (mental representations of things in the world)-Adaptation (adjusting to environment)-Assimilation-fitting new information into existing schemes-Accommodation- altering existing schemes or creating new ones in response to new information***Assimilation and Accommodation can occur together -Equilibration-act of searching for balanceCentral properties of Piaget’s Stage Theory:-qualitative change-Broad applicability across topics/context-brief transitions-invariant sequence4 Stages:-Sensorimotor: 0-2-Pre-operational: 2-7-Concrete Operational: 7-11-Formal Operational: