1-Choose an major theoretical issue from a table below and discuss about it: •Include reference to a theory and/or theorist and a relevant example or study
2- Write a list of suggestions for the orphanages to manage the children better based on what we now know about a child’s development from conception throughout the prenatal, perinatal and neonatal periods.
3- You have been asked to put together an education seminar for a group of men and women aged 65 and over. The topic for the seminar is ‘sex and aging – unraveling the myths and facts’.
Write a brief (200-500 word) summary that can be included in the information pamphlet that will be given to the participants. The summary should include an overview of the relevant topics that will be covered, where the information has been gathered (e.g. theory, studies, centers etc.), and what the participants can expect to get out of the seminar.
E.g. physical, psychological, environmental impacts on older people’s sex lives, commonly held myths and questions about sex and aging, commonly held questions about sex and aging, community attitudes towards sex and aging, etc.
4- With reference to Vygotsky’s sociocultural theory, discuss (200- 500 words) the impact and differences in social, historical and environmental influences on the cognitive development of your grandparents compared with yourself.
Research a case study related to a unique memory presentation and present he facts of the case to the class. Include information about the type of memory that is unique, how it has developed, how this individual is different from the ‘norm’, any advantages or disadvantages of their unique memory abilities and any other additional interesting information that is relevant to the lecture, textbook and tutorial material from this week.
E.g. The Rainman Twins – autistic savants with incredible memory abilities; Hyperthymesia; Andi Bell, Patient HM recall ability etc
6- Andrew is a nine-year old boy who has been getting poor grades at school. His kindergarten teacher had recommended for his parents to have him assessed when he was 4 to 5 years old, however they could not afford it. Andrew cannot keep up with his classmates in Math or English and is often picked on for being ‘stupid’. He is very shy and will avoid asking questions in class. Andrew needs help tying his shoelaces, making his breakfast, and finding his school bag at lunch time. The teacher is required to walk Andrew to and from the gate before and after school. Andrew’s parents have presented to you following an assessment by the school psychologist. Andrew’s full scale IQ on the WISC was in the 60- 69 range (mild intellectual impairment). His WIAT scores showed that he was well below average across all domains. Andrew’s overall adaptive functioning score on the ABAS was well below average.
- What factors may have contributed to Andrew’s poor ability and achievement scores?
2.Andrew’s scores across his ability, achievement and adaptive functioning are consistent. What does this mean? What might one hypothesize if the scores were not consistent?
- Considering Andrew’s scores, what recommendations might you make to assist him in the classroom and home environments?
4.Andrew’s parents reported that they don’t understand all these numbers. How would you go about explaining what a ‘mild intellectual impairment’ is and what it means for them and their child?
