Psychology Research and The Transition to Post-Secondary Developmental Pathways

Posted by & filed under Adult Development and Aging, Child Development, Cognitive Development: Piagetian and Vygotskian Approaches, Cognitive Development: The Information-Processing Approach, Development of the Self, General Psychology, Health Psychology, Human Development, Student Success.

Description: In discussing one of the courses I developed a couple of years ago (a dual credit course for high school students focused upon the psychology of student transition and adjustment to post-secondary developmental pathways) I often found myself consistently pointing out that Psychology as a discipline is uniquely situated to provide insight and opportunities… Read more »

Age of Majority/Maturity? 18!?? How do we know?

Posted by & filed under Child Development, Cognitive Development: Piagetian and Vygotskian Approaches, Consciousness, Development of the Self, Health Psychology, Higher-Order Cognitive Functions in Aging, Human Development, Neuroscience, The Self.

Description: The age of majority is 18 where I live, 19 where I grew up and 21 in some other jurisdictions. This is the age at which one can drink legally, vote, and other things. It is also the age at which the local justice system starts to treat you as an adult and to… Read more »

Theory of Mind in Preschoolers: What’s in the Brain?

Posted by & filed under Basic Cognitive Functions In Aging: Information Processing Attention Memory, Child Development, Cognitive Development: Piagetian and Vygotskian Approaches, Cognitive Development: The Information-Processing Approach, Human Development, Learning, Neuroscience, The Self.

Description: We know that preschoolers have trouble with (but are quite cute about) their understanding of other people’s thoughts, especially when other people’s thoughts are different than their own. If you show a 3.5 year old that a box of smarties (they are like M and M’s but are British/Canadian) contains short golf pencils rather… Read more »

Does Bad Hiding = Ego-centrism in Preschoolers?

Posted by & filed under Child Development, Cognitive Development: Piagetian and Vygotskian Approaches, Cognitive Development: The Information-Processing Approach, Consciousness, Human Development, The Self.

Description: Have you ever watched young preschool children play hiding games? When my children were younger and we were out for a walk through the neighbourhood we would occasionally take turns running a little bit ahead, “hiding” behind a tree and then “surprising” the other person as they caught up to the tree. What was… Read more »

Effects of Gender Neutral Toy Aisles?

Posted by & filed under Child Development, Cognitive Development: Piagetian and Vygotskian Approaches, Cognitive Development: The Information-Processing Approach, Gender-Role Development Sex Differences, Intervention: Children and Adolescents, Persuasion, Stereotype Prejudice Discrimination.

Description: The next time you’re in a large store go have a look at the toy section. What you’ll probably notice are that the toys are divided essentially into pink girls’ aisles and blue boys’ aisles. Think about why this might be the case and then think about what the impact might be doing away… Read more »

Early Roots of Empathy

Posted by & filed under Altruism Prosocial Behaviour, Child Development, Cognitive Development: Piagetian and Vygotskian Approaches, Development of the Self, Disorders of Childhood, Early Social and Emotional development, Families and Peers, Human Development, Intervention: Children and Adolescents, Social Cognition, The Self, Uncategorized.

Description: Figuring out how other people are feeling, especially when they are experiencing different emotions than we are is quite a challenge. When can preschoolers do this? Do they have to figure it out using some sort of cognitive emotional analysis or might they start by more simply empathically resonating with another’s emotional state? Source:… Read more »