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How did you guys find the resit to be?
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I definitely agree! Did you guys already sent him a mail to complain about the questions that were ambiguous? I have the feeling if we don’t do it, he won’t take any questions out. Last year after the resit he didn’t even wanted to do an exam inspection and claimed that his exam was perfect 😂
Yes let’s please all write him an email about it!
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hi what are your grades like?
tantoehoog bro
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Can somebody explain question7?
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hee, heb je toevallig ook een tijdlijn over taak 4? ze zijn namelijk erg handig! :)
Hoihoi! Nee die heb ik nog niet gemaakt, maar ga ik nog doen! Fijn dat ze handig zijn :)
hee, weet niet of je het al gezien had maar ik heb net de tijdlijn van taak 4 erop gezet :)
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Hey Elz, Thank you for your summary, looks really good! But before I start studying this as my last piece of info, I was just wondering, did you pass all of your subjects with good grades so far? Just to be sure (: Thanks! :)
uhmmmm, yes I did, lol. if you're unsure about anything, I think you should work with your own notes mostly anyway and just use mine as one of many guidelines, because obviously I am not perfect.
Thanks for the reply! Yes sure, but it's always good to compare to make sure one has it in there :) (I really didn't want to sound rude or anything btw haha)
What doees Siegler try to explain with cognitive variability? I´m very confused...
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If I understood it correctly, he tries to explain that children’s thinking can vary and that that variability is very present at all stages and all domains. For instance, children of the same age can use different strategies for problem-solving and sometimes they use a certain approach in one trial, and another less advanced approach in another (hence variability). He then concluded that variability can increase and decrease with age and experience, or stay constant. Period of low variability are called “periods of stability” and periods of high variability are called “periods of transition”. This two periods interchange continuously, meaning that you’re either in one or in the other in a continuous manner.
That’s what I understood from the article!! :)) but if someone has more insight on the manner please intervene
Hi guys anyone that can explain the differences between social scaffolding, zone of proximal development and guided participation from Vigotskys theory? Thank you!
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Example of social scaffolding => When teaching a child how to read, the adult reads out loud and corrects the child when he/she reads something wrong or pronounces something wrong. example of guided participation => Adults give a child a puzzle and the child tries to solve it alone OR adults hide Easter eggs in a yard and give children a list of enigmas that when solved, indicate where the eggs are.
Thanks a lot! That makes it all way clearer.
I think this last part of the sentence shouldn't be metioned in the securely attached group :)
omggggg ahaha sorry i love repeating myself
Hey guys, I just added some flashcards for Task 1 (find it under the 'flashcards' button). If you find it helpful please let me know and I can add more from the other tasks, etc. :D
they're really helpful!! please do it for the other tasks
Great, I'll add the other tasks too then! I still find new vocabs to add all the time so if there is anything you feel like I've missed in any task, please let me know throughout :)
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Hey, where did you get that information from the lecture?
I'm in my second year so maybe they did not include it in this year in the lecture anymore :)
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Hey, thank you so much for uploading the summaries. They are REALLY helpful. In this one, I found one aspect that I think is not true: You said under the point "Working memory" that "spatial and verbal information are represented separately in working-memory until age 10". In the article or chapter or whatever it is by Siegler, it says though that spatial and verbal information are represented separately in working-memory but children under 10 cannot cleanly separate them. I hope it is clear what I mean. :)
Hey thank you for pointing it out!! hope everyone sees it :)) I meant indeed 'from' and not 'until', probably got confused hihi
Hii where did you get the "periods of prenatal dev." and "fetal behavior& experience" stuff from? x
Leman! In the lib you can check the book
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Hey, when I download the document, the document is a mess, the text is in red and crossed out
Yes I didn't know how to get rid of this for the upload - you have to choose "no markups" at the review section in word But I will upload the document as a PDF then as well now :)
hey guys as you can image the name of the doc is wrong but the content is all gut!!! hihi
I think you can change the title even after uploading :)
i tried.. but thank you!!
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Thanks for uploading this summary. Are they using the same literature this year or are there any changes.
Literature is the same except one additional article last year :)
perfect thanks :D
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This one is absolutely amazing! Actually never seen such a good document on SD. Thanks a bunch, I really appreciate it!Hope this will save my ass tommorow!
Wouldn't be this one A? In all the schemas I saw about it they mention first the separation from the mom.
In my notes, stanger anxiety peaks first at around 6-12 months, and separation anxiety peaks at around 13-15 months; they don't talk about the first appearance, but about the peaks
Ok, thank you!
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Can somebody explain question 45??
The first and third story do not include any beliefs of other people while for understanding the second story it's important to understand why the boy would be surprised.
Aren't 1 & 3 the exact same stories? Just wondering...
Hey guys! Any helpful advice for the exam? :)
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other advises???
Run for your life and never look back
arent these the wrong way round?
nope they're not! It's just a short description of semantic and episodic memory but if you look the long version in the book then these 2 sentences make much more sense :P
This has to be quality, right?
yup, sorry for that one
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This is really good notes mate! Thx lots!!!
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wow so great, where do you get your information from?
god just told me
thanks for this super nice explanation, very much appreciated! <3
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You deserve all my respect! thanks!
You're welcome :)
anyone that has dutch summaries?
Will the answer key be available today?
it is available
How did you guys like the exam?
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I hope that some of the questions will be taken out. Did you guys saw the facebook post in the group?
What does it say?
Hey hey, what does good/ bad boy mean concerning moral development? :P
People try to be good to be accepted by society = 3rd stage of kohlberg
can somebody explain intermodal and crossmodal perception ? it is from development task 2
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When does it develop?
Sensory + visual from birth, auditory + visual from around 3 months (visual cliff experiment)
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I think white matter increases in a linear pattern (not inverted U-shape) over the entire life (thats what he said in the last lecture at least)
no, white matter increases in a linear shape from birth until adulthood. over the entire life, it is an inverted U-shape. look at the lecture slide :)
oh yes, your'e right! sorry about the confusion
can someone please explain what primary and secondary caregiver means?
Primary caregiver is the person who takes most care of the child (usually the mother). Secondary caregiver still cares for the child but less than the primary and has less influence on the child (usually father).
Thaank you!
what is the exact age for the strange situation task?
Between 12-24 months, which makes sense because part of the task tests seperation anxiety, which is at it's highest around 1,5 years. Hope you can remember it like this.
Thank You.
Question 23: Aren't A and B correct? A is insecure/avoidant and B insecure/ambivalent right?
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Yeah but the question is which of these is insecure, and I thought basically everything that is not secure is insecure. I just want to make sure I remember the classification correctly
Question 23 hasn't been worded properly; in another version of this test, question 23 is "which child displays insecure/avoidant attachment" so it's A
Question about: The development of emotional face processing during childhood (Problem 5) can someone explain to me what they did in the experiment? can't really get it from the summaries I have
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what decreases and increases? I'm stuck.
I just noticed that I made a mistake in my explanation. I switched latency with amplitude. Thus, again: - P1's amplitude decreases with increasing age. - P1's latency decreases with increasing age. - N170's amplitude decreases until the age of 12-13 years and increases at the age of 14- 15 years - N170's latency decreases with increasing age. Conclusion: - face indexing (P1) is gets more efficient with increasing age - face indexing (P1) gets faster with increasing age - face processing (N170) gets more efficient until the age of 12-13 years and then gets less efficient again around the age of 14-15 years. - face processing (N170) gets faster with increasing age I'm sorry for the confusion.
from what age on can a child perceive object unity? some notes say 1 month some say 4 months..
they can do the rod and block experiment at 4 months, thats what I know :)
Do we need to know the model of Eisenberg (Task 9)?
No we dont, we asked the course coordinator and he said it wasn't necessary.
Why is the Williams Syndrome an argument against Chomsky ?
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yes, true but I think Chomsky said that there is ONE device that is responsible for language. If you can do one part of language and the other part you cannot do, there has to be something more than ONE language acquisition device
That makes sense, thanks!
I don't know how relevant it is, but I found wrong explanations for the "cocktail party effect" in some of the summaries. The cocktail-party effect is filtering out all the unwanted noise around you - like when on a party with a lot of talks - to still understand the one person speaking to you perfectly. The lunch line effect is when you selectively hear your name, like when waiting for your lunch at work and overhearing your name in someone else's conversation. Don't mix them up =)
Does anyone have nice summary of the articles of Task 6, Werker and Sebastian Galles ? I couldnt find it in summaries.
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Which program did you use for this ?
Can someone please explain what a sequential design is?
It's a mixture of a cross-sectional and longitudinal design, so you observe different age groups at the same time but over a couple of years. For example, you have three groups of 3, 6 and 9 years, and then you observe each of these groups every year for 5 years.
One of the "practical"exam questions can give you an example :) there are the advantages of longitudinal and cross-sectional designs with the disadvantages of the longitudinal one but less pronounced :)
does anyone has a timeline for task 4? This might help. Ludivine Jamotte has also uploaded a timeline.
belongs the information-processing theory also to Vygotsky and Siegler?
What do you mean exactly? Information-processing is a theory for itself and it is not a part of Piaget's or Vygotsky's theory. But I don't know if that's what you are asking for:)
You just answered my question haha :) thank you
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just wanted to say thank you for your nice summaries. love your idea to put everything into a mind map. so clear. great.
i am just the fcking best
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Thanks for your summary! That's great! Will definitely help me :)
I forgot what was meant with 'positive internal working model attachment'. Can someone elaborate? :)))
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an internal working model is the attachment style you develop and a positive on ewould be "secure" I guess :)
internal working model = schema (of relationship) schema contains expectations, self-image, etc.
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