Hello, do you maybe happen to have pdf of any of the textbooks needed for this course? I left my computer in Maastricht and I couldn't find anything online
You can find the textbooks here on studydrive, just search "book" and scroll down under documents and you will find them
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Hi :-) what is the source for the adult attachment interviews (AAI)? Cause its not in the Siegler book
Probably Leman, if I remember correctly :)
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Hi :-) where do you got the concepts of canonical babbling etc. from? cause in your summary its under Siegler - chapter 6 but there its only described more superficially (babbling in general). Btw thanks a lot for all your summaries!
There was an article/chapter about the development of the phonology and so on:) I don’t know the name anymore, but maybe check the course manual or reference list. Should be on it:)) hope that helps
Hey :)) I thought I share this website with you. You can print once a month all you stuff for free and they even send it to you without paying anything. And I use their online plattform for learning, it´s actually quite nice :) https://www.charly.education/
Thank you for the tip!
In the post-discussion guide some stages for Piaget are named differently and ages are slightly different: 1. Up to 4-5 years; rules are not understood = premoral period 2. From 4-5 to 9-10 years; rules are seen as coming from a higher authority and cannot be changed = heteronomous morality. They believe there is a ‘right’ side and a ‘wrong’ side to any moral issue, and right always means following the rules. Heteronomous children are likely to judge the naughtiness of an act by its objective consequences rather than the actors’ intent (e.g., breaking 15 cups by accidents would be naughtier than 1 when stealing jam), which is called moral realism. 3. 9-10 years onwards; rules are seen as mutually agreed by the player and thus open to change if all the players agreed = autonomous morality. These children would judge by motive or intention rather than by the amount of damage (see example with breaking the cups above), which is called moral subjectivism. However, several studies have shown that when methodological improvements are made (e.g., contrasting intent and accident when there is equal damage), children as young as 5 years will judge on the basis of intent.
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Hi Eva! Just downloaded 10 of your recent documents, would appreciate if you could do the same :)
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did you use goldstein chapter 14?
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what about the Van Ijzendoorn article?
It’s in there. I just put it into the sections of the book:)
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hey some student. i can not download your file.. it gives an error
Hey! My housemate is part of this research, please help her out and send an email if this applies to you <3 And repost if you can! Call for research participants: First-generation academics Funded by and within the framework of the UM Diversity and Inclusivity grant, this project is a joint UCM/FASOS MarBLE on the experiences of first-generation students. Thus, we are looking for: - Students and academic staff members whose parents did not obtain a university degree. o Students from all faculties are welcome, but we are particularly interested in getting in touch with students from SBE, the law faculty, DKE, FPN or FHML - Students would be participating in individual interviews Interested? You can contact us directly at contact@firstgeneration.nl and we will set up an interview!
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where did u get the pictures from? I thought the Breedlove book isn't available as a pdf?
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could you maybe send the link, I'd really appreciate it :)
I don’t have the link rn, but I think it is on the Studydrive of Body and Behavior:)
Any idea where to find the PDFs of the books?
i cant find them either
there is only one pdf and it is an old version
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.
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