Which methodology and research design do  you think produces the best results in the study of lifespan  development? Why? 

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Discussion Prompt 1

Life Span Psychology

The concept of “life span” development is relatively new. For many  years, “child” psychology was studied, but it was understood that by  the beginning of early adulthood most, if not all, of one’s important  development had occurred. In other words, the idea was that the  important changes that come with age were completed by the end of  adolescence. Why do you believe that psychologists now study the whole  life span? What impact does realizing that important developments occur  throughout our whole lives have on the field of psychology and our lives  in general? Next, describe the scientific methodology and typical research designs used in lifespan psychology  (refer to your text, ch 1). Which methodology and research design do  you think produces the best results in the study of lifespan  development? Why?

Discussion Prompt 2 – See attached chart for this prompt 

Generation Labels and the Nature Nurture Debate

Cross-sectional developmental research  has discovered that various generations have been labeled by popular  culture to describe trends in behavior commonly seen among individuals  born to each generation. Study the chart below, and discuss whether or  not you agree with the labels given and the rationales provided. Explain  your answers.

Next, given the knowledge you have  gained in this section about the influence of nature and nurture  (biological and contextual influences), are there other reasons besides  those listed in the chart that could influence general trends in  behavior across generations? Support your reasoning with information  from the text and other course materials.

Each Prompt should be 150 words or more

The sex ratio among the Indian children is primary masculine. There are reports that 100 million baby girls were missing from India. Also, there are about 41 million “missing women” died from maltreatment and resulted in a male-biased population.

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Indian women that are mothers are primarily responsible for raising their daughters to the gender socialization culture in India. According to Hindu doctrine, women where created to provide company for the men, and to facilitate procreation, progeny and the continuation of the family lineage, (Char, 2014). Women are expected to remain home and take care of the family, while the husband goes out and finds work. Although their contribution to economic survival was vital, women’s social status remained secondary and supplemental to that of men. Women are often less educated and less wealthy because of the need to stay home and remain a caretaker (Buckley, 2015).

In Indian culture, women where considered to be subservient to their male counterparts. Either by religious dictation or cultural custom, the females in society were expected to be serve as child barriers in order to propagate the family lineage of her male companion. Women are supposed to be supervised by a male whether it be the husband, older son, or father, when going into the village. Women are also not allowed to learn how to drive because of the supervision rule (Buckley, 2015). In their culture this is supposed to be a luxury for women to not have to worry about the stress of driving. However, I feel this puts limitations on women being able to go where and when they want.

The sex ratio among the Indian children is primary masculine. There are reports that 100 million baby girls were missing from India. Also, there are about 41 million “missing women” died from maltreatment and resulted in a male-biased population. This bias is also seen as the children are growing up. The male child will receive attention and food where the female child will appear neglected. These girls present signs of malnourishment which is called stunting (Pillai & Ortiz-Rodriguez, 2015).

Reference

Buckley, A. (2015). Retrieved from https://people.smu.edu/knw2399/2015/04/30/gender-oppression-inequality-and-gender-roles-in-india-and-southwestern-united-states-how-british-colonial-rule-and-american-internal-colonialism-perpetuated-gender-roles-and-oppression/

Char, Desika. Hinduism and Islam in India: Caste, Religion, and Society From Antiquity to Early Modern Times. Princeton: Markus Weiner, 1993. Web. 30 Apr. 2015.

Pillai, V. K., & Ortiz-Rodriguez, J. (2015). Child Malnutrition and Gender Preference in India: The Role of Culture. Health Science Journal, 9(6), 1-5.

What is the difference between conducting research in the field of psychology and conducting your informational interview for this course?

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Ethics is a central concept to any career in psychology. As you noticed in the case studies, ethical issues are sometimes unclear, and solutions to ethical dilemmas are often difficult to determine. As a professional in psychology, it is important to know how to identify an ethical issue, think through possible solutions, and find the resources necessary to guide your choices.

You probably also observed from the unit studies that you will not be conducting actual research for this course. You will instead be gathering information from a professional in psychology.

For this discussion, select one case study from Ethics Case Studies by Specialization that is applicable to your future career vision in the field. Then review your readings from this unit’s studies on ethical principles, standards, and codes of conduct. Consider also the questions and information from your professional interview.

In your initial post, share your insights about ethical principles in psychology by responding to the following questions:

· What do you see as the ethical issue or issues involved in the case study you reviewed? Cite the relevant elements within the APA’s Ethical Principles of Psychologists and Code of Conduct to support your analysis.

· What steps would you take to attempt to resolve the issue?

· How can you apply the principles from the Becoming an Ethical Helping Professional coursepack readings to the case study you chose?

· How does this issue as well as the other standards in the APA ethics code relate to your future career in psychology?

· What is the difference between conducting research in the field of psychology and conducting your informational interview for this course?

· What ethical principles are most applicable to your professional interview?

· What will you do to ensure you adhere to ethical principles while conducting your interview?

If you have any trouble locating a person to interview or understanding ethical principles for information gathering, use this discussion to receive support from your peers and instructor to work through your challenges.

Review the Week 2 Learning Resources that focus on time. In particular, pay attention to Chapter 4 and the section on “Perception of Time” in the course text.

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Week 2: Cognition and Intelligence Across Cultures

Consider the notion of time. Do you think everyone grasps the concept of time in the same way? If you do, you are not alone. Most of the world shares a common 24-hour clock and calendar. There are time zones and each day dawns at different times around the globe, but “meet me at noon” or “be there in two hours” means the same thing everywhere, correct?

Or does it? As you will discover this week, that depends. Perceptions of time may vary widely by culture, including the concept of a “time commitment.” Awareness and understanding of these differences—as one example of cognition across cultures—is a key focus of the week.

Another focus of Week 2 is intelligence. Perception of intelligence can also vary by culture. Those differences have all kinds of implications, particularly in devising IQ tests for a broad audience.

As you look ahead to the week, keep in mind the course-wide goals that were set in Week 1—i.e., to develop your critical thinking and scholarly writing skills. Another general theme this week is supporting your viewpoints with clear reasoning and evidence from the Learning Resources. This is an element of both critical thinking and scholarly writing—and a skill that will support your success in this course and far beyond.

Note: Watch for “Just in Time” links for the Learning Resources, Discussion, and/or Assignment this week. When you see a “Just in Time” link, hover to get helpful tips or other guidance for completing your best coursework.

Learning Objectives

Students will:
  • Analyze effect of culture on perceptions of time
  • Analyze concept of intelligence from a cross-cultural perspective
  • Analyze measures of intelligence for cultural bias
  • Apply concepts of cross-cultural psychology
  • Demonstrate understanding of cognition and intelligence from a cross-cultural perspective

Learning Resources

Required Readings

Shiraev, E. B., & Levy, D. A. (2017). Cross-cultural psychology: Critical thinking and contemporary applications (6th ed.). New York, NY: Routledge/Taylor & Francis.
Chapter 4, “Cognition: Sensation, Perception, and States of Consciousness” (pp. 104–131)
Chapter 5, “Intelligence” (pp. 135–163)

These chapters of the text explore topics that include cultural influences on perception of depth, color, time, beauty, and music; altered states of consciousness; and cultural and ethnic differences in conceptualizing intelligence. Note that both chapters are the focus of the Week 2 Test for Understanding.

Bolton, A. (2008). The construction of intelligence in terms of cultural differences between East and West. The Fountain, (61). Retrieved from https://fountainmagazine.com/2008/issue-61-january-february-2008/the-construction-of-intelligence-in-terms-of-cultural-differences-between-east-and-west

This article discusses the concept of intelligence from different cultural perspectives and can support your Assignment for Week 2.

Dove, A. (1971). The Chitling intelligence test. Retrieved from http://wpsc10psych.weebly.com/uploads/2/1/0/1/21014898/intelligence_tests.pdf

Developed in 1971 by Adrian Dove, an African American sociologist, the Dove Counterbalance General Intelligence Test, also known as “The Chitling Test,” is designed as an educational and instructional tool to illustrate cultural bias in intelligence testing. Use this resource to prepare your Assignment this week.
 

Exactly What Is Time? (2016). Time in different cultures. Retrieved from http://www.exactlywhatistime.com/time-in-different-cultures/

This article explores cultural perceptions of time and can support your Discussion post this week.
 

The original Australian test of intelligence (2003). Retrieved from http://wpsc10psych.weebly.com/uploads/2/1/0/1/21014898/intelligence_tests.pdf

This test is based on the culture of the Edward River Australian Aboriginal community in North Queensland. Use this resource to prepare your Assignment for this week
 

Walden University Writing Center. (2016b). Scholarly writing: Overview. Retrieved from http://academicguides.waldenu.edu/writingcenter/scholarly
Continue to use these guidelines for scholarly writing to support your written work this week.

Required Media

Laureate Education (Producer). (2013b). Alien diary 2: Cognition and intelligence across cultures [Video file]. Baltimore, MD: Author.

This media piece of an “alien visitor to Earth” introduces the weekly topics.

Note: The approximate length of this media piece is 1 minute.

 

Document: Alien diary 2: Cognition and intelligence across cultures Transcript (PDF)
 

Laureate Education (Producer). (2013). Ellis Island immigration [Video file]. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 2 minutes.

This media montage is of historical footage of immigration at Ellis Island.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

TEDx. (2012, May 15). TEDxBMS – Guillaume Gevrey – What time is it? [Video file]. Retrieved from https://youtu.be/IovSk4cLCd0

Note: The approximate length of this media piece is 12 minutes.

The speaker describes his experience in understanding different cultural perceptions of time and how time is used and to whom it is given. View the video to support your Discussion post this week.

Optional Resources

Benson, E. (2003). Intelligence across cultures. Monitor, 34(2). Retrieved from http://www.apa.org/monitor/feb03/intelligence.aspx
 

Discussion: Cultural Perceptions of Time

Being highly time conscious can work in your favor when interacting with other people who see time the same way. You can probably think of instances when you were late or someone else kept you waiting, and most likely there was some frustration or anger. But what would happen if you were in another cultural setting? Does everyone around the world get frustrated or offended when people are late? Our Learning Resources this week that address the differences in cultural perceptions of time, including what it means to be “on time” and sensitivities around deciding with whom and where time should be spent. Even if you have never offended others, or been offended, by a different idea of time, chances are you have experienced more subtle cultural differences in perceptions of time. For example, consider friends who are chronically early or late, when you are the opposite. How might culture explain those differences in perceptions of time?

For our Discussion this week, you will explore the role culture plays in how we perceive, think about, and feel about time, and your personal experiences with these concepts. The goal is for you to have a chance to gain new understanding of past experiences and perhaps even adjust your thinking about time!

Reminder – we are trying out a new discussion format in this class. To prepare:

  • Review the Week 2 Learning Resources that focus on time. In particular, pay attention to Chapter 4 and the section on “Perception of Time” in the course text.
  • Reflect on your experiences with different perceptions of time. Use the information and examples in the Learning Resources to help you recall relevant situations. Think deeply to consider experiences you may not have connected to perception of “time,” such as visiting a place where people walk and talk at a different pace than you do, and how you viewed that difference. Remember last week we studied the Naturalistic Fallacy?  We always tend to assume our way is the “right” way, so if I was taught to be very punctual, I will have trouble understanding people who do not consider punctuality important.  However, we cannot assume that “different” is the same as “wrong” when talking about time!
  • Reflect on your perception of time before this week and how your work in Week 2 has influenced your thinking about time. Are there people or situations that make more sense now? How will this knowledge help you in your current and future work?

Just like last week, our goal is to generate conversation. There are many aspects of time consciousness and it impacts virtually every part of our lives, so enjoy exploring this topic. Contribute one question to the discussion (don’t forget to provide background) and respond to at least two questions (or a response) posed by your peers.

By Day 3

Post your one question with background to the discussion board.

Put your question in the subject line of your post and put your supporting text in the message area of the post.

Discussion Tips:

  • Questions published earlier in the week get more responses.
  • Support your question with at least one reference (textbook or other scholarly, empirical resources) in the message body.
By Day 5

Respond to at least two peers’ main questions (or their response). Colleague replies do not need to be supported by a reference.

Submission and Grading Information
Grading Criteria

To access your rubric:
Week 2 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 2 Discussion