Monthly Archives: September 2013

Reactive Attachment Disorder By: Nicole Gaffney Chapter 6: Attachment and Personality   Attachment is a deep and enduring affectionate bond that connects one person to another across time and space (Bergin & Bergin, 2012). There are many different types of … Continue reading →

Posted on September 25, 2013 by escp7160 | 7 Comments

Child Temperament and Attachment in the Classroom

Posted on September 25, 2013 by escp7160

Child Temperament and Attachment in the Classroom Submitted by: Michelle J. Peterson                                           From Chapter 6, Attachment and Personality  Children have different types of personalities and temperaments. Each child is unique. Temperament refers to the nature of a person. Temperament … Continue reading →

Posted in Uncategorized | 9 Comments

Big 5 Personality Traits

Posted on September 24, 2013 by escp7160

Submitted by:  Jimmie Jo Fitzwater From Chapter 6 Attachment and Personality   Personality traits are defined by our textbook as “the tendency to behave, think, and feel in certain consistent ways” (Bergin & Bergin, 2012).   Researchers have been working for … Continue reading →

Posted in Uncategorized | 4 Comments

Achievement Issues

Posted on September 18, 2013 by escp7160

Submitted by Mary Decker From Chapter 5 – Cognitive Ability: Intelligence, Talent, and Achievement Achievement can be a difficult concept to define.   According to our text, achievement is “a measure of knowledge based on grades or standardized tests” (Bergin & … Continue reading →

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Intelligence Testing

Posted on September 18, 2013 by escp7160

Submitted by: Autumn B. Chapter Five – Cognitive Ability: Intelligence, Talent, and Achievement      In 1904, Alfred Binet and Theophile Simon designed an assessment aimed at identifying children who would benefit from special education services, while simultaneously distinguishing them … Continue reading →

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Talent and Talent Development in the Classroom

Posted on September 17, 2013 by escp7160

Chapter 5 – Cognitive Ability: Intelligence, Talent, and Achievement Submitted by Katie Williams Talent There are two schools of thought about talent; both are up for much debate in the psychological and pedagogical world. One belief is that talent consists … Continue reading →

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Information Processing and Memory

Posted on September 10, 2013 by escp7160

Information Processing and Memory Submitted by:  Andrea Cox Ch. 4 Information Processing, Memory, and Problem Solving     Information Processing  Information processing focuses on how information is acquired, stored and used.  The most common version information processing model is the … Continue reading →

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Reasoning and Problem Solving/Putting the Theories to Work: The Case of Mathematics

Posted on September 8, 2013 by escp7160

Reasoning and Problem Solving/Putting the Theories to Work: The Case of Mathematics Ben Sinclair Chapter 4 – Information Processing, Memory, and Problem Solving Reasoning and Problem Solving Reasoning is thinking directed toward reaching a goal, while problem solving is a … Continue reading →

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Concept Map chapter 3 Submitted by: J. Metz From Chapter 3: Classic Theories of Learning and Cognition Behaviorism is the scientific study of observable behavior and behaviorists hold the belief that behavior is learned (Bergin, 2012). Behaviorists use classical and … Continue reading →

Posted on September 4, 2013 by escp7160 | 9 Comments

Submitted by Melinda Mathay From Chapter 3:  Classic Theories of Learning and Cognition The sociocultural (or cultural-historical) theory of learning, developed by the Russian intellectual Lev Semenovich Vygotsky (1896-1934), emphasizes social interaction, historical context, and culture as primary forces in … Continue reading →

Posted on September 4, 2013 by escp7160 | 8 Comments