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What is the book 'Brain and Cognition' about? - Chapter 0

What is the book 'Brain and Cognition' about? - Chapter 0

The book 'Brain and Cognition' was written by Rob van der Lubbe, Willem Verwey and Simone Brosci. All authors are professors at the Faculty of Behavioral, Mangement and Social Sciences of the University of Twente. The aim of the book is to give students of basic understanding of the way in which humans process information. The first part of the book, extending from chapter 1 up to chapter 8 focuses on the field of biopsychology. It focuses on evolution, genetics, the anatomy of the nervous system, the process of neural conduction, research methods that are used in the field of biopsychology, the visual system, the sensorimotor system and sleep. The second part of the book, from chapter 9 until chapter 19. focuses on the scientific field of cognitive psychology. It consists of different chapters, ranging from the topics sensation and perception, to attention, the short-term working memory, learning and remembering, knowing and using this knowledge, language, decision-making, problem-solving and emotion. The book can be used in the context of a bachelor's program in psychology.

What is biopsychology and what does the biopsychological approach entail? - Chapter 1

What is biopsychology and what does the biopsychological approach entail? - Chapter 1


What is this chapter about?

Even though the human brain may look unappealing, it is house to a complex network of 90 billion neurons that receive and transmit electrochemical signals to one another. Neuroscience is the scientific study of the nervous system. This chapter will introduce biopsychology, which is one of the neuroscientific disciplines. Jimmie G. is an exemplary case of a neuroscientific deficiency: He could not retain any memory anymore after the age of 20. This chapter aims to teach its reader to think creatively about biopsychology, to learn about the clinical implications of neuropsychology, to learn to perceive facts through the evolutionary perspective and to learn about neuroplasticity.

What is biopsychology?

Biopsychology is the scientific study of the biology of behavior. The publication of 'The Organization of Behavior' by Hebb in 1949 marked the emergence of the biopsychological science. In this book, Hebb described how he thought perceptions, emotions, memories en thoughts might be produced by activity in the brain. Up until then, many scientists thought psychology was too complex and difficult to be a chemical process. Hebb performed experiments on both animals and humans. Neuroanatomy, neurochemistry, neuroendocrinology, neuropathology, neuropharmalogy and neuropsysiology are all important neuroscientific disciplines that are important to the field of biopsychology. They will be covered by other chapters in this book.

What are the different types of research that are used in the biopsychological approach?

Biopsychology is a broad and diverse neuroscience.

  • Firstly, it can either involve human or nonhuman subjects. When nonhumans are used in biopsychological experiments, it mostly concerns mice and rats. It is more advantageous to use humans in biopsychological experiments, as (1) they can follow instructions, (2) they can report subjective experiences, (3) it is often cheaper, but most importantly: (4) they give the best insight into the mechanisms of the human brain, which is often what the researchers are interested in. However, using nonhumans in biopsychological experiments is more advantageous because (1) their brains and behavior are simpler than those of humans, (2) the research can be used to compare different species (the comparative approach) and (3) it is often easier to conduct research because of fewer ethical objections. Human and nonhuman brains are more quantatively different than qualatively different; meaning that the principles of brain functions are very comparable.
  • Secondly, biopsychology can take the form of either formal experiments or nonexperimental studies. An experiment can either have a between-subjects desing, in which a different group of subjects is tested under each condition, or it can have a within-subjects design, in which the same group of subjects is tested under each condition. The dependent variable is measured by the experimenter in order to assess the effect of the independent variable, the latter which can be manipulated. It is important to make sure that there are no other differences between the different conditions aside of the independent variable, because an unintended difference in the form of a confounded variable could be the result. Eliminating all possible confouded variables is very hard. An example of an experiment in which a confounded variable had a major effect is displayed by the Coolidge effect: It was the fact that a copulating male hamster who becomes incapable of continuing to copulate with one sex partner can often recommence compulating with a new sex partner. The researchers in this experiment, Lester and Gorzalka, devised a solution to the problem of this confounded variable. At the same time a female subject was copulating with one male (the familiair male), the other male to be used in the test (the unfamiliair male) was compulating with another female. Then both males were given a rest while the female was copulating with a third male. Finally, the female subject was tested with either the familiair or unfamiliair male. The dependent variable was the amount of time the female showed lordosis (the physical posture that marks sexual receptivity). This is an example of creative thinking in biopsychology. Physical or ehtical implications frequently make it impossible to do experiments on human subjects. In such cases, quasiexperimental studies are an outcome. Quasiexperimental studies makes use of groups of subjects who have been exposed to the conditions of interest in the real world. The name 'quasiexperimental' stems from the idea that these studies have the appearance of an experiment, but are in fact not controlled. An example of a quasiexperimental study compared 100 detoxified male alcoholics with 50 male nondrinkers. They compared the two groups and found that alcoholics were more poorly educated, more likely to use other drugs, more likely to have poor diets and more prone to accidental head injury. The case of Jimmie G. that was discussed at the beginning of this chapter was an example of the long-term effects of long-term alcohol consumption. Another type of nonexperiment is a case study, which is focused on a single case or subject. They provide a more in-depth picture, but there is a problem with their generaliziability; the degree to which their results can be applied to other cases.
  • Lastly, biopsychology can be either pure or applied. Pure research is motivated by the curiosity of the researcher and is meant to acquire new knowledge. Applied research is intended to bring about a direct benefit to human kind. Pure research often becomes translational research, which is aimed to translate the findings of pure research into useful applications. Pure research is more vulnerable to the differences in funding resulting from political regulations. Many biopsychological studies have won Nobel prizes.

What are the divisions within the field of biopsychology?

Biopsychology consists of six major divisions: (1) physiological psychology, (2) psychopharmacology, (3) neuropsychology, (4) psychophysiology, (5) cognitive neuroscience and (6) comparative psychology. There is a lot of overlap between these different divisions.

  • Physiological psychology is the division of biopsychology that studies the neural mechanisms behind behavior by studying the direct manipulation and recording of the brain in controlled experiments. The subjects are most often laboratory animals. Physiological psychology is often pure research, as it is focused on the development of theories on the neural control of behavior.
  • Psychopharmacology focuses on the manipulation of neural activity and behavior with the use of drugs. The purpose is often to develop therapeutic drugs or to reduce drug abuse. Psychopharmacologists study the effects of drugs on laboratory animals and sometimes on humans, in the case that this is ethical.
  • Neuropsychology is the study of the psychological effects that brain damage causes in human subjects. Neuropsychology primarily uses case studies and quasiexperimental studies. The outer layer of the cerebral hemispheres, the cerebral cortex, is often the subject of a neuropsychological study, as it is the organ that is most often damaged. Neuropsychology facilitates diagnosis and in this way helps to find effective treatment. Mr. R., who suffered from deteriorated language skills, was found to have damage to his right temporal lobe as a result of a car accident he was in.
  • Psychophisiology studies the relation between physiological activity and psychological processes in human subjects. The usual measure of brain activity that it uses is the electroencephalogram (EEG). Other psychophysiological measures are eye movement, muscle tension, heart rate, blood pressure, et cetera. The autonomic nervous system (ANS) regulates the body's inner environment. Most psychophysiological research focuses on processes such as attention, emotion and information processing, and sometimes this leads to practical applications.
  • Cognitive neuroscience studies the neural bases of cognition; which refers to higher intellectual processes such as thought, memory, attention and complex perceptual processes. Most often, it uses human participants. Functional brain imaging is the method that is used most often by cognitive neuroscientists. Most cognitive neuroscientific research results from an interdisciplinary collaboration of psychologists, social psychologists, economists and mathematicians, as the theory and methods are very complex and applicable to many different fields.
  • Comparative psychology studies comparisons between the behavior of different species in order to understand evolution, genetics and adaptiveness of behavior. Ethological research is the study of animal behavior in the natural environment. Laboratory studies are also common in the field of comparative psychology. Evolutionary psychology is a discipline within comparative psychology that focuses on understanding behavior through its likely evolutionary origins. 

What are the methods that biopsychologists makes use of in their research?

Major biopsychological issues are rarely solved by just one experiment or approach; so they require a combined approach, which is called converging operations. For example, the neuropsychological case study of Jimmie G. let to the discovery of Korsakoff's syndrome, which is the result of the toxic effects of alcohol on the brain. Subsequent research with laboratory rats showed that Korsakoff's syndrome is largely caused by the brain damage associated with thiamine (vitamin B1) deficiency. The strength of biopsychology lies in the diversity of its methods and approaches.

Scientific inference is the fundamental method of biopsychology and of most other sciences as well. It is the empirical method that is used to study the unobservable. Scientists carefully measure events they can observe and make logical inferences about the nature of events they cannot observe. An example is an experiment that you can do yourself which will make you able to discover the principle by which the brain translates the movement of images on your retinas into perceptions of movement. Hold your hand in front of your face, then move its image across your etinas by moving you eyes, by moving your hand, or by moving both at once. You will notice that only those movements of the retinal image produced by the movement of your hand are translated into the perception of motion. Hammond, Merton and Sutton (1956) did an important discovery and found that the eyes can be held stationary despite the brain's attempts to move them. If a visual object is focused on a part of your retina, and it stays focused there despite the fact that you have moved your eyes to the right, it too must have moved to the right. As a consequence, the brain assumes that an eye movement has been carried out, and it will perceive stationary objects as moving to the right. What this study teaches us is that biopsychologists can learn much about the activities of the brain through scientific inference without directly observing them.

Why should we think critically about biopsychological claims?

The identification of weaknesses in existing beliefs we may have is one of the major stimuli for scientists to adopt creative new approaches. Critical thinking is the process by which these weaknesses of existing ideas and the evidence on which they are based are recognized. We can judge the validity of any scientific claim is to determine whether the claim and the research on which it is based were published in a reputable scientific journal. It is namely the case that in order to be published, an article has to be reviewed by experts in the field and judged for good quality. 

How do the evolutionary perspective, genetics and experience help us study the biology of behavior? - Chapter 2
What does the anatomy of the nervous system look like? - Chapter 3
How are neurons able to send and receive signals? - Chapter 4
What different research methods are used in the field of biopsychology? - Chapter 5
How does the visual system work? - Chapter 6
How does the sensorimotor system allow for movement? - Chapter 7
What are the functions of sleep, dreaming and circadian rhythms? - Chapter 8
What does the field of cognitive psychology entail? - Chapter 9
How do sensations lead to perceptual experiences? - Chapter 10
How is our brain able to guide our attention? - Chapter 11
How does the short-term working memory function? - Chapter 12
How are we able to use the long-term memory to learn and remember? - Chapter 13
How are we able to use the long-term memory for knowing information? - Chapter 14
How are we able to use knowledge in the real world? - Chapter 15
How are we able to use and understand language? - Chapter 16
How can we make judgments and decisions and how do we reason? - Chapter 17
How do we solve problems? - Chapter 18
What is the relationship between our cognitions and our emotions? - Chapter 19
Study guide with Brain and Cognition by Lubbe

Study guide with Brain and Cognition by Lubbe

Study guide with Brain and Cognition

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Summaries per chapter with the 6th edition of How Children Develop by Siegler et al. - Bundle

Summaries per chapter with the 6th edition of How Children Develop by Siegler et al. - Bundle

Study guide with How Children Develop by Siegler et al.

Study guide with How Children Develop by Siegler et al.

Study guide with How Children Develop

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What is the book How Children Develop about? - Chapter 0

What is the book How Children Develop about? - Chapter 0

This summary regards the sixth edition of How Children Develop, 2020. The summary has been updated to reflect the changes made to the fifth edition of the book from 2017. The authors of the book are Robert Siegler, Jenny R. Saffran, Elizabeth T. Gershoff, and Nancy Eisenberg. They all conduct research into the development of children.

This summary provides a global overview of the developments and milestones in development of children. First, there's an introduction to child development and then prenatal and infantile development will be described. Secondly, the focus will be on the relationship between biology and behavior. Then, the different theories on cognitive development of children will be explained. We will discuss the development of perception, action, and learning in the infantile period. The development of language, the conceptual development, and the development of intelligence will also be discussed. We will then continues with theories on children's social development, emotional development, and theories of attachment. We will deal with the role of the family in child development, and then we will talk about the role of peers. We will discuss moral development of children, and the topic of gender development. Eventually a conclusion will be made with the most important points that can be drawn from the previous chapters.

Why do we study the development of children? - Chapter 1

Why do we study the development of children? - Chapter 1


How do we raise children?

The development of a child can raise various questions in multiple levels of society. A question that most parents have is how they can teach their children how to deal with anger and other negative emotions. Sometimes parents spank their children, but this has turned out to be counterproductive. However, several effective ways are known to control the anger of a child. One way is to respond sympathetically to children who show negative emotions, so children are able to cope in a better way with the situation causing the negative emotions. Another way is to help the children look for positive alternatives when they show negative emotions.

What did the Romanian adoption study find?

A Romanian study investigated children who grew up in orphanages under neglecting circumstances in Romania. Due to the policy in orphanages at the time, there was a lack of (physical) contact for the orphans. At the time these children were adopted by British families, they were often found to be malnourished, lagging behind in physical and intellectual development, and socially immature. The study compared these orphans with adopted children from Great Britain. At the age of six, Romanian orphans were still lagging behind in their physical, intellectual, social, and emotional development. In particular, social and emotional limitations persisted into adulthood. These developmental delays were found to be related to significantly low activation of the amygdala. The main conclusion of this study is that the timing of experiences influences their consequences.

How do we choose social policies?

Furthermore, the development of a child can raise questions about a responsible social policy, which is one more reason to learn about child development. Research can be done using meta-analysis, a method combining results from independent studies to arrive at conclusions based on all the studies. We can ask ourselves whether it is better to invest in the prevention of developmental problems in children, or to invest in solving developmental problems that already exist in children.

Another important issue is the reliability of a young child's courtroom testimony. It may happen that the judge believes the statement of a child, whereby an innocent person is punished, or vice versa, a guilty person can go free. Research has shown that young children tend to forget details, but what they say is largely based on the truth. It is important to know that young children are sensitive to certain questioning techniques, especially when suggestive questions are repeated. Questions to young children in a court must be neutral. Likewise, questions can not be repeated if they have already been answered. This information must be considered to ensure a reliable statement.

How can we understand human nature?

Studying child development can lead to a better understanding of the nature of human. Child developmental researchers have found methods to observe, describe and explain the development of children at a young age.

An illustration of how science can help to understand human nature comes from studies on how children overcome the effects of abuse, depending on when the child got abused. It appears that children who are in an unstable environment for less than 6 months after birth do not suffer from any negative effects later in life. However, if this period lasts longer than 6 months, they may experience problems, even if they are in a stable environment afterwards. Children who live in unstable environments for more than 6 months could suffer from, amongst other things, an atypical social development. Atypical social development originates from abnormal brain activity. For example, reduced activity in the amygdala, a brain area that is involved in emotional reactions. The Romanian adoption study is an example of this matter.

What are historical ideas about child development?

What is the view of early philosophers?

Plato stated that self-control and discipline are the goal of good upbringing and education. Plato also believed that children have innate knowledge. Aristotle stated that it is important to take the individual character of a child into account when it comes to raising a child. Thus, the quality of parenting is very important. Aristotle therefore believed that knowledge is not innate, but that knowledge is gained through experiences.

Two thousand years later, Locke believed that the most important goal of child upbringing is the growth of character. Locke stated that the parents should initially raise the child through discipline. He believed that one is born as a blank slate, called tabula rasa, and knowledge is gained through experience. Rousseau thinks that children, first and foremost, need maximum freedom. From their twelfth year of life (age of reason), children must receive formal education from their parents and school. Darwin has developed the so-called 'baby biography', in which he observes the developments of a baby day to day. This includes motor, sensory, and emotional development. Darwin inspired other researchers to conduct further research on the development of a child and the associated aspects.

What are the social reform movements?

The current field of child psychology also has its roots in early social reform movements, which have helped to improve the lives of children by changing the conditions in which they lived. For example, it is not allowed anymore for children under the age of 10 to work.

What is the influence of Darwin's theory of evolution?

Darwin's work led to the view that intensive study of the development of children could lead to important insights into human nature. Darwin's theory of evolution, based on variation, natural selection and heredity as fundamental concepts, still influences the thinking of modern developmentalists.

What are the important aspects of a child’s development?

How do 'nature and nurture' shape the development of a child?

Nature includes the genes that we receive from our parents. In other words: the innate aspects of a person. Nurture means the environment in which both physical and social aspects influence the development. In other words: the learned aspects of a person. Nature and nurture interact with each other. It appears that the genome(the total set with hereditary information) influences behavior and experiences, but the behavior and experiences also influence the genome. This discovery has led to the rise of epigenetics, the study of stable changes in gene expression mediated by the environment. Evidence for the lasting epigenetic impact on experiences and behaviors comes from research of methylation, a biochemical process that reduces the expression of a variety of genes and is involved in the regulation of stress reaction. It can be concluded that both the genes and the environment are important in the development.

How does "the active child" shape its own development?

It is known that the active role of a child is underestimated. The older the child becomes, the more active the child becomes. At a young age, parents determine what the child does in daily life. When the child grows up, he or she chooses his or her own activities, friends, environment and so on. The term we use for this idea is "the active child".

In what way is the development of a child continuous and in what way is the development discontinuous?

Continuous development means age related changes gradually occur in small steps. Quantity is important. A discontinuous development means that changes related to the age occur suddenly and with great steps. Quality comes first.

According to the stage theories, the development happens in a progression of distinct, sudden age related stages. One of the most famous stage theories is Piaget's cognitive development theory, the development of thinking and reasoning. This theory states that children go through four phases of cognitive growth, which are characterized by different intellectual skills and ways of understanding the world. However, there are also many researchers who argue for a gradual development.

Whether development can be called fundamentally continuous or discontinuous depends on how often and for how long observations take place ,or so it seems. In other words: it depends on the perspective and how you observe changes. If you look at a child for a long time, changes are often experienced as continuous. But if you look at a child various times at different moments, changes are often experienced as discontinuous.

How does a child change?

Brain activity, genes and learning experiences play a role in the development of effortful attention. Effortful attention is the voluntary control of the emotions and thoughts. Difficulty with effortful attention can cause all kinds of behavioral problems.

An important example of effortful attention are the connections between the limbic system, a part of the brain that plays an important role in emotional reactions, and the anterior cingulate cortex and prefrontal cortex. These connections develop during childhood. Neurotransmitters are chemicals that are involved in communication between brain cells. Specific genes influence the production of important neurotransmitters. Variations in these genes between children are associated with variations in effortful attention. These genes are influenced by environmental factors.

Learning experiences can change the connections of the brain system involved with effortful attention. Exercise improves the skills. Hereby, the development of the hippocampus, a brain structure important for learning and remembering, is influential. During sleep, older children and adults replay memories in the hippocampus. Damage to the hippocampus causes difficulty with learning. In younger children, the cortex is responsible for memories.

How does the socio-cultural context influence the development of a child?

Socio-cultural context contains the physical, social, cultural, economic and historical aspects that determine the environment of a child. This context therefore depends on the culture in which you live, who you deal with, the environment in which you live and what your socio-economic status (SES) is. SES is a measurement based on the social class in which someone lives, with a certain income and level of education. A low SES can have negative consequences: living in dangerous neighborhoods, poor education, malnutrition and underdevelopment. These negative effects together are often referred to as the cumulative risk.

Why do children differ from each other?

There are four factors generating differences between humans, even though you come from the same family: genetic differences, difference in how parents and others interact, difference in response to the same experiences (subjectivity), and difference in the choice of own environment / friends.

How can research promote the well-being of a child?

Research always has practical advantages. For example, when a child is born with bad eyes, it is possible to immediately operate leading to less suffering later in life. Research can also provide better education by understanding how children reason, remember, form concepts and solve problems.

Can children learn to become more intelligent?

People that think intelligence can increase through learning, respond to failure different than people who think intelligence is stable. It turns out that they give up less quickly. In a study, children were given information about the fact that learning changes the brain and that learning improves and makes you smarter. These children performed better than children who did not receive the same information. Another way is to provide information about the failure of well-known people, such as Einstein.

What methods can be used to study the development of children?

What is the scientific method?

The scientific method is an approach aimed at testing beliefs by means of the following steps: formulating a question, formulating a hypothesis (testable predictions about the presence or absence of phenomena or relationships), testing the hypothesis and finally making a conclusion. Various measuring instruments are available to test a hypothesis. These measuring instruments must be reliable, valid and relevant. Reliability refers to the extent to which independent measurements are consistent. There are two types of reliability, namely interrater reliability, how much agreement there is in the observation of different raters and test-retest reliability, the extent to which there are similarities in the behavior of a child in different situations. Validity refers to the extent to which a test measures what it aims to measure. There are two types of validity, namely internal validity, the extent to which effects measured by researchers are caused by the variables manipulated by the researcher, and external validity, the extent to which results can be generalized.

What are methods to collect data about children?

The first way to collect data about children is through interviews. Interviews can be divided into structural interviews, research in which all participants are asked the same questions, often with the help of questionnaires, and clinical interviews (in which the questions are adapted to the answers of the participant). The second way to collect data is through observations. These can be divided into natural observations, observation based on a child's behavior in their natural environment, not manipulated by the researcher. Structured observations areobservation based on a child's behavior in a manipulated environment, for each child the same environment has been created.

What is the difference between correlation and causation?

There are also two types of designs in research: correlational research and experimental research. Correlational research is intended to see to what extent certain variables are related to each other. A correlation is the association between two variables. Variables are characteristics that vary between people and situations. A correlation coefficient shows the degree and direction (positive or negative) of the correlation.

Correlation research has its advantages. It is the only way to measure different groups at the same time and to determine the relationships between different variables. There are, however, some drawbacks to this method: the directional causality problem and the third-variable problem. The direction-of-causality problem: a correlation between two variables does not indicate which variable causes the other. The third-variable problem: a correlation between two variables can come from the influence of a third variable.

Experimental research is intended to measure certain effects and causes. There are two techniques that are important for an experimental study: random assignment of participants, whereby each child has an equal chance of being classified in each group and experimental control, the ability of the researcher to determine which stimuli the child experiences during the research. For experimental control an experimental group and a control group are needed. The experimental group is exposed to the independent variable, while the control group is not. The dependent variable is the behavior displayed by both groups. The comparison between the behavior of the two groups is used to see if the behavior is caused by the independent variable. The independent variable is the experience that participants in the experimental group receive and the control group not. This design also has its advantages, it makes it possible to investigate causal relations, because it does not suffer from directional causality problem and no third variable problem. This design has other drawbacks, for example, experimental control can lead to artificial experimental situations. In addition, not many different variables can be used to study.

What research designs can be used to measure the development of children?

There are three types of research designs to measure the development of a child over time: cross-sectional designs, longitudinal designs and microgenetic designs. Cross-sectional research is a method that focuses on the behavior of children of different ages over a short period, these behaviors are then compared. An advantage of this method is that the data is useful to discover differences between different age groups. However, there are also drawbacks to the method. The information about the differences between age groups obtained may not be stable over time. Also, the information obtained does not say much about the patterns of change over a longer period.

Longitudinal research is a method that focuses on the behavior of children of the same age over a longer period with repeated measurements. An advantage of this method is that the degree of stability can be determined over a longer period. The information obtained also says something about the patterns of change over a longer period of time. However, this method also has disadvantages: A lot of participants stop participating in the research (drop-outs), for different reasons. Also, repeated measurements can affect the external validity of the research.

Microgenetic research is a method that focuses on the behavior of children that is intensively observed over a short period, while changes occur. Advantages of this method is that by intensive observation certain processes of change can be revealed. These individual patterns of changes in short periods can also be observed and examined in detail. However, this method also has drawbacks: it does not provide information about patterns of change over a longer period and therefore does not show individual patterns of change. A microgenetic study was used to investigate the counting-on strategy in children. The strategy is to sum up from the largest number on. The research showed that the generalization of a new strategy is slow.

What are the ethical issues?

There are certain ethical issues that researchers must consider for every research with people. In this way, potential risks are minimized and it is ensured that the benefits of the research outweigh the disadvantages for the test subjects.

  • It must be ensured that the investigation does not cause physical or psychological damage.

  • Informed consent must be completed by the participant of the research. In the event that the participant is underage, one of the parents must sign.

  • The anonymity of the participant is guaranteed.

  • Discuss certain information that may be important for the participant's well-being with parents or caregivers (provided a participant is underage).

  • Avoid negative consequences that may arise throughout the study. If these do occur, the procedure must be changed in such a way that these negative consequences will disappear.

  • Inform the participant about the results of the research in such a way that the participant understands them.

The researcher, who knows most about the research and is able to prevent or improve potential problems, is responsible for achieving the highest possible ethical standards.

How does prenatal development work? - Chapter 2
How do nature and nurture play a role in development? - Chapter 3
What are different theories on the cognitive development of children? - Chapter 4
How do children develop perception, action, and learning? - Chapter 5
How does language develop? - Chapter 6
How does conceptual development take place? - Chapter 7
What is intelligence and how does it develop? - Chapter 8
What are the theories on social development in children? - Chapter 9
How does emotion development in children take place? - Chapter 10
What do attachment theories say about development? - Chapter 11
What is the influence of family on the development of children? - Chapter 12
What is the influence of peers on the development of a child? - Chapter 13
How does moral development take place? - Chapter 14
How does gender development take place? - Chapter 15
What conclusions can we draw from the chapters of this book? - Chapter 16
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  • Competentietools: voor meer werkplezier en energie en voor betere prestaties tijdens studie of werk kan je gebruik maken van de pagina's voor vaardigheden en competenties.
  • Samenvattingen: de studiehulp voor Rechten & Juridische opleidingen is sinds de zomer van 2023 volledig te vinden op JoHo WorldSupporter.org. Voor de studies Pedagogiek en Psychologie kan je ook in 2024 nog op JoHo.org terecht.
  • Projecten: sinds het begin van 2023 is Bless the Children, samen met JoHo, weer begonnen om de slum tours nieuw leven in te blazen na de langdurige coronastop. Inmiddels draaien de sloppentours weer volop en worden er weer nieuwe tourmoeders uit deze sloppen opgeleid om de tours te gaan leiden. In het najaar van 2023 is ook een aantal grote dozen met JoHo reiskringloop materialen naar de Filipijnen verscheept. Bless the Children heeft daarmee in het net geopende kantoortje in Baseco, waar de sloppentour eindigt, een weggeef- en kringloopwinkel geopend.

Vacatures, Verzekeringe en vertrek naar buitenland:

World of JoHo:

  • Leiden: de verbouwing van het Leidse JoHo pand loopt lichte vertraging op, maar nadert het einde. Naar verwachting zullen eind februari de deuren weer geopend kunnen worden.
  • Den Haag: aangezien het monumentale JoHo pand in Den Haag door de gemeente noodgedwongen wordt afgebroken en herbouwd, zal JoHo gedurende die periode gehuisvest zijn in de Leidse vestiging.
  • Medewerkers: met name op het gebied van studiehulpcoördinatie, internationale samenwerking en internationale verzekeringen wordt nog gezocht naar versterking!

Nieuws en jaaroverzicht 2023 -2024

  

  

Exams and tests

   

    

   

Webshop for printversions

Summaries and study assistance per related study programme

  

 

JoHo: crossroads uit de selectie
JoHo: crossroads uit de bundels