...The Case Study PSYC 210: Developmental Psychology Spring D 2015 Antonio Robinson L270221508 APA In the case study presented, a situation was highlighted in which a child’s impulsivity caused a deadly outcome to occur. Observance of behavioral experiments and theories, over the years, has given the understanding that a child’s behavior is influenced by what they see, hear, and are taught from other children and adults. As brain functioning develops, children learn how to process simple thoughts and emotions into more complex reasoning skills. They will also become more experienced, thoughtful, and less impulsive as they mature. Children will experience multiple stages of development and growth until they finally reach adulthood. In the case of the 6 year old mentioned above, the child cannot be held responsible for the crime that was committed because the factors that determine brain development and functioning have not fully matured. Legally, no child under the age of 7 can be held accountable for their actions until all of the biosocial, cognitive, and psychosocial portions of brain and behavioral functioning have fully matured. First of all, the biosocial aspect of development in early childhood relates to brain development and thought processes. A majority of the brain is already present and operational by age 2 (Berger, 2014, p.219), however, the prefrontal cortex of the brain is considered to be the last part to mature. This region of the brain helps with...
Words: 963 - Pages: 4
...Intent? Edward W. Hargrave Forum 3 Case Study Liberty University PSYC 210 Can a Child Commit a Crime with Criminal Intent? Criminal intent by definition means, the intent to do something wrong or forbidden by law…intent refers to the state of mind accompanying an act…it is the outline of the mental pattern which is necessary to do the crime” (Criminal Intent). The question in this situation is whether it is or it is not possible for a child to commit a crime with criminal intent. I believe the answer to this particular question can be found in the argumentation within several of the factors that we have studied thus far in this course. These factors mentioned being biosocial, cognitive, and psychosocial growth. Introduction This particular little boy is considered to be in the stage of the ‘play years’, which is when children are between the ages of 2 and 6 years. As a 6-year-old child, his brain has not fully developed. The process of lateralization, which is when both the right and the left sides of the brain are being connected, has not yet been completed. The right hemisphere of the brain is engaged in reasoning, analyzing, and logical thinking and the left hemisphere of the brain is responsible for emotions, constant, and communication. According to the PowerPoint presentation, a child within this stage has insufficient muscle control along with lacking patience and the judgment in certain situations. In this particular case, injury control/harm reduction practices...
Words: 891 - Pages: 4
...Research article Traumatic brain injury as a risk factor for Alzheimer disease. Comparison of two retrospective autopsy cohorts with evaluation of ApoE genotype Address: 1L.Boltzmann Institute of Clinical Neurobiology, Baumgartner Hoehe 1, B-Bldg., A-1140 Vienna, Austria, 2Department of Neuropathology, University of Munster School of Medicine, Munster, Germany and 3Cognitive Neuropharmacology Unit, H.M. Jackson Foundation, Bethesda, Md, USA E-mail: Kurt A Jellinger* - kurt.jellinger@univie.ac.at; Werner Paulus - werner.paulus@uni-muenster.de; Christian Wrocklage - christian.wrocklage@uni-muenster.de; Irene Litvan - ilitvan@dvhip.org *Corresponding author Kurt A Jellinger*1, Werner Paulus2, Christian Wrocklage2 and Irene Litvan3 Published: 30 July 2001 BMC Neurology 2001, 1:3 This article is available from: http://www.biomedcentral.com/1471-2377/1/3 Received: 29 June 2001 Accepted: 30 July 2001 © 2001 Jellinger et al; licensee BioMed Central Ltd. Verbatim copying and redistribution of this article are permitted in any medium for any non-commercial purpose, provided this notice is preserved along with the article's original URL. For commercial use, contact info@biomedcentral.com Abstract Background and Purpose: The impact of traumatic brain injury (TBI) on the pathogenesis of Alzheimer disease (AD) is still controversial. The aim of our retrospective autopsy study was to assess the impact of TBE and ApoE allele frequency on the development of AD. Material and Methods:...
Words: 3590 - Pages: 15
...TBI in Early Childhood: Impact of Early Intervention on Childhood Development TBI in Early Childhood: Impact of Early Intervention on Childhood Development Traumatic brain injury (TBI) is a growing concern for children in their preschool years. Children of young ages undergo many developmental changes during the ages of two through five. These changes are significant for their growth and maturity. They include cognitive, social, and behavioral development as well as development in executive functioning. Sustaining a traumatic brain injury during these years can pose as a direct risk of developmental deficits in any or all of these areas. After an extensive literature review, it was found that most of the previous research resulted in areas of consensus. These areas compare the how TBI severity and the age of the TBI effect developmental. Results from multiple studies show that the more sever the TBI, the more prevalent the developmental deficiencies (Gerrard-Morris, A., Taylor, H., Yeates, K., Walz, N., Stancin, T., Minich, N., & Wade, S., 2009; McKinlay, A., Grace, R., Horward, L., Fergusson, D., & MacFarlane, M., 2008; Morse, S., Haritou, F., Ong, K., Anderson, V., Catroppa, C., & Rosenfeld, J., 1999; Taylor, H., Swartwout, M., Yeates, K., Walz, N., Stancin, T., & Wade, S., 2008). It is also found that children injured in early childhood are more vulnerable to developmental deficits, According to Taylor et. al (2008), a younger age at the time of injury is a predictor...
Words: 1624 - Pages: 7
...Social science is the organized study of people, their customs, and activities in relation to others. Anthropology: The study of human origin, development, and varieties of human beings. Anthropology is divided into 2 sub-studies, which are Cultural anthropology and Physical Anthropology. A sub field of Physical anthropology would be > paleoanthropology, which studies human development and human variation; why we look the way we do. Cultural anthropology> Linguistics, and the functioning and development of cultures. M.O.S > Case studies, participant observations, surveys, and excavations (digging up remains) Sociology: The study of human social life, and the development of societies. *Goal is to understand the whole world, not just part of it. Psychology: Scientific study of the human brain, mental processes, and human behaviours. METHODS OF STUDY: Case Study > observation of individual/group over period of time Experiments > Allows you to see how 1 factor is related to another Surveys > Obtain information on thoughts of a large group Interviews > used when you require detailed information, you look for explanations behind behaviour and thoughts Observation> Unstructured Observation: observing a group without a predetermined idea of what to look for. Structured Observation > Observing a group based planning what to look for Participant observation > immersing yourself into the daily activities of a group, MOS > Excavations, observations...
Words: 957 - Pages: 4
...Discuss the role of hormones and/or genes in gender development. (8 + 16 marks) Biological sex is determined by genes, which are on chromosomes. Humans generally have 23 pairs of chromosomes, one pair of which determines sex. Females have an XX pair while males have an XY pair. Chromosomal sex largely controls how masculine or feminine the egg's development will be. Chromosomal sex controls whether an embryo will develop ovaries or testes. The SRY gene on the Y chromosome which only males possess will cause the gonad (the organ which produces sex cells) to develop into testes; a female's gonad will develop into ovaries due to the absence of the SRY gene. External genitalia strongly influences gender development, through the effects of the hormones which they produce and due to psychological and social factors. Hormones also affect the development of the genitalia. Androgens (male hormones) such as testosterone stimulate the development of male sex organs. Genetic females who are exposed prenatally to high levels of androgens may therefore develop ambiguous genitalia and the baby may appear externally to be male. Similarly, genetic males with too little androgens may appear externally to be female - this condition is known as androgen insensitivity syndrome (AIS). Hormones also have a powerful affect on the development of the brain. Females and males have different brains, with females generally being better at social skills such as empathising & males generally excelling...
Words: 809 - Pages: 4
...Autism Spectrum Syndrome is a term used to describe abnormalities in neurological and brain developments. People affected by Autism suffer a wide range of symptoms with varying severities. Autism is characterized by symptoms such as social impairments, difficulties in emotional connection and communication, and repeated stereotyped behaviors such as hang flapping and rocking (as cited in Uno, Y., Uchiyama, T., Kurosawa, M., Aleksic, B, and Ozaki, N, 2012). Since the discovery of the fist vaccines up until now, thousands of lives have been saved. Contagious diseases speared so rapidly and the effects can be devastating and sometimes irreversible. Infectious diseases spread quickly in communities; in the past some of these diseases effected large...
Words: 937 - Pages: 4
...Case Study This case study involves a child committing a terrible crime against another child. There is developmental reason s to support the law which states children under age 7 are not held responsible for crimes. As we go through life, we will find that a balance brain is most effective. This balance has not been found during early childhood. Children see m to lose their interest quickly. “Between ages 2 and 6, the brain grows from 75 percent to 90 percent of adult weight, with increases particularly in the areas that allow advanced language and social understanding (Berger, 2011, p.212).” Parents should continue to watch their children closely during these developmental stages. They should listen to what their child is telling them and continue to assist them in their daily activities. The activities that a child does during this development are slower than a teenager because the information is processed slower. Expressions and the regulation of emotions are found in the limbic system of the brain. Emotions are registered in the amygdala part of the brain. These emotions can be positive or negative. Fear is especially found in this part of the brain. The amygdala is the size and has the shape of an almond. It can be found deep in the brain. A child’s imagination is found in the amygdala (Berger, 2011). This child may was afraid of the other child due to the playground scuffle that they had on the previous day. During this stage in a child’s life, they are paying...
Words: 728 - Pages: 3
...hormones in gender development (8 + 16 marks) AO1 – Outline of the the role of genes and hormones in gender development Biological sex is determined by genes, which are on chromosomes. Humans generally have 23 pairs of chromosomes, one pair of which determines sex. Females have an XX pair while males have an XY pair. Chromosomal sex largely controls how masculine or feminine the egg's development will be. Chromosomal sex controls whether an embryo will develop ovaries or testes. The Y chromosome, which only males possess, will cause the gonad (the organ which produces sex cells) to develop into testes. External genitalia strongly influence gender development, through the effects of the hormones which they produce. Androgens (male hormones) such as testosterone, which the testes produce when the foetus is about 3 months old, stimulate the development of male sex organs. Genetic females who are exposed prenatally to high levels of androgens may therefore develop ambiguous genitalia and the baby may appear externally to be male. Similarly, genetic males who are insensitive to androgens may appear externally to be female - this condition is known as androgen insensitivity syndrome (AIS). Hormones also have a powerful effect on the development of the brain. Females and males have different brains, with females generally being better at social skills such as empathising and males generally excelling at spatial skills. Testosterone is thought to make the brain more masculine...
Words: 1130 - Pages: 5
...However, extensive studies using new technology has led to new ways of accurately identifying AD, an understanding of the mechanisms involved regarding the development of AD, and the damage it causes in the human brain. The general population is under the impression that AD is a result of the normal human developmental process of aging. The focus of this research is to dismiss this misconception by providing indisputable empirical evidence to the contrary. This paper looks at the various studies explored by researchers in an attempt to show the factors attributed to AD, a population over the age of 65 that do not suffer from AD, and a population of as young as 18 clinically diagnosed with Alzheimer's disease. The author also addresses life style, environmental, and genetic risk factors attributed to the development of AD. Alzheimer's Disease and its Link to the Normal Human Developmental Process of Aging Contrary to popular belief, studies show that Alzheimer’s disease is not part of the normal human developmental process of aging. It is imperative that researchers acknowledge that AD is not part of the normal aging process. Researchers must keep an open mind during the research and experimental process, exploring all plausible arguments, in order to discover the cause(s) and/or cure to any disease. This would include having an interdisciplinary approach to the study. Currently, the cause(s) of AD is unknown (Nowrangi MA, 2011). Data collected from studies as early as ten...
Words: 5079 - Pages: 21
...some extent this are being wasted. Children are not reaching their full intellectual potential consequently, predispose to school failure. In public elementary schools particularly the Kalibo Elementary School I, where malnutrition is prevalent among schoolchildren, it is observed that children has low attention-span, lack interest and decreased ability to focus on tasks, and restlessness. These likely to interfere with their learning ability and in this way resulted to their poor school performance. However, this has yet be proven, whether malnutrition impair the learning ability and school performance of schoolchildren. It is for this reason, necessary to study the effects of malnutrition on the learning ability and school performance of schoolchildren. Malnutrition and School Performance Unfortunately, very few studies have been made concerning the direct effect of early malnutrition on school performance. The findings in those that have been carried out indicate that both chronic under nutrition and severe clinical...
Words: 2675 - Pages: 11
...Internal and External Factors Influencing the Development of Gender Identity Lanita Doub Liberty University COUN 502-Human Growth & Development Laura Rolen August 11, 2012 Internal and External Factors Influencing the Development of Gender Identity Gender identity is defined as "the perception of oneself as male or female", ( Feldman, 2011). Gender is established by the time a child reaches his or her preschool years. "By the age of two, children consistently label themselves and those around them as male or female" (Feldman, 2011). Preschoolers are very rigid in their beliefs about gender-appropriate behavior. These beliefs become more pronounced by the age of five years. By age seven years the beliefs are still there, although less rigid. Preschooler's ideas of stereotypical behavior are compared to those of traditional adults. Preschoolers develop a gender schema, "a cognitive framework that organizes information relevant to gender"(Feldman, 2011). For example, a preschool boy may refuse to wear makeup in a school play because he knows that makeup is for girls only. In 1966, Lawrence Kohlberg proposed a cognitive-developmental theory, which explains the rigidity of preschoolers as their understanding of gender, and gender appropriate behavior (Feldman, 2011). Shuvo Ghosh states that the development of gender identity "clearly begins in the intrauterine stage". He attributes this to hormone production...
Words: 3635 - Pages: 15
...ISSUE BRIEF November 2009 Understanding the Effects of Maltreatment on Brain Development What’s Inside: • How the Brain Develops This issue brief provides basic information on brain development and the effects of abuse and neglect on that development. The information is designed to help professionals understand the emotional, mental, and behavioral impact of early abuse and neglect in children who come to the attention of the child welfare system. • Effects of Maltreatment on Brain Development • Implications for Practice and Policy • Summary U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families Children’s Bureau Child Welfare Information Gateway Children’s Bureau/ACYF 1250 Maryland Avenue, SW Eighth Floor Washington, DC 20024 800.394.3366 Email: info@childwelfare.gov www.childwelfare.gov Understanding the Effects of Maltreatment on Brain Development www.childwelfare.gov In recent years, there has been a surge of research into early brain development. New technologies, such as neuroimaging (e.g., magnetic resonance imaging or MRI), provide increased insight into how the brain develops and how early experiences affect that development. One area that has been receiving increasing research attention involves the effects of abuse and neglect on the developing brain, especially during infancy and early childhood. Much of this research is providing biological explanations for what practitioners...
Words: 8037 - Pages: 33
...Describe and evaluate case studies into prosopagnosia Prosopagnosia is the inability to recognise faces that belong to people that they already know. The non-medical term for this is “Face Blindness”. There is two types of prosopagnosia. Acquired prosopagnosia, which is when prosopagnosia is gained as a result of brain damage but there were no previous signs of this disorder. Developmental prosopagnosia, which is developed from birth has an uncertain origin but may be due to a genetic component. As prosopagnosia only effects face recognition it suggests that the Fusiform Face Area (FFA) is where the problem lies. This part of the brain relates to face recognition. It is thought that if this are of the brain is damaged it can lead to prosopagnosia. Barton et al did a study in 2002 where he looked at 5 individuals with brain damage. He asked them to identify a series of different faces that he had altered (distance between eyes). Face recognition involves several different processes which are explained in Bruce and Young’s model of face recognition. One of the participants had a normal FFA whereas the FFA in the other four participants was damaged. Throughout the test, the participants whose FFA was normal performed normally in the test. The other four participants performed much more poorly. The conclusion of this was that ability to perceive changes of facial configuration was dependent on whether the FFA of the participant was damaged or not. This may lead to the failure...
Words: 893 - Pages: 4
... D.L. James Editor-‐in-‐Chief Student Perspectives in Cognitive Neuroscience 1 August 2014 Dear Dr. James, I would like to submit my article entitled, “Recovery from Childhood Traumatic Brain Injury: Case Study-‐Susan” for publication as a review article in the Student Perspective in Cognitive Neuroscience. The article traces traumatic brain injury in an eight-‐year-‐old child with a premorbid Attention Deficit/Hyperactivity Disorder (ADHD) and challenging family environment. With the aid of Luria’s conceptual approach to brain organisation and function, and Piaget’s stages of cognitive development, we are able to gauge the impact of the trauma on brain function and also the long term effects...
Words: 5670 - Pages: 23
