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Sensation/Perception and Development [WLOs: 1, 2, 3, 4] [CLOs: 1, 2, 4]
To prepare for this discussion, please read Chapters 2, 3, and 4 of your textbook, as well as the Parental Ethnotheories of Children’s Learning chapter in The Anthropology of Learning in Childhood (Links to an external site.), Culture and Point of View (Links to an external site.), and Independence and Interdependence in Children’s Developmental Experiences (Links to an external site.). In addition, watch Perspective: Brain Games (Season 6) (Links to an external site.), Charlie Chaplin Optic Illusion (Links to an external site.), and Babies (Links to an external site.). Finally, review Instructor Guidance and Announcements.
Remember that this content is new to many of you, so really dive into your learning. Share your understanding and do not be fearful of making mistakes. This environment is designed to help us learn from our content and from one another.
To complete this activity,
Illustrate “sensation” and “perception” in individual experience from a psychological perspective, giving explicit definitions and examples.
Interpret the impact that different environments might have on various aspects of development including (but not limited to)
Nutrition and physical development
Childcare arrangements and social development
Parenting styles and emotional development
Educational practices and cognitive development
Analyze the relationship between perception and development.
In other words, why do we see such great variation in thoughts, feelings, and actions when biological structures are so similar?
What is the role of the brain?
What are some biological, social, and/or psychological processes that explain similarities and differences within and between persons?
To fully demonstrate content knowledge and critical thinking, the Sensation/Perception and Development discussion must