For Joseph Kennedy

Due 1/22/18

 

Article RAeview

The purpose of an article review is to provide the academic community with a description, summary, and evaluation of the completed work. For the article review, students will assume the role of an expert who is critically evaluating contemporary research in the field of psychology. Students will incorporate material from across the course, analyzing and applying theories and principles of psychology, into a cohesive and well-written article review. This learning activity will facilitate the development of research skills, critical thinking, and writing skills that are necessary to success in the field of psychology. The article for review was chosen in Week Two of the course and must be used in this review. Carefully read the selected article, and then write the Article Review.

• Begin with a well-written introduction to the article that:  
• Analyzes the article and identifies the professional area of psychology it represents
• Assesses the roles of psychology professionals within this area and describes whether or not the article clearly and correctly represents these roles.
• Evaluate the theoretical perspective on which the study is based
• Detail the hypotheses presented in the study or the relationship of interest
• Describe the sample(s) presented in the study (how participants were obtained, selected, sample size, etc.)
• Discuss where the study was conducted: university setting (lab), organization (field), etc.
• Examine the ethical concerns in the study using the APA Ethical Principles and Code of Conduct as a guide.
• Summarize the results of the study. Be certain to specify the findings and whether or not the hypotheses were supported.
• Analyze the strengths and weaknesses of the study (usually found in the discussion section of the article).
• Evaluate possible contemporary applications of the results within the article
• Create a conclusion that includes a synopsis of professional insights about the study.

In the creation of the Article Review, it is paramount to include information in the form of peer-reviewed research to support any statements made. A minimum of five peer-reviewed articles, not including the article chosen for this assignment, are required for this paper.Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Article Review, please implement any changes recommended by the instructor, go to

Pathbrite (Links to an external site.)Links to an external site.

and upload the revised Article Review to the portfolio. (Use the

Pathbrite Quick-Start Guide

https://ashford.instructure.com/images/preview https://ashford.instructure.com/images/popout to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.Writing the Final Paper The Final Paper:  

• Must be three to five double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
• Must include a title page with the following:  
• Title of paper
• Student’s name
• Course name and number
• Instructor’s name
• Date submitted
• Must begin with an introductory paragraph that includes an analysis of the article and identification of the professional area of psychology it represents, as well as an assessment of the clear description of the roles of psychology professionals within the area presented.
• Must address the topic of the paper with critical thought.
• Must end with a conclusion that includes a synopsis of professional insights about the study.
• Must use at least five peer-reviewed sources, including a minimum of two from the Ashford University Library. The article being reviewed will not count toward this total.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

Running head: DEVELOPMENTAL PSYCHOLOGY

Developmental Psychology:

Bilingualism and Cognitive Development in Children

LaShawn Tubman

PSY 600

Mary Hoke

January 8, 2018

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[no notes on this page]

DEVELOPMENTAL PSYCHOLOGY

2

Bilingualism and Cognitive Development in Children

Adesope O, O, Thompson T, Lavin, T, & Ungerleider C. (2011). A Systematic Review and

Meta-

Analysis of the Cognitive Correlates of Bilingualism.

The author of the book reviews the correlation of bilingualism with cognitive functions.

The benefits discussed are not exclusive to those individuals that were raised in bilingual

settings but also those that are trying to learn a second language in the later life. One of

the significant cognitive benefits of bilingualism, according to the book, is the enhanced

cognitive control. The book concluded that bilingualism had been associated with other

cognitive benefits such as creativity, visual-spatial skills, enhanced memory as well as

meta-linguistic awareness despite the limitations such as increased difficulties in naming.

Bialystok, E. (2011). The Signal and the Noise. Finding the Pattern in Human Behavior.

Language processing in bilingual children. Cambridge: Cambridge University Press.

The author of the book explains the cognitive role of bilingualism in the human behavior

of developing children. According to the author, the cognitive reserves are the efficient

utilization of brain functions and networks as own ages. The bilingual experience was

showed to enhance the cognitive reserve by sharpening the cognitive mechanisms as well

as in the recruitment of alternative brain networks that compensate for the ones that are

damaged in the course of the aging process. The author concluded that older individuals

from bilingual home settings had improved executive control and improved memory

compared to the monolingual individuals thus leading to significant cognitive benefits

and executive function.

Grosjean, F., Li, P., & Bialystok, E. (2013). The psycholinguistics of bilingualism. Hoboken,

New Jersey: Wiley-Blackwell.

– 2 –

1

2

1. A Systematic Review and

Meta-

For correct APA format only

the first work “A” is in upper

case letters [Mary

Hoke]

2. For correct APA format you

need to include the publisher

and location (for example:

Pearson: New York) [Mary

Hoke]

DEVELOPMENTAL PSYCHOLOGY 3

The book explains the neurological basis of bilingualism on the psychological

development of children of different ages. The neurological basis of the cognitive

benefits of bilingual language extends through the sub-cortical region that is involved in

sensory processing. The authors of the book implied that the bilingual and monolingual

adolescents listen to particular words that are devoid of contravening background noise;

they will exhibit more enhanced brainstem responses to auditory information. The author

concluded that bilingual individuals were showed to switch between tasks more

efficiently than monolingual people.

Kenneth R., (2014) Role of Componential Analysis, Categorical Hypothesizing, Replicability

and Confirmation Bias in Testing for Bilingual Advantages in Executive Function. The

Journal of Cognitive Psychology.

The book focuses on the concepts of replicability of learned behavior and language

among developing children that are exposed to bilingual language. The author explains

that the ability of individuals to ignore certain perceptual information competition and

focus on those deemed relevant is termed as inhibitory control. Dealing with persistent

linguistic competition could pose immense language difficulties. The continuous juggling

between two languages, according to the book, calls for a sense of control on the

individuals on the ways in which they access specific languages at particular times. A

listener could thus be confused by a bilingual speaker that keeps changing from one

language to another. The bilingual brain, according to the author’s conclusion, used

executive function to regulate cognitive systems and abilities including the processes that

are pegged on inhibition and attention.

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DEVELOPMENTAL PSYCHOLOGY 4

Stierer, B., & Maybin, J. (2014). Language, literacy, and learning in educational practice: A

reader. Clevedon, Avon, England: Multilingual Matters in association with the Open

University

The author of the book showed that bilingualism positively influences the conflict

management skills in infants as young as 7 months old. The author further implied that a

multilingual environment impacted positively on the young infants beyond language. The

book contended that cognitive benefits of bilingualism transcend childhood to extend to

adulthood. Bilingualism provides for the means to fend off natural cognitive function

decline and enhance cognitive reserve. The author stated that advantages of bilingual

language–learning could be rooted on one’s ability to focus on the information that is

related to the new language while limiting the interference caused by the language that

has already been established. The author concluded that cognitive ability allows bilingual

individuals to access newly learned language more easily thus precipitating more

enhanced gains in vocabulary as compared to the experiences of monolingual individuals

who have fewer skills of inhibiting competing information.

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[no notes on this page]

Running head: DEVELOPMENTAL PSYCHOLOGY

1

DEVELOPMENTAL PSYCHOLOGY 2

Developmental Psychology

LaShawn Tubman

PSY: 600

Mary Hoke

December 11, 2017

Developmental Psychology

Keijsers, L., & Poulin, F. (2013). Developmental changes in parent-child communication throughout adolescence. Developmental Psychology, 49(12), 2301-2308. http://dx.doi.org/10.1037/a0032217

When analyzed from a methodical perspective, developmental psychology is the study of continuous psychological changes that take place as the human body and mind ages. Originally, the science was applied to infants and children, but with interests in the changes that take place in adolescence, it changed to encompass the whole human lifespan. Overall, developmental psychology reviews on the manner by which patients think, feel, and change their behaviors as they age.

It should be understood that it has three essential goals, they are description, explanation, and optimization of development from the current state. When describing the development, it is crucial to emphasize on the typical and individual variations in patterns of change. Psychologists after describing the patterns must create explanations for the changes. They have to relate the changes to normative processes and individual patterns. It should be noted that describing development is much easier and simpler compared to explaining it. The final step in developmental psychology is applying the theories to help the patient. This step is the optimization of the development stage. This final stage’s outcomes mostly rely on the commitment of the patient as the psychologist only gives instructions that are to be followed.

When normative development is analyzed it results in the notion of recurrent and collective processes. The notion of continuity assumes that change is regular in that children undergo progressive changes, in the same manner, they physically change as they age. However, the discontinuity notion presumes that development is abrupt. In that, the changes take place in successions in specific life periods known as stages. Psychologists who prefer the discontinuity perception believe that everyone has the same order of stages only that it is not essential at the same speed. In the second step of developmental psychology; explaining development, the contributions of nurture and nature have to be taken into consideration. Where nature discusses the biological development and inheritance, nurture, on the other hand, considers the environmental impacts such as the learning through experience. The nature-nurture studies have been made effective in two means, the use of the twin studies, and the study of identical twins. The other is the adoption study, the similarities that exist between biological and adoptive family support structures.

Stability is the ability of a personality or trait to be present from infancy to death whereas change according to theorists is the modification of character through interaction. This ability to change is regarded to as plasticity and is a vital tool need for optimization of development. All these terminologies are important to understanding when as they are key in understanding developmental changes in the parent-child communication in adolescence. Communication is an important tool for parenting, however, by not understanding the relationship that exists between the two the action can be difficult. This is essential as parents are not automatically aware of information that is not shared by their adolescent children. After several experiments, it was concluded that the early stages of adolescence are the best time to apply changes in the mode of communication. This is because this time presents the changes regarding secrecy and reduced communication. By encouraging disclosure that is by understanding the stage of development and applying nurture and change, the secrecy and lack of communication are expected to fade with time. This is because the parents will have a better understanding of the patterns of development. Overall, from a gender perspective, it was identified that boys show higher rates of change.

References

Keijsers, L., & Poulin, F. (2013). Developmental changes in parent-child communication throughout adolescence. Developmental Psychology, 49(12), 2301-2308. http://dx.doi.org/10.1037/a0032217
Running head: DEVELOPMENTAL PSYCHOLOGY

1

Developmental Psychology

La
Shawn
Tub
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P
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:

600

Ma
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oke

December 11, 2017

Running head: DEVELOPMENTAL PSYCHOLOGY 1

Developmental Psychology
LaShawn Tubman
PSY: 600
Mary Hoke
December 11, 2017