Introduction:

The discussion forum topic is an assignment to be submitted for a grade.  This is the fifth of ten discussion forum topics to be submitted during the semester.  Read the directions carefully and read the Grading Rubric, which can be viewed by clicking the three vertical dots in the upper right hand corner of the assignment, and then by clicking the words Show Rubric, then compose your response and submit your response by clicking Reply.   

Directions: 

With the information from Chapter 4 in mind, complete the following Tasks.

Tasks: 

1. State a topic of interest from Chapter 4.
2. What question remains unanswered in your mind, after reading the results of a study, that you would like to know more about on the topic of interest, or about the study?
3. If you were a developmental psychologist, what would you want to study on this topic?
4. Who would be the participants in your study?
5. Reply to two classmates’ responses by asking a question, answering a question, offering a suggestion, giving praise, agreeing, politely disagreeing, providing encouragement, sharing a story, or offering a comment.   

How to Complete the Assignment: 

Read the five task items, and then compose a response to each of the five task items in the order in which they appear.  Be as specific as possible.  The responses should show that you have an understanding of the concepts being addressed. 

How the Assignment will be Scored: 

The assignment will be scored using the Grading Rubric for the assignment, which can be viewed by clicking the three vertical dots in the upper right hand corner of the assignment, and then by clicking the words Show Rubric.  The Grading Rubric is based on the Task items, which are aligned with the Learning Objectives of the chapter, which are aligned with the Course Objectives that are on the Syllabus, and which are aligned with the Student Learning Outcomes (SLOs) for the course that are on the Syllabus.  If a response meets the criterion set forth in the Grading Rubric, then the response will earn 1 point.  If a response does not meet the criterion set forth in the Grading Rubric, then the response will not earn 1 point.  Each assignment is scored independently from previous assignments and each assignment is scored independently from future assignments.  

Where to Access the Score:  

The score for the assignment will be visible in the Grades area.  To view how the score was derived, you can view the points earned on the Grading Rubric by clicking the word Show Rubric in upper right hand of the page in the Grades area for this specific assignment.  If there is individual feedback on the assignment, then there will be individual feedback in the Assignment Comments area, which is right hand side of the page. 

Student Success Tip: 

Two Samples of Good Work are provided for students to use as a guide for how to gear their responses.  One sample is in a paragraph format and the other sample is in a numbered format.  Either format is acceptable to use when submitting your response.    

Samples of Good Work: 

Sample 1 

A topic of interest that was discussed in Chapter 4 was autism spectrum disorder.  It is interesting to me how the physical main area of development, namely brain functioning, could have such an effect on other main areas of development, such as the cognitive main area and social main area of development.  One unanswered question in my mind, after reading the material, is what treatment is effective for individuals with autism spectrum disorder?  A longitudinal design could be used to study individuals with autism spectrum disorder.  A longitudinal design could be used to see what the outcomes would be of individuals who were identified as having autism spectrum disorder when they were 10, and then received treatment for 10 years until they were 20, and then were evaluated at age 30 to see if the treatment was effective and long lasting.  The participants would be individuals with autism spectrum disorder. 

Sample 2

1. Early sensory capacities, because it is interesting that babies can hear before they are born.
2. Do babies prefer different types of music after they are born, depending on the type of music they heard before they were born?
3. A sequential study could be conducted on the hearing preferences in infants.  Four types of music could be played to babies every day for three months before they were born, for example, classical music, jazz, rock, and country music, and then after the babies were born, they could be tested to see if they showed a preference for the type of music that was played to them before birth. 
4. Infants and their mothers and fathers would be the participants in the study.    

Alignment of Assignment to the Course:

This online class exercise is connected to Student Learning Outcomes (SLOs) 1 and 2:

Student Learning Outcomes (SLOs) 1. Students will be able to demonstrate an understanding of the theoretical constructs among the 4 main areas of human development (Physical, Cognitive, Social, and Emotional) throughout the lifespan. 

Student Learning Outcomes (SLOs) 2.  Students will be able to differentiate among classic developmental research designs.

This online class exercise is connected to Course Objectives 2 and 3: 

Course Objective 2. Differentiate among the various methods utilized to conduct developmental research.

Course Objective 3.  Discuss key features of physical development across the lifespan, such as prenatal factors, heritability, puberty, hormonal changes, physical health, and biological aspects of mental health.  

This online class exercise is connected to Learning Objectives 1, 2, and 3 for Chapter 4: 

Learning Objective 1.  Identify the stages of childbirth.

Learning Objective 2.  Describe the physical development of the neonate.

Learning Objective 3.    Recognize different research methods and research designs used to study infants and toddlers.

Rationale for the Assignment:

The purpose of the discussion forum topic is to apply the course material to the real world and to your own life by giving examples that are meaningful to you.  This is due by Monday at 11:59 p.m.  Please see the Grading Rubric for Discussion Forum Topic.  

Support 

Student Support Services:  

If you need help completing this assignment, then here are links to student support:  

Pierce College Library (Links to an external site.), Center for Academic Success (Links to an external site.), and NetTutor.  

Technical Support 

If you have technical difficulties and need technical support, then contact the following two offices for free technical support.  You can also click the last icon on the Course home page in the left margin that is a question mark inside of a circle, and a menu will appear that says Help and then look for Pierce College Canvas Support to see the phone numbers.          

PierceOnline

PierceOnline (Links to an external site.)  

Email:  onlinehelp@piercecollege.edu

Phone:  (818) 788-5834 M –Th 9:00 a.m. – 5:00 p.m. and F 8:00 a.m. -3:30 p.m.

Canvas Support

Phone:  (844) 303-5589 M-F 5:00 p.m.- 8:00 a.m. and weekends