PSYC3220 CUNYBrooklyn Memory Development In Children Psychology Help

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I picked writing about memory development in children. I need to write a research paper on that. The guidelines for the paper are attached on the bottom. I really need an A please and thankyou!

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Final Paper Guideline PSYC3220 Prof. Kim I. General Description Each student will choose one topic to research and become an expert on that area. The instructor will present some suggested areas, however, if you find yourself drawn to something else of interest, consideration will be given following discussion with instructor. The suggested topics are as follows: • Sociocultural perspectives on cognitive development • Comparison of different theories on cognitive development • Infant perception and cognition • The development of representation: Thinking in symbols • The development of folk knowledge in children • The development of executive function, strategies, and problem solving skills • Memory development in children • Language development in children • The development of social cognition The purpose of the assignment is for students to explore the dynamics, traditions, and values that may be found within prospective topic. Students should seek to approach the assignment with respect and openness, and should endeavor to find quality, unbiased sources of information. Each student should decide what to write under the suggested topics. Students should consult and cite at least 3-5 references: at least one of these sources should be a journal and/or empirically validated study on chosen topic. If a minimum of 3 references is consulted, no more than one may be an Internet resource (Please do not use Wikipedia). All sources must be cited in APA format. The paper should be at least 8 pages including all the components of the APA style paper with cover page, abstract, and references (double-spaced typed in 12 point standard font) and submitted on the due date assigned. The paper should be in APA format and must include APA approved works cited. Late submission will be penalized 1 point for each day of lateness. A hard copy of your final project is due in class on Monday, May 13. I will not accept a paper via email or postal mail. If you need additional assistance with writing, make an appointment with the Brooklyn College Learning Center, telephone: (718) 951-5821, located at 1300 Boylan Hall. 1 Final Paper Guideline PSYC3220 Prof. Kim II. General Document Guidelines 1. Margins: One inch on all sides (top, bottom, left, right) 2. Font Size and Type: 12-pt. Times New Roman font 3. Line Spacing: Double-space throughout the paper, including the title page, abstract, body of the document, references, appendixes, footnotes, tables, and figures. 4. Spacing after Punctuation: Space once after commas, colons, and semicolons within sentences. Insert two spaces after punctuation marks that end sentences. 5. Alignment: Flush left (creating uneven right margin) 6. Paragraph Indentation: 5-7 spaces 7. Pagination: The page number appears one inch from the right edge of the paper on the first line of every page, beginning with the title page 8. Running Head: The running head is a short title that appears at the top of the pages of a paper or published article. The running head is typed flush left (all uppercase) at the top of all pages (including the title page). The running head should not exceed 50 characters, including punctuation and spacing. Using most word processors, the running head and page number can be inserted into a header, which then automatically appears on all pages. 9. Order of Pages: Title Page, Abstract, Body, References A. Title Page a. Pagination: The Title Page is page 1. b. Running Head: The running head is typed flush left (all uppercase) following “Running head:” c. Key Elements: Paper title, author(s), institutional affiliation(s). d. Paper Title: Uppercase and lowercase letters, centered on the page. e. Author(s): Uppercase and lowercase letters, centered on the line following the title. f. Institutional affiliation: Uppercase and lowercase letters, centered on the line following the author(s). B. Abstract: The abstract is a one-paragraph, self-contained summary of the most important elements of the paper. a. Pagination: The abstract begins on a new page (page 2). b. Heading: “Abstract” (centered on the first line below the running head) c. Format: The abstract (in block format) begins on the line following the Abstract heading. The abstract word limit is set by individual journals. Typically, the word limit is between 150 and 250 words. All numbers in the abstract (except those beginning a sentence) should be typed as digits rather than words. C. Body a. Pagination: The body of the paper begins on a new page (page 3). Subsections of the body of the paper do not begin on new pages. 2 Final Paper Guideline PSYC3220 Prof. Kim b. Title: The title of the paper (in uppercase and lowercase letters) is centered on the first line below the running head. c. Introduction: The introduction (which is not labeled) begins on the line following the paper title. d. Headings: Five levels of headings are available to be used to organize the paper and reflect the relative importance of sections. For example, many empirical research articles utilize two levels of headings: Main headings (such as Method, Results, Discussion, References) would use Level 1 (centered, boldface, uppercase and lowercase letters), and subheadings (such as Participants, Apparatus, and Procedure as subsections of the Method section) would use Level 2 (flush left, boldface, uppercase and lowercase letters). HOWEVER, this is not an empirical research paper, so you are supposed to use your own subheadings appropriately depending upon the theme of your paper to make it better organized. D. References: All sources included in the References section must be cited in the body of the paper (and all sources cited in the paper must be included in the References section). a. Pagination: The References section begins on a new page. b. Heading: “References” (centered on the first line below the running head) c. Format: The references (with hanging indent) begin on the line following the References heading. Entries are organized alphabetically by surnames of first authors. Most reference entries have the following components: i. Authors: Authors are listed in the same order as specified in the source, using surnames and initials. Commas separate all authors. When there are eight or more authors, list the first six authors followed by three ellipses (…) and then the final author. If no author is identified, the title of the document begins the reference. ii. Year of Publication: In parentheses following authors, with a period following the closing parenthesis. If no publication date is identified, use "n.d." in parentheses following the authors. iii. Source Reference: Includes title, journal, volume, pages (for journal article) or title, city of publication, publisher (for book). Italicize titles of books, titles of periodicals, and periodical volume numbers. iv. Electronic Retrieval Information: Electronic retrieval information may include digital object identifiers (DOIs) or uniform resource locators (URLs). DOIs are unique alphanumeric identifiers that lead users to digital source material. d. Examples of sources i. Journal article with DOI Murzynski, J., & Degelman, D. (1996). Body language of women and judgments of vulnerability to sexual assault. Journal of Applied Social Psychology, 26, 1617-1626. doi:10.1111/j.1559-1816.1996.tb00088.x 3 Final Paper Guideline PSYC3220 Prof. Kim ii. Journal article without DOI, print version Koenig, H. G. (1990). Research on religion and mental health in later life: A review and commentary. Journal of Geriatric Psychiatry, 23, 23-53. iii. Journal article without DOI, retrieved online [Note: For articles retrieved from databases, include the URL of the journal home page. Database information is not needed. Do not include the date of retrieval.] Aldridge, D. (1991). Spirituality, healing and medicine. British Journal of General Practice, 41, 425-427. Retrieved from http://www.rcgp.org.uk/publications/bjgp.aspx iv. Book Paloutzian, R. F. (1996). Invitation to the psychology of religion (2nd ed.). Boston, MA: Allyn and Bacon. v. Informally published Web document Degelman, D. (2009). APA style essentials. Retrieved from http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796 vi. Informally published Web document (no date) Nielsen, M. E. (n.d.). Notable people in psychology of religion. Retrieved from http://www.psywww.com/psyrelig/psyrelpr.htm vii. Article or chapter in an edited book Shea, J. D. (1992). Religion and sexual adjustment. In J. F. Schumaker (Ed.), Religion and mental health (pp. 70-84). New York, NY: Oxford University Press. viii. Diagnostic and Statistical Manual of Mental Disorders American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author. III. A list of Journal References Child Development Developmental Psychology American Psychologist Journal of Experimental Child Psychology Human Development Developmental Review Developmental Science Monographs of the Society for Research in Child Development International Journal of Behavioral Development Cultural Diversity and Ethnic Minority Psychology 4 Final Paper Guideline PSYC3220 Prof. Kim New Directions for Child Development Psychological Science Cognitive Psychology Journal of Applied Developmental Psychology Cognitive Development Journal of Child Language Psychology and Aging Journal of Adolescence Journal of Adolescent Research Mental Retardation Infant Behavior and Development Journal of Child and Family Studies American Educational Research Journal For a more complete list of journals in developmental science see: http://www.psychwatch.com/develop_journals.htm. This is a sub-site of www.psychwatch.com. See also APA website list of journals: http://www.apa.org/journals/by_title.html. 5
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Running head: MEMORY DEVELOPMENT IN CHILDREN

Memory Development in Children
Name:
Institution:
Course Code:

MEMORY DEVELOPMENT IN CHILDREN

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Abstract
The ability of an individual to adequately and effectively form meaningful
interpretations of their environment, people and events forms the basis of the individual’s
cognitive, emotional, and social abilities. Indeed, this ability is central to the concept of memory
and recollection n of the same. Initial research into memory development placed the same as a
function of brain development, solely. However, further exploration added structured exposure to
information as one of the variables surrounding memory. Memory is categorized, mainly, into
two distinct categories: working memory and long-term memory. All of these forms of memories
are affected by both the stage of brain development and individual parts of the brain (like
hippocampus, cerebellum, amygdala, basal ganglia, prefrontal cortex as well as neocortex) and
the exposure to structured information during critical growth stages of the child.

MEMORY DEVELOPMENT IN CHILDREN

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Memory Development in Children: Brief Overview
In explicit terms, memory is a subtle faculty (the processes and structures) of the
brain where information (mostly resulting from experiences) are coded, stored and retrieved on
demand. Indeed, our recollections of our experiences greatly influence and form the basis of
one's sense of themselves, guide our decision-making patterns and our emotional patterns. In
essence, memory is vital to our emotional, social, and cognitive functioning. Researches have,
historically, believed children under the three years did not possess the cognitive ability to form a
solid and lasting representation of events around them, thus unable to form memories of the same
(Bauer & Pathman, 2019). This conclusion was drawn, from research findings that established
the inability for most adults to recollect events in their infancy before the average age of three
and a half years (declarative memory), in what researchers term childhood amnesia or infantile.
However, subsequent research from this early transcending opinion regarding memory
development in children, mostly aided by developments in neuroscience (neuroimaging and
electrophysiology) reveals the opposite (Bauer & Pathman, 2019) .
Brain Development in Children
Brain development in children occurs, rather rapidly, in children as compared to
all other parts of the body. The average brain of an infant is 25% of the average adult brain
weight. However, by the age of two, the weight has increased, almost exponentially, to around
75% of the total adult weight. This increase in weight is associated with the development of the
brain, including the part associated with memory development, the hippocampus. The
hippocampus is the central part of the brain associated with coding, storing, and retrieving
cognitive memory. Indeed, this part of the brain is, essentially, found in the medial temporal lobe
of the brain (Bauer & Pathman, 2019). The hippocampus’ primary element of its memory

MEM...


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