This final discussion helps tie up our discussion this 5 weeks. In the beginning, we talked about animal testing in psychology more broadly. For this discussion, we will be talking more about cognitive development in animals and how it can be generalized to development in humans. Be specific in your responses and defend your points with research. What are the strengths and weaknesses of using animals in research on development? As always, be sure to cite your research using APA format. In addition to the book, work to find sources outside the book (this makes for a more interesting discussion). Continue using tactful responses, even when disagreeing with points, to promote a good discussion of this final topic for the class. I look forward to hearing about your discovery and final thoughts this term. Thanks for all of your work! Assignment 2: Discussion—Cognitive Development in Animals Washoe is one of the most famous chimpanzees because of her ability to use sign language to communicate. She was able to communicate approximately 350 words and was even observed teaching her son sign language. Even more impressive was that Washoe was able to combine these words into hundreds of logical combinations with different meanings that were not taught, but rather created by herself. You can learn more about human cognitive development by considering Washoe’s use of sign language, as well as the information gained from the study of other animals such as chimps, rats, etc. Respond to the following: Specifically, what can we learn about human cognitive development through the study of these animals? Thinking back to the discussion in M1: Assignment 2, are there any ethical issues that arise from using animals to study human development? Consider what you have learned about the inherent differences between animals and humans.  Why do researchers make use of animals instead of humans for their experiments on development?Write your initial response in 2–3 paragraphs. Apply APA standards to citation of sources. By Saturday, November 2, 2013, post your response to the appropriate Discussion Area. Through Wednesday, November 6, 2013, review and comment on at least two peers’ responses. In your responses, consider the following: Are there any strengths or limitations noted by your peers that you did not include in your own response? If so, what are they?Are there any other examples of reasoning abilities that you can add to your peers’ responses? If so, what are they?Are there other examples of reasoning abilities that are found to exist only in a small number of species? If yes, indicate what they are.

Amanda June Lewis Learning and Behavior, PSY 383 Professor Heather Lippard October 27, 2013   Motor Skills Discuss your outcome with this activity. What did you learn about motor learning? The outcome with this activity is to control and learn movements as my subject is a trainer. Firstly, he states; “I learned regarding motor skills when learning for my Master’s Degree. The activity fascinated me, because I am trainer for the NCAA Division. I competitively learn innovative skills on a regular basis.” He indicated that he discover himself inquiring questions such as, “How can I most expertly facilitate the gymnasts study for these tricks; is there a superior way to provide them feedback; How do I manage practice?” He informs me, “The things I learned from motor learning classes facilitate me to turn out to be a superior teacher and trainer.” Based on your readings, identify which theory of motor-skill learning best fits this activity. Why do you consider it to be the best fit? Schmidt’s theory is best fit for this activity because it describes how motor skills are learned. The detection schema is structured on the grounds of information about the relationship among the environmental outcomes, initial conditions, and the sensory outcomes. Prior to a movement take position and an individual can employ a learned detection schema to forecast the sensory outcomes that will arise if the right movement outcome takes position.  Apply what you have learned during this activity to a real-life learning experience, either for yourself, or for someone you are teaching. Working efficiently with others on projects, inquire high-quality questions, finding appropriate information and recognizing how to employ it are skills that will provide advantage in a person’s personal life. This will give the opportunity to perform these skills in real life. “As a professional movement teacher, involve in teaching other persons motor skills of various sort. This activity will facilitate you to learn how motor learning can facilitate a person to become an efficient trainer of motor skills.” Research conclusion will facilitate people to study how they can assist customers to learn motor skills more rapidly and appreciate the changes in performance and management that takes place as the customers gets superior customer service. References Howard Hughes Medical Institute 2008 Holiday Lectures on Science: “Mirror-Tracing Activity” Retrieved by http://media.hhmi.org/biointeractive/activities/mirror/mirror-tracing-activity-generic.pdf J Rucci, 2011: “Theories of Motor Skill Acquisition” February 23, 2011, Retrieved by http://jrucci-keeptraining.blogspot.com/2011/02/theories-of-motor-skill-acquisition.html Respond RE: Discussion 4 Faculty Lippard 10/28/2013 2:57:44 PM Thanks June for getting this in! Can you talk about how your experience was with completing the star tracing activity? Also, can you talk about why Schmidt's theory relates to the star tracing activity? How does it fit the best of the three theories? Finally, what type of motor skill have you learned or seen someone else learn that you can relate to this activity of the star tracing? Looking forward to reading more! Heather Respond   RE: Discussion 4 Vincent Davis 10/29/2013 10:58:19 PM Amanda, I feel that I am a slow learner yet when I do eventually learn a task and integrate it into my daily behavior, I quickly master it and I feel that this was the case with this star tracing activity.  This is why I felt that Adam's Two-Stage Theory closely mirrors the processes that we needed to go through in order to become better at the skill.  "Adams proposed that an important part of the learning of such a skill is the development of an appropriate perceptual trace" (Mazur, 2006).  My perceptual trace is strengthened through constant and continuous completion of said task, yet it takes me a bit longer at times.  Amanda, can you think of a time where you learned a task at a much slower pace than your friends or fellow classmates and how did that make you feel?ReferencesMazur, J. E.  (2006).  Learning and Behavior 6th Edition.  Upper Saddle River, NJ: Pearson, Inc. Respond RE: Discussion 4 Alexandra Cooley 10/29/2013 11:10:47 PM I agree that Schmidt’s theory fits best with this motor skill test. What about it connected your thoughts with Schmidt’s theory and the test? Respond RE: Discussion 4 Amber Chrobak 10/29/2013 11:48:35 PM Amanda, Good job with your post. However, I would have to disagree with your choice of which theory of motor-skill learning best fits this activity. It is my personal opinion that based on the readings for this module the theory of motor-skill learning that best fits this activity would be Jack A. Adams’s two-stage theory. In this theory according to Adams when someone learns a new motor skill the perceptual trace or reference input is not yet there (Mazur, 2006). For instance, in this activity, which is similar to the example of the 3-inch line drawling in the book, in the beginning of the activity one knows that they must trace the star but does not know what it feels like to trace it. In Adams’s theory he believed that the perceptual trace is “key” in the learning of a new skill such as this. According to Mazur (2006) the perceptual trace is supposedly a result of the memory of the sensations provided by sensory neurons of muscles within the arm and hand when the appropriate length or in this case appropriate length of each line needed to form the star has been drawn.   The second stage of Adams’s two- stage theory is the motor stage in which a person relies on perceptual trace for accuracy of movement without having outside knowledge of results (KC) which originally would have come from the first stage of Adams’s theory: verbal- motor stage. In this stage for someone to improve they rely on feedback from, usually a verbal form but in this case it would have been from being able to see ones errors after each trial. It is through this constant feedback one learns KC (Mazur, 2006). Schmidt proposed, to deal with more flexible motor skills, like the motor skills needed to play tennis that requires different movements all the time, which people can acquire general rules (which he called schemas) as they practice (Mazur, 2006). This is not the case with this activity; it is simply the same movements each time you do it. Playing tennis, which is one of the examples given by the book, requires the player to form perceptual schemas because they learn how hard to hit the ball for certain movements and distances according to Schmidt. Does my explanation why I do not believe the theory you chose fits this activity? What are your thoughts? Why do you believe the theory you chose fits better than the one I chose? References Mazur, J. E. (2006). Learning and behavior. New Jersey: Pearson Education, Inc. Retrieved from http://digitalbookshelf.argosy.edu/#/books/0558220231/pages/48393079 Thanks, Amber Bekkering, H., Wohlschlager, A., & Gattis, M. (2000). Imitation of gestures in children is goal-directed. Quarterly Journal of Experimental Psychology: Section A, 53(1), 153–164. doi:10.1080/027249800390718. (EBSCO AN: 4772409) These are the questions asked and must be in by 11:00 CST. I am just throwing a figure out there for pay. Time is of the essences on this one!Thanks! Joyfull1

Describe in detail how a young child’s fine motor skills are developed—making sure to include the theory of motor-skill learning that best fits this situation. Pre-kindergarteners profit from encounters that back the advancement of fine engine abilities in the hands and fingers. Youngsters may as well have quality and smoothness in their grasp and fingers before being asked to control a pencil on paper. Taking on smoothness and quality first can kill the advancement of an unseemly pencil handle, which is coming to be more ordinary as adolescent youngsters are occupied with composing encounters soon after their hands are primed. The accompanying exercises include the utilization of manipulative which will uphold youthful youngsters' fine engine improvement, and will serve to assemble the quality and aptitude important to hold a pencil suitably. Fine Motor Activities ·  Molding and moving play mixture (play dough) into balls - utilizing the palms of the hands confronting one another and with fingers twisted somewhat towards the palm. ·  Rolling play mixture into minor balls (peas) utilizing just the finger tips. ·  Using pegs or toothpicks to make outlines in play batter. ·  Cutting play mixture with a plastic blade or with a pizza wheel by holding the actualize in a corner to corner velar handle. (see appended graph) ·  Tearing daily paper into strips and after that folding them into balls. Use to stuff scarecrow or other craft creation. ·  Scrunching up 1 sheet of daily paper in one hand. This is a super quality developer. ·  Using a plant sprayer to splash plants, (inside, outside) to spread snow (blend nourishment coloring with water with the goal that the snow could be painted), or melt "creatures". (Draw creature pictures with markers and the shades will run when splashed.) ·  Picking up items utilizing vast tweezers, for example those discovered in the "bedbugs" amusement. This might be acclimates by grabbing cheerios, minor blocks, little marshmallows, pennies, and so on., in checking amusements. ·  Shaking craps by measuring the hands together, shaping a void air space between the palms. ·  Using little measured screwdrivers like those discovered in an erector set. ·  Lacing and sewing exercises, for example hanging dabs, cheerios, macaroni, and so forth. ·  Using eye droppers to "grab" colored water for color blending or to make imaginative plans on paper. ·  Rolling little balls out of tissue paper, then sticking the balls onto development paper to structure pictures or outlines. ·  Turning over cards, coins, checkers, or catches, without carrying them to the edge of the table. ·  Making pictures utilizing stickers or self-staying paper fortifications. ·  Playing amusements with the "manikin fingers" -the thumb, record, and center fingers. At loop time have every tyke's manikin fingers tell about what happened throughout the weekend, or utilize them within tunes and finger plays (Adams, 1987). Explain whether any motor tasks or skills can be accomplished via observational learning. Justify your response. Now, consider a situation in which a young child (3–4 years old) is developmentally delayed in fine motor skill development. Create a strategy which would help the child strengthen his or her fine motor skills. There is continually something new to look into a kid even kids you suppose you know well. Provided that you make a propensity of asking inquiries, you will get to know who a youngster is and can stay informed regarding whom that kid is coming to be. Requiring from particular inquiries can furnish a center perception and expedite results. You have rehashed chances to witness kids polishing abilities, showing information, and displaying conducts in a well known and nature. Would you be able to watch what kids know, as well as how they suppose and tackle issues? By gathering perceptions, you can find replies to your inquiries and manufacture a picture of kids' execution and advance without meddling with their day by day exercises or standard conduct. Case in point, when Laura, a tot guardian, faculties something not right with four-year-old Kara's fine engine advancement, she alludes to the observational agenda she uses to screen youngsters' improvement. Taking into account her perceptions, she acknowledges Kara is not carrying both hands to midline, while Taylor, an alternate tyke the same age, does so oftentimes. Laura keeps watching and chooses to converse with the physical specialist who counsels with the project to ask for exercises to help Kara achieve this turning point. To survey four-year-old Kathy, the instructor shot Kathy and Josie playing together in the square territory. A few days after the fact, he made a few notes about the discussion Kathy was having with an alternate preschooler. On yet a third event, he spared a painting Kathy made with Josie. When the time it now, opportunity to assess Kathy's execution and advance, her instructor's judgments about her developing capacity to connect with her associates will be dependent upon these and different perceptions. These cases outline how normal evaluation of youthful kids can help screen their improvement and studying and help you settle on dynamite choices about how to underpin their proceeded advancement. What are some of your inquiries concerning the kids in your forethought? Watching can help you research a child's:  ·  Health and physical advancement. What sorts of extensive engine and minor engine exercises does the tyke favor? How does the youngster control scissors and pastels? Does the family have worries about the tyke's health? ·  Temperament. Could a youngster usually be depicted as adaptable? Abate to warm up or dreadful? Feisty or extreme? ·  •skills and capacities. What does the youngster do well? What does the youngster find testing? What aptitudes is the youngster attempting to attain? ·  Interests. What exercises make a kid's eyes illuminate? What does the youngster discuss? The point when given a decision, what does the kid decide to do? ·  Culture and home life. How does the kid express social or family customs throughout play? How order is took care of and love communicated at home? ·  Approach to studying. How does the kid approach another action? How might you depict the youngster's cooperation with materials? ·  Use of verbal dialect. What amount of dialect does the youngster have? Does the youngster converse with other kids? Different grown-ups? What does the youngster discuss? ·  Use of non-verbal communication. How does the youngster move? Does the youngster utilize signals? Is the youngster physically expressive? ·  Social cooperation with mature people and associates. Does the youngster cooperate with other youngsters? How does the youngster launch communications? How does the youngster handle clashes? ·  Cognitive abilities. Does the youngster show engage in books and other print material? Does the youngster recognize likenesses also distinctions? (www.eclkc.ohs.acf.hhs.gov) Could you please put this in format required? I really must go now. Just let me know how much!!!! ***www.sonofcitationmachine.com  ***http://my.ilstu.edu/~jhkahn/APAsample.pdf  References: Adams, J. A. (1987). Historical review and appraisal of research on the learning, retention, and transfer of human motor skills. Psychological Bulletin, 101(1), 41. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/assessment/ongoing%20assessment/edudev_art_00070_080505.htm