What does this task measure (i.e., inductive versus deductive reasoning, egocentrism, object permanence, self-awareness/recognition, theory of mind, language skills, or conservation)?

Developmental Psychology Paper 2 Instructions: ApplicationPaper 2 General Instructions for All Paper Options: Select either option 1, 2, or 3 to complete for your second paper.The Fine Print (APA formatting and flow of paper):• APA formatting for an experimental paper is expected, including but not limited to:o Page numbers should be in the upper right hand corner.o Paper should be double spaced, size 12, Times New Roman font, with 1 inch margins, and no extra space between paragraphs.o Paper should have appropriate section headers and titles.o Pictures and/or charts should be located at the end of the paper in an appendix.o In-text citations should be included for your textbook and/or additional sources.o A reference page in APA format is required only if you use outside sources in your paper. In other words, you do not need a reference page if you only use your textbook/notes for this paper, but still make sure to include in-text citations!o Title page and abstract are not required for this paper.• This paper should be written as a formal paper (i.e., no contractions) with complete sentences. Points may be deducted for poorly formed sentences and paragraphs with obscure connections that do not flow.• Paper should be approximately 3 to 4 pages in length of text (i.e., writing). The appendix and reference page (if included) do not count towards this length.Grammar and Spelling:Given that this is a college level course, it is expected that you will proofread your paper for spelling and basic grammar mistakes. I will not take off points for the first spelling/grammar mistake. Thereafter, however, I may deduct points from your final grade per mistake found.Plagiarism:Plagiarism will not be tolerated! Refer to the information in your syllabus regarding the penalties for plagiarism. Failure to reference ideas that are the intellectual property of another constitutes plagiarism. Students can also not turn in work submitted for a grade in another class. Work that is not original for this class, even if it is your own work, will also be considered (self) plagiarism. Review the helpful resources posted in Blackboard under the “Developmental Paper” tab.Deadline:You are required to submit this paper in Blackboard in Word format. Papers not matching these guidelines will not be accepted. Please refer to your schedule in your syllabus for the due date.If you have any questions, please do not hesitate to ask Ms. Grovenstein!Option 1: Developmental Tasks with Child/Adolescent ParticipationOverview:In this paper, you will conduct one of the developmental tasks listed below, with a child/adolescent in the appropriate age range. Note you do not need to spend money to complete these tasks. Instead, use items around your home. o A-not-B Error Task: 6- to 15-months-oldo Textbook: Chapter 5, page 144o Brief Procedure: Use a cloth to cover a toy with which the baby is playing (i.e., location A). After repeating this at least three times, hide the toy under a new cloth (i.e., location B). Record how the child responds.o Mirror Rouge Test: 9- to 24-months-oldo Textbook: Chapter 6, page 177o Brief Procedure: For 1 minute, count the number of times the infant touches its nose while looking in the mirror. Then have someone put a dab of rouge on the infant’s nose, and turn the infant back toward the mirror. For the next minute, count the number of times the infant touches its nose and the number of times it touches the reflection of its nose. Monitor the child’s reactions throughout the entire procedure. Use this procedure instead of the one in the textbook. o Three Mountain Task: 2- to 5-years-oldo Textbook: Chapter 7, page 207o Brief Procedure: Create a model in which items are placed around an object that only can be seen from certain viewpoints. Ask the child what they can see versus what you can see from different viewpoints. Record the child’s responses throughout.o Change in Liquid, Number, Matter, or Length Task: 4- to 7-years-oldo Textbook: Chapter 7, pages 208-209 (and Chapter 9, pages 277-278)o Basic Procedure: Start with an identical amount of substance for two items. Ask the child if you both have the same amount or if one has more. Do not move onto the next step until the child agrees you both have the same amount. Change the shape in some way and then ask again. Ask the child to explain why. Last, return the quantity to its’ original state, ask again if there is the same amount, and ask the child to explain their answer.o Understand Desires Task: 12 months to 3-years-oldo Textbook: Chapter 7, pages 217-218o Basic Procedure: Start with two food items, one in which the child likes (e.g., crackers) and one in which the child does not (e.g., broccoli). Pretend to eat and enjoy the food the child does not like (e.g., broccoli) and eat the food the child does like and act disgusted. Then ask the child to give you some food and see which food they give you. Repeat the procedure except reverse the food items that you like versus do not like (or have new food items) and see if the results are the same.o Sally-Anne Task: 3- to 5-years-oldo Textbook: Chapter 7, pages 217-219o Basic Procedure: Present that child with two dolls, one named Sally and one named Anne (note, it is okay to change the names). Have Sally place an object in their box and then leave the room. While Sally is gone, have Anne move the object to their box. Ask the child, when Sally returns, where will Sally look for her object? Ask the child to explain and record their response.o Smarties (Band-Aid) Task: 3- to 5-years-oldo Textbook: Chapter 7, pages 217 – 219o Basic Procedure: Present the child with a box in which they know what “should be” in the box, but actually have something different in the box. Then ask them what someone else, who is not there, would think is inside the box. Ask the child to explain and record their response.o Wug Study: 3- to 7-years-oldo Textbook: Chapter 7, pages 220-221o Basic Procedure: Create cards with a made-up creature. You can use the original “wug” creature or design your own, as long as the child has never been exposed to the creature and the name of the creature before. Create ten different examples where the child has to fill in the appropriate morphological rule (e.g., add “s,” “ed,” “ing” sounds). Go through the cards and record the child’s responses. Were their correct answers better than chance?o Feather Reasoning Task: 7- to 11-years-oldo Textbook: Chapter 11, pages 358 – 359o Basic Procedure: Create a rule that does not reflect reality. Ask the child/adolescent the question without the rule first. Then, ask the child/adolescent to apply an arbitrary rule that does not reflect reality and explain their reasoning. Record whether or not the child/adolescent could apply the arbitrary rule.Preparations:Re-watch the video(s) of the task, the corresponding material in your textbook, and make sure you are comfortable conducting the task yourself. Assemble the materials needed to administer the task. Be creative and adapt the task to items that you have around your home. On the day you conduct the task, make sure to bring a camera to take pictures of the task. Procedure for Administering the Task:1. Select at least one child/adolescent in the appropriate age range and ask them to participate. Make sure to ask the parent for permission and explain you are doing this as part of a class project. I recommend printing and bringing these instructions with you in case the parent has any questions.2. Conduct the task with the child/adolescent. A brief procedure was provided with the tasks on the previous page, but note that I expect you to complete the entire procedure. 3. Record their answers, responses, and reasoning throughout the entire procedure. 4. Make sure to take a picture(s) for “proof” of your administration of this task. This picture does not have to include the child/adolescent in it. Your paper will be uploaded in Blackboard and will be in the SafeAssign database, so make sure parents are comfortable with a picture of their child being included in that database. Alternatively, pictures of the set up and your props will be sufficient. Due to file size constraints with Blackboard, you will need to have a still picture (i.e., not a video) to include in your paper. It is acceptable to take a video and then take screenshots of your video to include in your paper.Writing Your Paper:Section 1: Introduction (½ – 1 page):Briefly introduce the task you administered. Use information from the textbook and/or videos we watched in class to do this. What is the purpose of this task? What does this task measure (i.e., inductive versus deductive reasoning, egocentrism, object permanence, self-awareness/recognition, theory of mind, language skills, or conservation)? What do the results broadly indicate to psychologists (e.g., the child’s performance indicates whether or not the child has theory of mind)? Make sure to include, define, and explain, at least 3 key terms from the textbook (i.e., the bolded and defined terms that are also listed at the end of each chapter and in the glossary) that relate to this task. These terms can be specific to the task itself (e.g., centration when discussing conservation) or broader such as the developmental issues introduced in Chapter 1. Please bold or underline these terms in your paper so they are easier for me to identify when grading.Section 2: Method (1 – 1 ½ pages):• Provide relevant background information about the child/adolescent (i.e., age, ethnicity/race, grade level, born preterm or anything that could influence their performance on the task, etc.). Please do not provide the child’s full name! I should not be able to identify the child/adolescent in this paper.• Describe the method you used in your task. Be specific here! Provide exact details so I could conduct the task again using your method. Reference the original method from your textbook/PowerPoint notes and how your method compared (e.g., I replicated the original method except for altering…). o Even if the task did not go according to plan, that is okay! Include that information here. Interactions with people are not always perfect. o Try to focus on your part of the experiment and include the child’s reactions in the results section.Section 3: Results (1 page):Describe how the child/adolescent reacted throughout the task. What did they do? Provide direct responses from the child/adolescent if possible. If you do so, make sure to use quotes. Be as specific as you can be here. Make sure you refer to your pictures in the appendix in either the method or results section. For example, “as can be seen in Picture 1 in my appendix, the child was presented with…”Section 4: Discussion (½ page):• Reflect on the results from your administration of the task. Did the child have the class concepts you were trying to observe (e.g., object permanence (or A-not-B error), self-awareness, egocentrism, conservation, theory of mind, particular language skills, or use deductive versus inductive reasoning)? Did the child complete the task at the appropriate age? If no, hypothesize why that may have been the case. • If you were to conduct this task again, are there things you would change? If so, what? Why would you make those changes? If you would not change anything, what are suggestions for future research on this task? Make sure to clearly state in your paper (e.g., I would change this…).• What did you learn from completing this paper? What is your take away/reaction? Make sure to state directly such as “I learned” or “My take away from completing…”Appendix (i.e., separate page at the very end of paper):Refer to your picture(s) in the text of your paper (either method or results section), but include the picture(s) in the appendix per APA formatting guidelines. Make sure to label your picture(s) according to how it was referenced in the paper (e.g., Picture 1, Picture 2)Option 2: Child Care or Nursing Home/Assisted Living Facility ReviewOverview:In this paper, you will develop criteria for a quality childcare OR nursing home /assisted living facility, based on material presented in the course. Using these criteria, you will explore one facility in close proximity to your current residence. Then, weighing a variety of considerations described below, you will evaluate the facilities and decide if you would select that program for a family member.Preparations:1. For child-care review, carefully read the material in Chapter 6 on early child care (pages 189–192) and early childhood education (Chapter 7, pages 223-226). It is also appropriate to include other topics that you think are relevant, such as childhood types of play (Chapter 8, pages 257-258). For the nursing home/assisted living review, read the material on eldercare (Chapter 19, page 588), nursing homes (Chapter 17, pages 542 – 543), and hospice/palliative care (Chapter 20, pages 610-611).2. Generate a list of critical indicators of quality/desirable care (“must haves,” listed in order of importance) based on the material you have read. Include this list or some form of the list (e.g., graph, chart) in your final paper as an appendix. The list should include at least 10 qualities.3. For the childhood education paper, imagine that you are the parent of a normally developing 3- or 4-year-old child. You have decided to place the child in child care and are now selecting a program. You need high quality, reliable care for your child from 8:30 A.M. to 5:00 P.M. You have a moderate income; cost is an issue, but not the deciding factor, as you are willing to make some sacrifices for the best care. Proximity to your home is another consideration. If you are evaluating a nursing home/assisted living facility, use the same criteria as above, except imagine you are searching for a loved one who is now 80- to 85-years-old and can no longer live on their own. Make sure to explain why they can no longer live on their own (e.g., physical ability, cognitive disorder) in your paper.4. Locate one program within close proximity to your home or work. Learn as much as you can about each program from the center by reviewing their website. If possible, you can visit the center or call them. If you do this, be honest that you are doing this for a course in psychology, rather than as a prospective client.Procedure:1. Describe the program with reference to the criteria you have defined. List specific indicators of quality, such as child/adult-to-caregiver ratio, that will help you to decide on the best placement for your hypothetical child or adult. You will find it helpful to create in advance a chart that notes the indicators of quality you have selected, and to list the information in the chart for the center. In addition, find out the cost of care, the hours of operation, and other business considerations.Suggestions of things to consider include:• How does the facility fight against the obesity epidemic and keep the child/adult active?• How does the facility promote cognitive growth (child or adult) or fight off cognitive declines (adult)?• How does the facility promote socialization between people in the facility and why does this matter?• Review the suggestions from the APA regarding early childhood programs (opens in new window). Simply repeating these 5 suggestions will not be sufficient in your paper. Your criteria should be more specific, but this may help you get started even if you are examining a nursing home / assisted living facility. If you use this source, make sure to provide in-text citations in your paper. [Plain Text Link: http://psychlearningcurve.org/questions-about-early-childhood-programs/?utm_content=buffer06c10&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer]2. Make and defend your decision in a brief report. Include a description of your needs and priorities, your criteria for good child/elderly care, and your evaluation of the program according to your criteria. Be critical! There is no perfect program, so all of your scores should not be at the highest level. There are always ways to improve, even in great facilities!Writing Your Paper:Section 1: Introduction (½ – 1 page):Summarize the information provided on characteristics of good care programs from the textbook and their website. If you use direct quotes from these sources, include in-text citations and provide the website on a reference page. Make sure to include, define, and explain, at least 3 key terms from the textbook (i.e., the bolded and defined terms that are also listed at the end of each chapter and in the glossary) that relate to your criteria. These terms can be specific to the program itself (e.g., child-centered kindergarten) or broader such as the developmental issues introduced in Chapter 1. Please bold or underline these terms in your paper so they are easier for me to identify when grading.Section 2: Method (1– 1 ½ pages):Explain how you developed your criteria for good care programs. Provide reasoning as to why each item is important using class material (e.g., textbook/PowerPoint notes). Also, explain how you selected this particular care program and how you obtained your information (e.g., viewed the website, visited the care program, called on the phone). Make sure to include your table with your criteria and/or include the table with the results (see below).Section 3: Results (1 page):Using specific examples, describe how the local facility compared to your criteria. For example, provide your criteria in an organized table, and put check marks next to the specific items the facility followed. Refer to the table in your results section (e.g., as shown in Table 1 in the appendix, the facility met my criteria on 6 out of 10 items), but include the actual table in your appendix. Alternatively, use a rating scale for each criteria (e.g., scale of 1 to 5 where 1 = poor and 5 = great) and rate how the facility scored (e.g., as shown in Table 1 in the appendix, the facility scored at 3 or above on all 10 items). Use another table or graph to display these results in an appendix. Either using the check list or rating scale, make sure to provide overall results (e.g., total check marks, average score).Section 4: Discussion (½ page):• Make a final decision and reflect on your results. Would you send your child/adult to this facility? Why or why not? Would this facility be considered a “good” care center? Did the facility excel on any of your criteria? Refer back to class concepts to support your final conclusion.• How could the facility improve based on the information covered in class? There is no such thing as a perfect facility, so all facilities can improve in some way! In other words, what would you suggest changing in the facility based on your knowledge of psychology? Are there limitations that make these changes not feasible (e.g., money concerns)? • What did you learn from completing this paper? What is your take away/reaction? Make sure to state directly such as “I learned” or “My take away from completing…”Appendix (i.e., separate page at the very end of paper):As stated above, refer to your tables in the text of your paper (either method or results section), but include the tables in the appendix per APA formatting guidelines. Make sure to label your tables according to how they were referenced in the paper (e.g., Table 1, Table 2).Option 3: Advertisements and Gender StereotypingOverview:In this paper, you will examine influences on gender by categorizing advertisements for items that are directed towards people. You will tally the differences associated with each gender in these categories and compare your results with those you would expect from the material in the textbook and in class.Preparation and Procedure:1. Begin by selecting an age group in which you want to focus. If you select children, you will focus on toys in advertisements. If you select adolescents or adults, you will focus on clothes, hobbies, activities, or jobs in advertisements.2. Develop definitions for “gender-typical,” “gender neutral” and “cross-typed” behavior according to your age group. Avoid circular definitions, like “typically played with by girls”; rather, focus on dimensions of behavior that correspond to gender stereotypes. For example, you might consider mechanical aptitude or interest (indicated by play with construction toys) as typical of males and hence cross-typed play for girls. Similarly, you might consider nurturing behavior and concern with appearance as indicative of stereotyped female behavior, so you would code toys related to house-keeping play or pretend grooming as gender-stereotyped for girls and cross-typed for boys. Refer to Chapter 8 (pages 239-241), Chapter 10 (pages 314-317), Chapter 14 (pages 455-458), and Chapter 19 (pages 597-598) in the textbook for discussions of gender development across the lifespan. It is also appropriate to bring in other topics you think are appropriate, such as body image issues with adolescents (Chapter 11, page 343, 357) if that topic fits with your age group.3. Collect a sample of advertisements from online catalogs or printed magazines that fit with your particular age group. Choose ads distributed by major retailers; avoid ads from specialty vendors (“toys for gifted children”) or consider them separately.4. Locate at least twenty pictures from the sources that you have collected. The ads should show one or more child/adolescent/adult interacting with the item. Using the definitions you developed, classify each ad as showing either a boy or a girl in gender-typical, cross-typed, or gender-neutral play. For example, in categorizing an ad showing a preschool girl playing with a glamorous dress-up kit, you would make one tally in the “girls” section of the “gender-typical” column in the preschool section. Each ad should be counted only once. For example, if a boy and a girl are shown in the ad, classify the gender typing based on the child who has the more active role.5. Prepare a tally sheet to classify the pictures for each age level. Your tally sheet might look like the chart below (in the method section). Include either the tally sheet or a graph/table in the appendix section of your paper.Writing Your Paper:Section 1: Introduction (½ – 1 page):Provide a brief background on gender typical items as discussed in the textbook. Provide definitions of gender-neutral, gender-typical, and cross-typed toys. How did you develop these definitions? Make sure to include, define, and explain, at least 3 key terms from the textbook (i.e., the bolded and defined terms that are also listed at the end of each chapter and in the glossary) that relate to your definitions. These terms can be specific to the topic itself (e.g., Gender Schema Theory) or broader such as the developmental issues introduced in Chapter 1. Please bold or underline these terms in your paper so they are easier for me to identify when grading.Section 2: Method (1– 1 ½ pages):• Describe the method you used to sort the advertisements. Where did you get the ads from (i.e. online, newspapers, magazines)? • Classify the 20 ads according to the 3 gender categories. Explain how you classified the ads and record in a chart (see example) to be included in the appendix. Make sure to refer to class concepts (e.g., textbook/PowerPoint) in your explanation. Section 3: Results (1 page):Summarize your results. First, using your chart, examine the relative frequencies of boys versus girls who were depicted in the ads. Were more boys or girls presented overall (i.e., provide exact numbers such as 15 ads represented boys while 5 represented girls)? Of the ads in each category (gender-typical, cross-typed, gender-neutral), what percentage of the total showed each gender? With regard to the ads showing girls, what percentage of the total fell into each of the three categories? What about those showing boys? Make graphs or include your original tally sheet to present your findings (included as an appendix), but refer to your findings in the paper (e.g., as shown in Table 1 in the appendix, more girl advertisements were found than boy advertisements).Section 4: Discussion (½ page)• Reflect on what you found. Referring to the class material, were you surprised with what you found? If so, what is an alternative explanation? Explain how these advertisements may influence people (e.g., children’s development of schemas, job choices, lifestyle choices).• If you were to complete this assignment again, what would you change? For instance, do you think 20 advertisements is enough to understand this phenomenon? Would could have limited your results? Hypothesize on ways to improve or strengthen your results.• What did you learn from completing this paper? What is your take away/reaction? Make sure to state directly such as “I learned” or “My take away from completing…”Appendix (i.e., separate page at the very end of paper):Refer to your advertisements in the text of your paper (method section), but provide example advertisements of