S/PS/143. How does adolescence mark a change in thinking and experience?

The paper examines the biological and environmental (social) transitions occurring in a child through adolescence discussing the challenges of intellectual and behavioural adaptation, i.e., changing self-images, anxiety disorders, etc. The changes in cognitive abilities are described including the increase of attention span, thinking flexibility, disputes with parents, negative identity, etc.

S/PS/126. Reading habits vary across time and place. Consequently, it is misguided to talk about 'the reading process' as if it were a single, unchanging activity. Discuss

The paper examines how reading material and techniques vary across historical periods. Psychological aspects of the act of reading are discussed noting the differences developed by reading aloud and silent reading, the phenomenon of ascribing different identities by the reader, the role of the reader's background knowledge in text interpretations, etc.

S/PS/127. Who has more control over the reading process, the writer or the reader?

The paper addresses psychological aspects of reading considering the relationship between a writer and a reader, and arguing whether it is the reader's identity and experience, or the writer's intended meaning and the ways of communicating it, that makes a greater effect on the reading process. The link between ideologies and societal interpretative strategies are discussed.

S/PS/129. Describe and discuss Vygotsky's theory of cognitive development in children

The paper examines the research of Vygotsky into children's acquisition of language, the skills of problem solving, numeracy, etc. Conclusions are made about the role of culture in cognitive development.

S/PS/125. Compare and Contrast Freud & Kohlberg's Psychological Theories of Development

The paper examines the five-stage theory of psychosexual development by Sigmund Freud comparing it to the six-stage theory of moral development by Lawrence Kohlberg. Both theories are briefly reviewed supplying critical commentaries and evaluating their contribution.

S/PS/120. Pioneers of Modern Psychology: are people really all the same?

The paper looks at the correlation between behaviours, personal traits and social influences in individuals reviewing related academic studies and discussing personality types, childhood fixations, psychosocial stages, etc.

S/PS/121. Can parents increase (or decrease) sex-typical behaviour in their children?

The paper examines the influence of parents on the development of gender awareness in their children outlining biological and social factors involved in sex-typical behaviour, and arguing whether parents can affect the level of sex-typical behaviour in their children.

S/PS/108. How do cases of severe deprivation inform our understanding of the development of language in typical children?

The paper reviews the studies into language skills development in children who were abused, mistreated or deprived of interaction with humans. The results of the research are summed up to argue whether normal language development is possible after these children have reached puberty.

S/PS/103. Compare, contrast and evaluate the nativist and empiricist views of infant perception

The paper reports on the debate between nativists and empiricists about whether humans are born with all perceptual functions ready to be used or whether these functions are imprinted through experiences. Research into speech perception, image perception, language acquisition, etc. is reviewed.

S/PS/95. How do we remember 'what is where' and 'where is what'?

The paper examines the methods of processing spatial information ('where') and object information ('what') by human memory. A review of neurological and psychological studies on object-location memory is presented; peculiarities of spatial memory in children and adults are examined arguing developmental improvements in feature, spatial and binding accuracies.

S/PS/94. A review on the factors that may hinder a legitimate transition to adulthood, for adolescents that experience differing forms of social exclusion

The paper offers a review of literature on the transitional period of young adolescents focusing on those who are socially excluded. Definitions of social seclusions are reviewed; the role of education, employment and family during the period of transition is analyzed.

C/PS/38. PSYCHOLOGY EDUCATIONALIST PERSPECTIVE IN FOCUS

This assignment focuses on the work and theories of five psychologists in regards to education in a child care setting. We consider their theories in consideration of how they are seen and perceived in action in those settings.

S/PS/82. Piaget's Theories and Cognitive Development

The paper looks at the psychological mechanisms of child development reviewing the cognitive theory of Piaget, describing the stages of this development and the research related to a child's mind.

C/PS/33. Critical Review of Baron-Cohen's (2002) Extreme Male Brain Theory of Autism

This paper is a critical review of Baron-Cohen's 2002 article 'The extreme male brain theory of autism'. The paper outlines the psychological and genetic theories of autism as presented by Baron-Cohen and discusses their strengths and weaknesses. It then goes on to describe theories of male and female 'brain types' and the evidence that autism is an extreme manifestation of the male brain. It is argued that while there is some strong evidence to support Baron-Cohen's theory further research is needed before any conclusions may be drawn

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