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Essay / Research Paper Abstract
10 pages in length. Contemporary society places an inordinate amount of responsibility upon external influences - environmental, school system, other caregivers - to construct a child's cognitive development; one of the most conspicuously absent component is that of parental/familial involvement. The extent to which typical development and learning difficulties are both integrally associated with this particular aspect of cognitive development is both grand and far-reaching; that each end of the learning spectrum can experience valiant success or miserable failure speaks directly to Sameroff's transactional model that contends parents have tremendous influence when it comes to shaping a child's cognitive development. Bibliography lists 12 sources.
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10 pages (~225 words per page)
File: LM1_TLCSameroff.rtf
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Unformatted sample text from the term paper:
conspicuously absent component is that of parental/familial involvement. The extent to which typical development and learning difficulties are both integrally associated with this particular aspect of cognitive development is
both grand and far-reaching; that each end of the learning spectrum can experience valiant success or miserable failure speaks directly to Sameroffs transactional model that contends parents have tremendous influence
when it comes to shaping a childs cognitive development. II. TRANSACTIONAL MODEL DEFINED Sameroffs (1975) transactional model espouses the intrinsic relationship between parent and child in relation to the
fundamental elements of overall development, not the least of which is that of cognition. This interactive approach is experienced in stages as the child grows, with Sameroff (1975) and
co-authors contending there is a "continuum of caretaking casualty" (pp. 119-149) that occurs as one stage gives way to the next. The concept, which explains "individual differences in caregiving
environments thought to contribute to developmental differences across a number of domains" (Smyke et al, 2002, p. 972), provides for the child to create an attachment that cultivates perception, judgment,
memory and reasoning so as to establish the solid bond so relevant to cognitive development. III. TYPICAL DEVELOPMENT AND LEARNING DIFFICULTIES Whether
typical in nature or fraught with learning difficulties, Sameroff (1975a) contends the extent to which parental involvement serves as the central component is an often-overlooked component of cognitive development.
Supporting the perspective that cognitive development also incorporates aspects of observation, Sameroff (1975) points out how learning is a reactionary response to various types of stimuli; understanding how the developing
mind acquires new behaviors, information and personality characteristics fundamentally based within the broad scope of observational and cognitive developmental theories provides a solid foundation upon which the child ultimately functions.
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