scholarly journals Epigenetics: What do Psychologists Need to Know?

2018 ◽  
Vol 7 (3) ◽  
pp. 230 ◽  
Author(s):  
Ben Hayes
Keyword(s):  
Intergenerational Transmission ◽  
Significant Shift ◽  
Societal Change ◽  
Epigenetic Changes ◽  
Learning And Development ◽  
Educational Psychologists ◽  
New Knowledge ◽  
Inheritance Of Acquired Characteristics ◽  
Developing Area ◽  
Reliable Phenomenon

This paper reviews the rapidly developing field of epigenetics, providing an accessible explanation of the key ideas and some illustrative examples of work in the field. Although very much a biological discipline the implications of the developing knowledge in this area are very significant for educational psychologists and this paper aims to provide an introduction to what is becoming a very significant shift in how people think about learning and development. Understanding the processes that underlie epigenetic change and the research that the new knowledge is based on will be important for educational psychologists in order to understand this important developing area of thinking about development and learning. Consensus is growing that intergenerational transmission of epigenetic changes are a reliable phenomenon, establishing the principle of the inheritance of acquired characteristics. This contrasts starkly with models of biological determinism and provides a new way of thinking about educational and societal change. 

scholarly journals Towards a Rubric for Stimulating and Evaluating Sustainable Learning

2019 ◽  
Vol 11 (4) ◽  
pp. 969 ◽  
Author(s):  
Judith Gulikers ◽  
Carla Oonk
Keyword(s):  
Student Learning ◽  
Content Knowledge ◽  
Learning Experience ◽  
Learning Processes ◽  
Education For Sustainability ◽  
Boundary Crossing ◽  
Learning And Development ◽  
Working Process ◽  
New Knowledge ◽  
Crossing Theory

Preparing students for dealing with sustainability issues is a challenge in the field of education. This is a challenge because we don’t know exactly what we are educating for, as there are no defined answers or outcomes to the issues; the future is unpredictable. Dealing with these issues requires crossing boundaries between people coming from different ‘practices’, e.g., disciplines, cultures, academia versus society, thereby making the learning and working process a challenging but critical learning experience in itself. We argue that education for sustainability should not primarily focus on student content knowledge or development of certain products or answers. It should focus on stimulating students to go through boundary-crossing learning processes critical for getting a grip on the unpredictable future. This allows students to learn to work with ‘others’ around the boundaries, and thereby to develop the ability to co-create new knowledge and work towards innovation or transformation for sustainable practice. Building on the boundary crossing theory and using mixed methods and interventions, this design-based study iteratively develops a boundary crossing rubric as an instrument to operationalise student learning in transdisciplinary projects into concrete student behaviour. This rubric in turn can explicate, stimulate and assess student learning and development in transdisciplinary sustainability projects.

INFORMATION TECHNOLOGIES AS AN EFFECTIVE PEDAGOGICAL TOOL IN THE EDUCATION AND TRAINING OF OLDER PRESCHOOL CHILDREN

2020 ◽  
Vol 5 (11) ◽  
pp. 159-164
Author(s):  
K. V. MAKARTSEVA ◽  
Keyword(s):  
Preschool Children ◽  
Information Technologies ◽  
Educational Process ◽  
Sources Of Information ◽  
Learning And Development ◽  
Intellectual Activity ◽  
Pedagogical Tool ◽  
Computer Technologies ◽  
New Knowledge ◽  
And Training

The article considers the possibility of using information computer technologies in the educational process of preschool children, since today computer technologies can be considered as a new way of transferring knowledge that corresponds to a qualitatively new content of learning and development of the child. This method allows the child to learn with interest, find sources of information, foster independence and responsibility in obtaining new knowledge, and develop the discipline of intellectual activity.

Cigarette Smoking from Adolescence to Adulthood

2018 ◽  
Author(s):  
Laurie Chassin ◽  
Clark C. Presson ◽  
Jonathan T. Macy ◽  
Steven J. Sherman
Keyword(s):  
Cigarette Smoking ◽  
Intergenerational Transmission ◽  
Tobacco Use ◽  
Smoking Status ◽  
Smoking Behavior ◽  
Historical Change ◽  
Societal Change ◽  
Developmental Approach ◽  
Smoking Onset

In this chapter, findings from a long-term, cohort-sequential, multigenerational study of cigarette smoking are used to illustrate the importance of a developmental approach for (1) understanding trajectories of smoking behavior (in relation to other forms of tobacco use) and the conditions and challenges of the developmental periods that show transitions in smoking status (particularly adolescent smoking onset and challenges for parents with adolescent children), (2) understanding heterogeneity in these trajectories because differing trajectories may have different etiological underpinnings as well as different implications for the intergenerational transmission of smoking, (3) recognizing that development unfolds within the larger context of societal and historical change and that societal change can influence outcomes, and (4) considering development within a family systems and multigenerational context.

Social justice implications for educational psychologists working with orphans and vulnerable children in South Africa

2019 ◽  
Vol 41 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Jace Pillay
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Educational Psychology ◽  
Learning And Development ◽  
Vulnerable Children ◽  
Orphans And Vulnerable Children ◽  
Educational Psychologists ◽  
Educational Challenges ◽  
The Social

The aim of this article is to discuss the social justice implications for educational psychologists working with orphans and vulnerable children (OVC) who comprise 3.7 million of the population in South Africa. The author begins with a global conceptualisation of social justice and then discusses the nature of social justice in South Africa. This is followed by an exploration of social justice within the discipline of educational psychology and how it would apply to the contexts of OVC, especially taking their psychosocial and educational challenges into consideration. These challenges allude to the point that educational psychologists have to be active agents of social justice who advocate for better learning and development opportunities for OVC to succeed in life. Thus, the social justice implications for educational psychologists working with OVC are discussed. In concluding, the author points out the global value of this article noting that OVC and educational psychologists are prevalent across the globe.

scholarly journals The neuroscience of birth – and the case for Zero Separation

Curationis ◽  
2014 ◽  
Vol 37 (2) ◽  
Author(s):  
Nils J. Bergman
Keyword(s):  
Preterm Infants ◽  
Epigenetic Changes ◽  
Sensory Inputs ◽  
Skin Contact ◽  
Neural Processes ◽  
New Knowledge ◽  
Normal Place ◽  
Skin To Skin ◽  
Harmful Effects ◽  
Scientific Rationale

Currently, Western maternal and neonatal care are to a large extent based on routine separation of mother and infant. It is argued that there is no scientific rationale for this practice and a body of new knowledge now exists that makes a case for Zero Separation of mother and newborn. For the infant, the promotion of Zero Separation is based on the need for maternal sensory inputs that regulate the physiology of the newborn. There are harmful effects of dysregulation and subsequent epigenetic changes caused by separation. Skin-to-skin contact is the antithesis to such separation; the mother’s body is the biologically ‘normal’ place of care, supporting better outcomes both for normal healthy babies and for the smallest preterm infants. In the mother, there are needed neural processes that ensure enhanced reproductive fitness, including behavioural changes (e.g. bonding and protection) and improved lactation, which are supported by the practice of Zero Separation. Zero Separation of mother and newborn should thus be maintained at all costs within health services.

Investment Traits and Intelligence in Adulthood

2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Sophie von Stumm
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Fluid Intelligence ◽  
Need For Cognition ◽  
Openness To Experience ◽  
Intelligence Tests ◽  
Crystallized Intelligence ◽  
New Knowledge ◽  
The Relationship ◽  
Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

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