La Secuencialidad Del Desarrollo Cognitivo Espontáneo

La Secuencialidad Del Desarrollo Cognitivo Espontneo Free Online Research Papers La Secuencialidad Del Desarrollo Cognitivo Espontneo â€Å"El desarrollo del nià ±o es un proceso temporal por excelencia†, he querido resaltar esta frase de Piaget porque me parece un tema central dentro de su teorà ­a. En el texto que nos ataà ±e el autor en un principio resalta dos puntos clave como son el papel necesario del tiempo en el ciclo vital, y otro que viene a decir algo asà ­ como que si la civilizacià ³n modifica el ritmo biolà ³gico fundamental, y en quà © medida lo hace. Para tratar estos puntos Piaget se centrar en el desarrollo psicolà ³gico, y ms concretamente en el desarrollo propiamente intelectual o cognoscitivo. Destaca a continuacià ³n dos aspectos en el desarrollo intelectual del nià ±o, como son el aspecto psicosocial (todo lo que el nià ±o recibe desde fuera) y un aspecto al que le podemos llamar espontneo (el desarrollo de la inteligencia propiamente dicha; lo que el nià ±o aprende o piensa, no es aprendido y que es descubierto por à ©l mismo). Para ello recurre a dos ejemplos donde vemos como leyes que para nosotros pueden resultar ms que obvias, vemos como en nià ±os que no han alcanzado un determinado estadio evolutivo, no es asà ­; como es el caso de el todo supera a la parte, y el ejemplo de las varillas donde se pone en juego la transitividad. â€Å"†¦ para construir un nuevo instrumento là ³gico son necesarios siempre instrumentos là ³gicos preexistentes, es decir, que la construccià ³n de una nueva nocià ³n supondr siempre sustratos, subestructuras anteriores, y por consiguiente, regresiones indefinidas†¦Ã¢â‚¬  , lo podrà ­amos resumir en la siguiente frase: â€Å"siempre se aprende en base a nuestro conocimiento previo†; sà ³lo con leer la frase que aparece en el texto, nos podemos hacer una idea del corte constructivista que presenta Piaget; desde esta à ³ptica el fallo se encontrarà ­a en el planteamiento del problema, y no tanto en el desarrollo. Piaget nos habla en la teorà ­a de los estadios del desarrollo (4 en particular: sensorio-motor, representacià ³n preoperatorio, operaciones concretas, y proposicionales o formales) de escalones sucesivos, por estadios y por etapas, caracterizados por un orden fijo de sucesià ³n (no habla de fechas concretas para los estadios, sino de un orden d e sucesià ³n que ha de mantenerse constante). Como decà ­a en el anterior prrafo para mi, el problema se presenta en el planteamiento de la teorà ­a. Piaget donde nos habla de estructuras generales de conocimiento que son construidas mediante una maduracià ³n donde incluimos una experiencia fà ­sica y social; sin embargo otros enfoques constructivistas alternativos al piagetiano nos hablan de estructuras especà ­ficas de conocimiento, esto es, alguià ©n puede resultar ser un experto en matemticas y puede ser un negado en Historia; pero esto no quiere decir que no se haya pasado de un perà ­odo a otro, ya que para Piaget debemos superar un determinado estadio para poder hablar de un determinado conocimiento. Desde esta perspectiva no hablamos tanto de sucesià ³n de estadios como de amplitud de conocimiento. Los estudios entre novatos y expertos nos revelan gran aporte de argumentos a todo esto; si aà ºn asà ­ no estamos del todo satisfechos con estos argumentos  ¿cà ³mo explicarà ­amos la clsica partida de ajedrez entre un nià ±o de 8 aà ±os, experto en el juego, contra un joven de 21 aà ±os, novato en el campo, el cual termina por rendirse ante el dominio del pequeà ±o?.Anteriormente hablbamos de una experiencia que se da en el nià ±o debido a una experiencia fà ­sica y social, a esto podemos hacer la siguiente crà ­tica: si para pasar de un estadio a otro necesitamos de esas experiencia,  ¿tenemos todos las mismas experiencias?  ¿cules determinan el paso de un estadio a otro?. Por à ºltimo no todos son crà ­ticas para este genial bià ³logo reconvertido a psicà ³logo, ya que su teorà ­a de equilibracià ³n entre asimilacià ³n de conocimiento y acomodacià ³n del que ya tenemos, sigue vigente hoy en dà ­a. Si antes hablbamos de secuencialidad del desarrollo cognitivo espontneo, ahora nos centraremos en la internalizacià ³n de procesos externos (o bien, una reconstruccià ³n interna de una operacià ³n externa). Como ejemplo el autor hace referencia al hecho de seà ±alar con el dedo en el nià ±o pequeà ±o. En un primer momento el movimiento del nià ±o por alcanzar algà ºn objeto queda representado por los movimientos del pequeà ±o, hasta que aparece la madre del nià ±o en esa situacià ³n, y à ©sta cambia totalmente; el hecho de seà ±alar ahora se convierte en un gesto para los dems, el fracasado intento del nià ±o engendra un reaccià ³n en una persona (su madre) no en el objeto que querà ­a alcanzar. De esta manera el significado primario del fracasado movimiento queda establecido por los dems; sà ³lo cuando el nià ±o sea capaz de relacionar, ms tarde, su fallido movimiento de agarrar con la situacià ³n objetiva como un todo, comienza a interpretar dicho movimiento como acto de seà ±alar. Es aquà ­ donde se da la transformacià ³n de un movimiento orientado a uno dirigido a otra persona, como consecuencia de este cambio, el movimiento queda simplificado y lo à ºnico que re sulta es la forma de seà ±alar que se denomina gesto. Como dice el autor a todo esto: â€Å"Se convierte en un verdadero gesto sà ³lo despuà ©s de manifestar objetivamente todas las funciones de seà ±alar para otros y de ser comprendido por los dems como tal. Su significado y funciones se crean, al principio, por una situacià ³n objetiva y luego por la gente que rodea al nià ±o†. De lo anterior deduce una serie de transformaciones en el proceso de internalizacià ³n: a) una operacià ³n que inicialmente representa una actividad externa se reconstruye y comienza a suceder internamente b) un proceso interpersonal queda transformado en otro intrapersonal (en el desarrollo cultural del nià ±o, toda funcià ³n aparece dos veces, primero a nivel social y ms tarde a nivel individual; aplicndose igualmente esto a las funciones superiores que se originan como relaciones entre seres humanos) c) la transformacià ³n de un proceso interpersonal en un proceso intrapersonal es el resultado de una prolongada serie de sucesos evolutivos (el proceso, aun siendo transformado, continà ºa existiendo y cambia como una forma externa de actividad durante cierto tiempo antes de internalizarse definitivamente). Al final del texto se nos dice algo bastante interesante y es que precisamente a la internalizacià ³n de las actividades socialmente arraigadas e histà ³ricamente desarrolladas, podemos dar el salto cualitativo de la psicologà ­a animal a la humana (la internalizacià ³n de las formas culturales de conducta implica la reconstruccià ³n de la actividad psicolà ³gica en base a las operaciones con signos). A modo de recapitulacià ³n podemos decir de Vugotski que habla de estructuras especà ­ficas de conocimiento, a diferencia de Piaget, y adems aà ±ade el proceso de internalizacià ³n de procesos externos (desde este punto de vista el aspecto que Piaget denominà ³ espontneo, no tiene mucha razà ³n de ser). Para este autor el conocimiento se forma gracias a la experiencia social, y al contexto en sà ­ mismo, que influye no sà ³lo en la adquisicià ³n del conocimiento sino en la aplicacià ³n del mismo. Research Papers on La Secuencialidad Del Desarrollo Cognitivo EspontneoThree Concepts of PsychodynamicRelationship between Media Coverage and Social andThe Relationship Between Delinquency and Drug UsePETSTEL analysis of IndiaInfluences of Socio-Economic Status of Married MalesIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paperThe Hockey GameMoral and Ethical Issues in Hiring New EmployeesLifes What Ifs

How To Use the Spanish Word No

How To Use the Spanish Word No A simple Spanish word like no can be deceptive. It looks and sounds like its English cognate, no, and has a similar meaning. There are some ways in which the Spanish no is used that will seem unfamiliar to English speakers. Here are some of the most common uses of no: No as a Simple Answer to a Question This usage is similar in both languages: -  ¿Ests feliz? - No. (Are you happy?  ¶ No.)-  ¿Es estudiante de la sicologà ­a? - No, es estudiante del arte. (Is he a psychology student?  ¶ No, hes an art student.)-  ¿Hay muchas personas en tu paà ­s que hablan inglà ©s? - No, pero hay muchas que hablan portuguà ©s. (Are there many people in your country who speak English?  ¶ No, but there are many who speak Portuguese.)-  ¿Te gustarà ­a un cafà ©? - No, pero me gustarà ­a un tà ©. (Would you like a coffee?  ¶No, but I would like a tea.) Using No as a Question Tag No is very commonly attached to the end of a statement to turn it into a question, either rhetorically or seeking confirmation from the listener that the statement is true. It is usually the equivalent of isnt that so? or something similar. No in such situations is often called a question tag or tag question. Estudias mucho,  ¿no? (You study a lot, dont you?)Su esposa es inteligente,  ¿no? (His wife is intelligent, isnt she?)Voy contigo,  ¿no? (Im going with you, arent I?)El vuelo sale a los dos y media,  ¿no? (The flight leaves at 2:30, doesnt it?) Using No To Negate a Verb In English, this is usually done using a negative auxiliary verb such as dont, wont or didnt. Él no comprende el libro. (He doesnt understand the book.) ¿Por quà © no estudiabas? (Why didnt you study?)La presidente no es una mujer de grandes principios ni convicciones. (The president isnt a woman of great principles nor convictions.)No fuimos ayer a mi casa. (We didnt go to my house yesterday.) Using No as Part of a Double Negative As a general rule, if a Spanish verb is followed by a negative, it must also be preceded by no or another negative. When translated to English, such sentences use only one negative word. As shown in the second translations below, this may result in an indirect translation of no. No conoce a nadie. (He doesnt know anyone. He knows nobody.)No fui a ninguna parte. (I didnt go anywhere. I went nowhere.)Ahora mismo no estoy concentrado en escribir ningà ºn libro. (Right now Im not focused on writing any book. Right now Im focused not on writing any book.)No quiero que nunca me olvides. (I dont want you to ever forget me. I want you to never forget me.) Using No as the Equivalent of Non- Before Some Nouns and Adjectives Many words use prefixes as a way of making them into the opposite; for example, the opposite of prudente (careful) is imprudente (careless). But some words are preceded by no instead. Creo en la no violencia. (I believe in nonviolence.)Humo pasivo puede matar a los no fumadores. (Secondhand smoke can kill nonsmokers.)El pà ³lipo es no maligno. (The polyp is nonmalignant.)No existe la palabra para definir a la mujer que no es madre. Pero sà ­ que existen las no madres. (There isnt a word that defines the woman who isnt a mother. But indeed non-mothers exist.)Soy un no ciudadano. (I am a noncitizen.) Using No as the Equivalent of Not Typically, no when used the way English uses not immediately precedes the word or phrase it negates.  ¡No en nuestro nombre! (Not in our name!)El matrimonio con ella fue fugaz y no feliz. (His marriage with her was brief and not happy.)Pueden hacer el mismo, pero no rpidamente. (They can do the same thing, but not quickly.)Tiene la inteligencia de no pedir lo que no le van a dar. (She has the intelligence to not ask for what theyre not going to give her.) Using No as a Noun As can the English no, the Spanish no can be used as noun, although the Spanish word is a bit more flexibly used. El paà ­s ha dicho un no rotundo a la guerra. (The country has said a definite no to the war.)Hay una diferencia profunda entre el sà ­ y el no. (Theres a huge difference between yes and no.)Con este referà ©ndum le dieron un gran no al primer ministro. (With this referendum they gave a huge no to the prime minister.) ¿Aceptarà ­as un no dà ©bil? (Would you accept a tentative no?)

Watercolor Prints Essay Example | Topics and Well Written Essays - 250 words

Watercolor Prints - Essay Example The procedures for this class are; Step 1: Children will sit down on the floor (white coloring sheets on the floor) instead of having a canvas in front of them. (Children will not get tired holding their hands in the air). Step 2: Asked to brush colors on canvas without any restrictions Step 3: teacher will go up to each student and tell them specific points about their painting so they could make it better. Step 4: Let them be. Let them use their imaginations and create whatever pleases them. Step 5: they will be briefed about specifics of painting later so they would take short notes. Step 6: They are supposed to write about their own piece. Step 7: Next day, they are supposed to repeat the process in the hopes of improvement. Purposes of the Lesson The purpose of the lesson is to teach students how to read and express emotions through water painting. Estimated Duration Estimated duration for this course is 5 days; daily 4pm to 10pm. Pre- Assessment Just the basic understanding of water colors would be considered sufficient to enroll in this class. The thing about this class is not much about teaching but letting students express themselves through water paintings.

Computer Networking and Management Case Study Example | Topics and Well Written Essays - 4500 words

Computer Networking and Management - Case Study Example figurations at the data center core switch enable functional areas within each department to operate as independent LANs regardless of their physical locations. Internet-enabled Client Applications The following typical applications are allowed by the security management team to access the Internet: 1. Web browsers (IE 7). 2. Email client (Outlook 2007). 3. Skype client; used for voice chat, instant messaging, video conferencing, and low-cost Internet telephony. These applications were found essential to facilitate immediate contact and collaboration across to other universities and research institutions. No other network applications are allowed access to the Internet. The above Internet clients operate at designated TCP ports, which are open but monitored and occasionally audited though the firewall, to ensure compliance with security and IT access policy set forth by the campus network management. Any other applications requiring access to university wide intranet resources achieve that through a web interface and therefore do not require having arbitrary ports open. Figure : screen shot of web browser, email client, and IM/IPT clients Servers Servers, central security appliances, and edge network appliances are all housed in a secure one-level data center, located within the same campus area. Servers are connected to the main access router via a 10Gbps optical Ethernet. Table 2 illustrates the server distribution, platforms, and functionality. Web server (Linux) 1 central server Hosts the intranet portals and internal applications Mail server (Exchange over Windows 2003) 1 central server Hosts all email accounts and archives Domain Controller (Windows 2003) 1 central server Manages DNS, DHCP, and Active Directory Antivirus server (Linux) 1 central server Manages... This document demonstrates the understanding of some major aspects of computer networking, over three distinct sections. Section 1 considered the internal network of the College of Engineering and presented detailed high level description of user, server, network, and security designs of the network and how it connects to the Internet and to the university core intranet. Section 2 examined the important topic of data encryption. Symmetric and asymmetric ciphers have been described and contrasted. Examples of each have been provided. Also, the use of encryption for message authentication in the form of digital signature and/or message authentication code was discussed and the two schemes were compared. Section 3 considered the topic of congestion control and avoidance for TCP/IP networks, which make the overall transport infrastructure of almost all today’s public and private data networks. Congestion control algorithms were discussed at a topical level and a comparative descri ption of three algorithms (Tahoe, Reno and Vegas) was provided. Section 3 concluded with describing the role of an HTTP proxy and the performance penalty it encounters due to the common use of database driven dynamic web content.

Impact of Mass Media on Individuals, Society, and Culture Essay

Impact of Mass Media on Individuals, Society, and Culture Mass media, over the years, has had a profound effect on American society, on its culture, and on the individuals exposed to the media. Mass media is a form of socialization, having a long-term effect on each member of American society. While mass media targets the individual in short-term intervals, the overall influence on them has been established as the consumer moves from one impressionable age category to another. The long or short- term effects of mass media are separate and distinct when its role in America is evaluated. Mass media effects people differently because of varied amounts of exposure and formats. Mass media has a socialization function in American society, in the culture, and on individuals. Mass media has played a role of socialization in our society over the years: Socialization is a long-term process that every human being undergoes as he or she becomes a functioning member of society. Socialization refers to the internalizing of all of the lessons from many sources concerning ways of behaving that are approved or expected by society, as individuals mature through every stage in the life cycle (DeFleur and Dennis, 582). Mass media educates its customers on how to think and to act, as they are conditioned to what the media portrays as suitable responses and behavior to experiences in American life. This long- term process is established over the years as media influences the impressionable age groups, as they are gradually exposed to distinct messages of mass media. These distinct age consumer groups are targeted by mass media, and while the effects of mass media are short-term, the subtle impression is long-term. The effect on American s... ...mmunity and friends have become more concerned of their own pursuits of happiness and security. Most people perceive mass media as quite negative, cynical, and unimportant for everyday life’s survival. The media reveals the degradation of society, our government, our politicians, and our celebrities. American culture is now filled with images of drugs, violence, and sex. Works Cited Anderson, Charles. Personal Interview. 3 November 1996. DeFleur, Melvin L. and Everette E. Dennis. Understanding Mass Communication. Boston: Houghton Mifflin Company, 1996. Denger, Stuart. Personal Interview. 3 November 1996. Hummon, David. Geographical Reviews: Commonplaces: Community Ideology and Identity in American Culture. Geographical Review. July 1991: 363-365. Swidler, Ann. â€Å"Inequality and American Culture† American Behavioral Scientist March 1992: 606- 629. Impact of Mass Media on Individuals, Society, and Culture Essay Impact of Mass Media on Individuals, Society, and Culture Mass media, over the years, has had a profound effect on American society, on its culture, and on the individuals exposed to the media. Mass media is a form of socialization, having a long-term effect on each member of American society. While mass media targets the individual in short-term intervals, the overall influence on them has been established as the consumer moves from one impressionable age category to another. The long or short- term effects of mass media are separate and distinct when its role in America is evaluated. Mass media effects people differently because of varied amounts of exposure and formats. Mass media has a socialization function in American society, in the culture, and on individuals. Mass media has played a role of socialization in our society over the years: Socialization is a long-term process that every human being undergoes as he or she becomes a functioning member of society. Socialization refers to the internalizing of all of the lessons from many sources concerning ways of behaving that are approved or expected by society, as individuals mature through every stage in the life cycle (DeFleur and Dennis, 582). Mass media educates its customers on how to think and to act, as they are conditioned to what the media portrays as suitable responses and behavior to experiences in American life. This long- term process is established over the years as media influences the impressionable age groups, as they are gradually exposed to distinct messages of mass media. These distinct age consumer groups are targeted by mass media, and while the effects of mass media are short-term, the subtle impression is long-term. The effect on American s... ...mmunity and friends have become more concerned of their own pursuits of happiness and security. Most people perceive mass media as quite negative, cynical, and unimportant for everyday life’s survival. The media reveals the degradation of society, our government, our politicians, and our celebrities. American culture is now filled with images of drugs, violence, and sex. Works Cited Anderson, Charles. Personal Interview. 3 November 1996. DeFleur, Melvin L. and Everette E. Dennis. Understanding Mass Communication. Boston: Houghton Mifflin Company, 1996. Denger, Stuart. Personal Interview. 3 November 1996. Hummon, David. Geographical Reviews: Commonplaces: Community Ideology and Identity in American Culture. Geographical Review. July 1991: 363-365. Swidler, Ann. â€Å"Inequality and American Culture† American Behavioral Scientist March 1992: 606- 629.

How to Multitask? Essay

Sometimes I wish I could clone myself and be present in several places at the same time! † says Vedika. Don’t we wish all we could do that ? Living in this busy world, we never seem to have enough time to get everything done. The best way to get our tasks done is to learn how to organize our time. Women are the best example of multitasking. They need to take care of so many things at once; their children, houses, husbands, and sometimes careers! (Catherine Bush,2001) Although women are born with this skill that doesn’t mean it’s not an attainable skill. The most successful business men are those who learned the art of multitasking. So much work needs to get done, so little time to do it. After all as they say in the business world â€Å"time is money! † Doctors are also are a great example. As a doctor you have a big number of patients to look after, not to mention the multiple surgeries that you have to perform each day, which means you have to focus on getting each task done in its own time. In order to master the art of multitasking, we can always follow a few simple steps in order to get our lives much more organized & accomplishing more. If you want to be a professional multitasked; you have to take in a consideration writing down your to do list, prioritizing, having a timeline, sticking to your time line and finishing   tasks on time. A to do list is the most common way to organizing your tasks. Write down the things you need to get done for the day in the evening before, spend 10-15 minutes writing down your list. There fore, the first thing you should start your day with is deciding what would you do depending on how busy your day os going to be. Now a days, Technology has become much more aware of the important of To Do Lists so we can find such pocket organizers, programs in computers, online websites, and mobile phones as well. Having a to do list will make your day more organized, much clear of what to do. Moreover, it will make you feel less stressed, then you will be much more capable of accomplishing your tasks. After writing down a to do list prioritizing would be your second step. To know when to switch tasks, you must distinguish between the tasks you must perform and those you can afford to blow off. Prioritize your list in order depending on the tasks must be done first. Rank them as daily, weekly, monthly, and yearly categories (Catherine Bush, 2001). Then, you have to decide what tasks need to be done first according to the level of importance and the amount of time you have to get it done. Keep in mind that you have to carry on with your schedule under any circumstances (Sanjay). Timeline would be your redline, so you should prepare yourself to be always on time. First, set a time line for each task so you won’t waste your time. Secondly, you must decide the amount of time you can spend on each task so that you will have enough time to finish them all (Triana Mukherjee,2004). Some tasks un expectedly take more time thus affecting your whole plan. It’s alright, the more you practice this, the better you will be in your time judgment After setting your timelines you have to stick to it. Always, stick to your time line, and finish each task before starting the next one. Doing this will be a good exercise on time management. E. g: when having to work on a project for school, set on estimate for the time required for the preparations step, research step, and writing step. You will be able to finish on time if you stick to your time line . Multitasking at your current level leads to other levels and that is a natural progression. The ‘challenge’ factor keeps you going. You can do other things and do them well† Observes Sanjay, The amount of tasks needed to be accomplished each day depends on a lot of factors; the amount of time you can afford to spend, the quality you want your work to be, your limitations, strength and ambitions.

The Religious Motivations of Christopher Marlowes Dr...

The Religious Motivations of Christopher Marlowes Dr Faustus Dr Faustus is a short play written by Christopher Marlowe. The play is a masterful insight into the paradoxical soul of mankind and its ironically self inflicted corruption. The play could be classified as a theological allegory. It can be assumed that the play specifically speaks to the religious motivations of the time, but can be adapted to the present as well. Marlowe portrays Faustus’ ambition as dangerous; it was the cause of his demise. Perhaps Marlowe used the theme of over-ambition as a warning to the audience, who would be likely to be wary of ambition - it was looked down on as a negative personality trait in Christian England (Calvinism) (Munteanu, Class notes).†¦show more content†¦Here we are told of the life of an ordinary man, born to modest people. This piece tells us that in the new age of the Renaissance, a common-born scholar like Faustus, is as important as any king or warrior, and his story is worthy of being told. Also state is that Dr Faustusâ €™s swelling pride will lead to his downfall. Here we are addressed with a precursor of what is about to happen and how it is to be facilitated, again by one mans desire to destroy himself in respect to Godliness. In act one, Marlowe portrays Faustus as being over-ambitious by his turning to magic, which is a much more sinister and much less conventional pursuit than others that he had been discussing previously. Faustus hopes that magic will make him omnipotent and god-like. Through out the next few acts we see Dr Faustus disregard the teachings against the seven deadly sins with his trickery and debauchery. The great doctor Faustus has the seven deadly sins entrenched in his life and they are displayed by his various actions during the play. The first deadly sin was that of pride. Dr Faustus saw himself as in comparison to others in a competitive nature. Pride and vanity are competitive. This was done in Act One when he sits there and tells the audience of his accomplishments and wishes for more glory. The second is covetousness, it is manifested in the play through various actions. Faustus demonstrates this in various scenes, when he evokes