Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest families use to help foster the development of executive functions.

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Families and the Community

One responsibility of professionals when working with children is offering support for families by sharing information with them about developmentally appropriate strategies for their children and the availability of resources in their community. Recall that during Week Two you developed a flyer that taught the families that you work with about the role of working memory, attention, and executive function in learning and development. Now, imagine the principal of a local school district saw your flyer and has invited you to submit a proposal for an upcoming district-wide professional development conference. Your proposal will need to analyze the role that families and communities play in promoting optimal cognitive development for a specific age group of children. Before starting your assignment, review the Week Three Instructor Guidance for additional information, resources, and support. Additionally, review the Grading Rubric for this assignment to understand how you will be evaluated and contact your instructor using the “Ask Your Instructor” discussion before the due date with questions.
 
The proposal will focus on:
 
Preschoolers (Ages 3-5)
 
Then, complete The Role of Families and the Community Proposal Template to address each of the following:
The Role of Families and the Community Proposal Template
Influence of Theory: Explain how theory can influence the choices families make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed thus far in the course.
 
Home Environment: Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage families to use to foster this type of environment.
Families and Executive Functions: Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest families use to help foster the development of executive functions.
 
Families and Memory Development: Examine the role that family plays in memory development for your chosen age group. Provide at least two strategies families can use to support memory development.
 
Families and Conceptual Development: Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week Three Discussion 1 forum to provide at least two strategies families can use to support development in this area.
 
Community Resources: Explain at least two community resources that you would suggest families use to support the cognitive development of their children for your chosen age group.
 
Supporting Families: Analyze the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group.
 
The template:
 
A title page is not necessary for this assignment due to the layout of the required template.
 
Length: Your completed The Roles of Families and the Community template must be 6 to 8 double-spaced pages in length (not including the reference page).
 
Source Requirement: Reference at least two scholarly sources in addition to the text.
 
APA Formatting: Use APA formatting consistently throughout the assignment, which includes citations in the body of the assignment and references list.
 
Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
 
Attachment posted!

Using examples, explain at least three environmental influences that impact executive functioning and memory.

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How the Brain Learns

Farrar and Montgomery discuss executive functioning and memory development (2015), you learned about factors that influence brain development. For this assignment, you will build upon that knowledge by further investigating how the brain learns. Remember that working memory, attention, and executive functions are interconnected and are crucial to the learning process. This includes the ability for a child to pay attention, demonstrate inhibitory control, and goal-directed behavior. Children may possess varying degrees of each of these functions, but they work together to create cognitive control and flexibility. For this assignment, you will assume the role of a professional development coordinator for your state’s early childhood programs and develop a flyer titled “How the Brain Learns” that informs families about the role of working memory, attention, and executive function in learning and development. You may develop your flyer using Microsoft Word or Microsoft Publisher. Before completing this assignment, review the Week Two Instructor Guidance for additional information, resources, and support. Additionally, review the Grading Rubric for this assignment to understand how you will be evaluated and contact your instructor using the “Ask Your Instructor” discussion before the due date with questions.

 
In the “How the Brain Learns” flyer, include separate sections that address each of the following:
 
Key Words (1 point): Define working memory, attention, and executive functions.
 
Relationship Among Executive Functions (1 point): Using examples, discuss the relationship among the three core executive functions (i.e., working memory, inhibitory control, and set-shifting).
 
Development of Executive Functions: Using examples, discuss how the three core executive functions develop from infancy through age 8.
Executive Functions and Role: Examine the role the three core executive functions play in learning and development. For each of the functions, provide a specific example to support your examination.
 
Neural Regions and Executive Functions: Explain at least two ways the prefrontal and ventral striatum neural regions are associated with executive functions in emotional situations.
 
Delayed Gratification: Using examples, discuss at least two different factors that influence young children’s willingness to delay gratification.
 
Environmental Influences: Using examples, explain at least three environmental influences that impact executive functioning and memory.
 
Training of Executive Functions: Discuss at least two specific ways to help executive functions in children in the classroom.
 
Flyer Design: Incorporates at least three images or graphics that are related to the content of the flyer.
 
Length: Flyer must be at least 2 pages in length.
 
Source Requirement: Reference two scholarly sources in addition to the text. All sources included in the References list must be cited in the content of the flyer.
 
APA Formatting: Use APA formatting consistently throughout the assignment, which includes citations in the body of the assignment, the title page, and references list.
 
Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Required Resource
Farrar, M.J. & Montgomery, D. (2015). Cognitive Development of Children: Research and Application. San Diego, CA; Bridgepoint Education

• What is the role of the anterior cingulate in audiovisual processing and the symptoms of brain injury to this area?

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As an alternative, you may use the Internet to find information about the Stroop test, such as a demo video or articles that describe how it works and the various results people who have taken the test have experienced.
After you have finished the two tasks listed above or conducted your own research on the Stroop test, respond to the following. Use the headings below to organize this part of your paper.
1.Based on your own experience with the Stroop test or the research you conducted about it, explain which of the two tasks above would be harder and why.
2.Briefly explain the role of the anterior cingulate in audiovisual processing and the symptoms of brain injury to this area. Use the Capella library to research the material and support your answers.
3.Discuss whether a person with dyslexia or a brain injury would have more or less trouble with this task. Comment on how someone would do on this task if he or she did not speak English. What other observations did you have?
Below are the required headings for Part A of this assessment. These should stand alone and should not be incorporated into the content of the answer:

  • Which task would be harder? Why?
• What is the role of the anterior cingulate in audiovisual processing and the symptoms of brain injury to this area? • Discuss whether a person with dyslexia or a brain injury would have more or less trouble with this task.
• How would someone do on this task if he or she did not speak English?
• Other observations.

Part B
The blind spot is the area on the retina without photoreceptors. Therefore, the part of an image that falls on this region will not be seen. It is in this region that the optic nerve exits the eye on its way to the brain. Humans may use different parts of their brain to discriminate objects from people. In particular, we may have specialized neurons for recognizing faces.
For this part of the assessment, answer the following questions. Use the Capella library to research the material and support your answers. Format your paper by using the questions as headings; do not incorporate the questions into the content of the answers.
1.What is the problem of final integration of visual information?
2.What kind of problem(s) does this present regarding our understanding of how the brain works?
3.Is this a problem that needs to be solved?
4.What research has been conducted into this issue? Are there any recent papers in the scientific literature that address 
this issue?
Additional Requirements

  • Written Communication: Written communication should be free of errors that detract from the overall message.
  • APA Formatting: Resources and citations should be formatted according to APA (6th edition) style and formatting.
  • Font and Font Size: Times New Roman, 12-point font, and double spaced. Use Microsoft Word to complete the
assessment.
  • Length: Write a minimum of 4 pages, excluding the title page and reference page.

Attachments:

Do you think, with the differences in the processing of sensory input, all of us experience the world (that is, colors and smells) differently? Is it possible that the perception of sensory input is different for every person?

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TEMPLATE_PSYC-FP4310_00003:
Questions To Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

  • Do you think, with the differences in the processing of sensory input, all of us experience the world (that is, colors and smells) differently? Is it possible that the perception of sensory input is different for every person? If this is the case, then how can we know if there is a problem with final integration?
  • How does the brain process what we see in the world? Resources 
Suggested Resources 
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. 
Capella Resources 
Click the links provided to view the following resources: 
• Stroop Handout 1 . • Stroop Handout 2 . 
Show More 
Library Resources 
The following e-books or articles from the Capella University Library are linked directly in this course:
  • Mueller, J. A., & Dollaghan, C. (2013). A systematic review of assessments for identifying executive function impairment in adults with acquired brain injury . Journal of Speech, Language, And Hearing Research , 56 (3), 1051–1064.
  • Constantinidou, F., Wertheimer, J. C., Tsanadis, J., Evans, C., & Paul, D. R. (2012). Assessment of executive functioning in brain injury: Collaboration between speech-language pathology and neuropsychology for an integrative neuropsychological perspective . Brain Injury , 26 (13/14), 1549–1563. doi:10.3109/02699052.2012.698786
  • Spitz, G., Ponsford, J. L., Rudzki, D., & Maller, J. J. (2012). Association between cognitive performance and functional outcome following traumatic brain injury: A longitudinal multilevel examination . Neuropsychology , 26 (5), 604–612. doi:10.1037/a0029239
  • McDonald, S., Gowland, A., Randall, R., Fisher, A., Osborne-Crowley, K., & Honan, C. (2014, May 12). Cognitive factors underpinning poor expressive communication skills after traumatic brain injury: Theory of mind or executive function? Neuropsychology . Advance online publication. doi:10.1037/neu0000089
  • Hegedish, O., & Hoofien, D. (2013). Detection of malingered neurocognitive dysfunction among patients with acquired brain injuries: A Word Memory Test study . European Journal of Psychological Assessment , 29 (4), 253–262. doi:10.1027/1015-5759/a000154
  • Yungher, D., & Craelius, W. (2012). Improving fine motor function after brain injury using gesture recognition biofeedback . Disability and Rehabilitation: Assistive Technology , 7 (6), 464–468. doi:10.3109/17483107.2011.650782
  • Mendez, M. F., Owens, E. M., Berenji, G., Peppers, D. C., Liang, L., & Licht, E. A. (2013). Mild traumatic brain injury from primary blast vs. blunt forces: Post-concussion consequences and functional neuroimaging . NeuroRehabilitation , 32 (2), 397–407.
  • Yi, A., & Dams-O’Connor, K. (2013). Psychosocial functioning in older adults with traumatic brain injury . NeuroRehabilitation , 32 (2), 267–273.

 
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  • Cooper, D. B., Chau, P. M., Armistead-Jehle, P., Vanderploeg, R. D., & Bowles, A. O. (2012). Relationship between mechanism of injury and neurocognitive functioning in OEF/OIF service members with mild traumatic brain injuries . Military Medicine , 177 (10), 1157–1160. doi:10.7205/MILMED-D-12-00098

Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.