Map of human development
A whole child approach
Fundamentals of human development
Our genes determine the neurons and the neural networks that are developed
The environment ,in a broad sense, determines:
- epigenetics (expression of genes),
- nutrition of cells,
- stimulation of neurons.
See here for more Neuroscience foundations:
A whole child approach
Cognitive development (C)
Physiological & Physical development (F)
Adaptive behaviours (A)
Language (CL)
Executive functions (CEF)
Perception (CP)
Memory (CM)
Selective attention / Inhibition
Working memory
Cognitive flexibility
Goal setting / planning
Reasoning
Information processing
Organization / time management
Oral language 1
Oral language 2
….
Physiological (F1)
Physical (F2)
Growth
Fine motor skills
Gross motor skills
Sensory integration
Reflexes
Control of bowel / urethra
Eating / mouth control
Sleep
Mathematical literacy
Autonomy
Autonomy in the environment
Tools of the mind
Care of self
Click to zoom in
Human society
Click to zoom in
Scientific & technological literacy
Click to zoom in
Care of others
Social (PS)
Personality (PP)
Emotional (PE)
Management of emotions/ Self control / Resilience & coping
Communication of emotions
Self-perception
Confidence
Social & environmental interdependence
Morality/ Ethics / Integrity
Social norms
Conflict management
Social connections
Empathy
Humor
Agency
Perseverance
Creativity
Motivation / curiosity
Independence
Metacognition (CMC)
Touch / Smell / Taste
Hearing
Vision
Proprioception / Balance/ Interoception
Reading and writing literacy
Click to zoom in
Mathematical literacy
Mathematical literacy
Nature of mathematics
Mathematical processes
Mathematical models
Numbers
Ratios and proportionalities
Graphic representations
Symbolic representations
Describing change
Shapes
Averages and comparisons
Correlations
Statistical reasoning
Mathematical reasoning
Human society
Human society
Heredity and experience shape behaviour
Culture affects behaviour
Group behaviour
Influences on social change
Social decisions
Political and economic systems
Social conflict
Global interdependence
Cities and agglomerations (olga)
Flows of people and goods (olga)
History
Art
Music
Sports
Other …
Scientific and technological literacy - Part 1
Nature of technology
Technology and science
Design constraints
Designed systems
Interactions of technology and society
Decisions about using technology
Scientific and technological literacy
Nature of science
Scientific world view
Evidence and reasoning in inquiry
Scientific investigations
Scientific theories
Reducing bias in science
Scientific community
Science and society
Physical setting
Solar system
Stars
Galaxies and the universe
Weather and climate
Use of earth’s resources
Changes in the earth’s surface
Plate tectonics
Atoms and molecules
Conservation of matter
States of matter
Chemical reactions
Energy transformations
Laws of motion
Waves
Gravity
Electricity and magnetism
Living environment - part 2
Human organism - part 2
Designed world - part 2
Historical perspectives - part 2
Common themes - part 2
Scientific and technological literacy - Part 2
Living Environment
Diversity of life
DNA and inherited characteristics
Cell functions
Cells and organs
Interdependence of life
Flow of matter in ecosystems
Flow of energy in ecosystems
Biological evolution
Natural selection
Nature of technology - Part 1
Scientific and technological literacy
Nature of science - Part 1
Physical setting - Part 1
Human organism
Designed world
Historical perspectives
Common themes - Part 3
Human identity
Human development
Basic functions
Disease
Maintaining good health
Coping with mental distress
Diagnosis and treatment of mental disorders
Agricultural technology
Human development
Basic functions
Disease
Maintaining good health
Coping with mental distress
Diagnosis and treatment of mental disorders
Copernican revolution
Classical mechanics
Relativity
Moving continents
Chemical revolution
Splitting the atom
Explaining evolution
Discovering germs
Industrial revolution
Scientific and technological literacy - Part 3
Living Environment - Part 2
Nature of technology - Part 1
Scientific and technological literacy
Nature of science - Part 1
Physical setting - Part 1
Human organism - Part 2
Designed world - Part 2
Historical perspectives - Part 2
Common themes
Systems
Models
Constancy
Patterns of change
Scale (olga : need some adjustment (understanding quantities)
Values in science
Public perception of science
Computation and estimation
Using tools and devices
Communication skills
Detecting flaws in arguments
Map Key
Example to modify : Reasoning 9E
use of deductive logic in reasoning (DL)
use of evidence in reasoning (EV)
use of inductive logic in reasoning (IL)
use of analogies in reasoning (AN)
6-9 years
9 - 12 years
12- 15 years
15 - 18 years
Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question 12E/P1
Evidence and reasoning in inquiry 1B
Detecting Flaws in Arguments 12E
Offer reasons for claims and consider reasons suggested by others 12E/E2*
Seek reasons for believing something rather just claiming “Everybody knows that…3 or 3I just know3 and discount such claims when made by others. 12E/E3
The claims people make are sometimes based on how they feel about somthing rather than on what they observe. 9E/E2*
1B/P3
1B/M3ab
1B/M5a
Avoiding Bias in Science 1B
Heredity and Experience Shape Behaviour 7A
Values in Science 12A
Evidence and reasoning in inquiry 1B
Detecting Flaws in Arguments 12E
Evidence and reasoning in inquiry 1B
Detecting Flaws in Arguments 12E
One way to think about something is to compare it to something more familiar. 9E/E1*
Waves 4F
Model 11B
Notice and criticize the reasoning in arguments in which the claims are not consistent with the evidence given. 12E/M5b
If people have generalizations that always hold, and good information about a particular situation, then logic can help them figure out what is true about it. This kind of formal logic requires care in the use of key words such as if, then, and, not, pr, all, and some. 9E/M1
People are using incorrect logic when they assume that a statement such as “If A is true, then B is true” implies that “If A isn’t true, then B must not be true either”. 9E/M4)
Evidence and reasoning in inquiry 1B
An analogy has some likenesses to but also some differences from real thing. 9E/M6
Reasoning by similarities can suggest ideas to consider but can’t prove them one way or the other. 9E/M7
Be skeptical of claims based only on analogies 12/E/M5c*
Sometimes people invent a generalization to summarize a set of observations. But sometimes people overgeneralize, imaging generalizations on the basis of too few observations. 9E/M3*
In formal logic, a single example can never prove that a generalization is always true, but sometings a single example can prove that a generalization is not always true. Proving a generalization to be false is easier that proving it to be true. 9E/M5*
1B/M1b*
Avoiding Bias in Science 1B
12E/M5c*
12E/M3*
Detecting Flaws in Arguments 12E
Evidence and reasoning in inquiry 1B
Detecting Flaws in Arguments 12E
Logic requires a clear distinction between those conditions that are necessary to get a result and those that are sufficient to get the result. Some conditions may be both necessary and sufficient. 9E/H2*
Because computers can store, retrieve, and process large amount of data, they can rapidly perform a long series of logic steps. They are therefore being used increasingly to help experts solve complex problems that would otherwise be very difficult or impossible to solve. Not all logic problems, however, can be solved by computers. 9E/H5*
A sound argument should have both true statements and valid connections among them. Formal logic is mostly about connections among statements, not about whether they are true. People sometimes use logic that begins with untrue statements and they sometimes use poor logic even if they begin with true statements.9E/H1
In using logic in real world situations, one often has to deal with probabilities rather then certainties. 9E/H3*
DL
DL
DL
DL
DL
EV
EV
EV
EV
AN
AN
AN
IL
IL
AN
EV
DL
A failure to find an exception to a generalization after reviewing a large number of instances increases the confidence in the accuracy of the generalization. 9E/H6**
Once a person believes a generalization, he or she may be more likely to notice cases that agree with it and to overlook cases that don’t. 9E/H4*
Use and correctly interpret relational terms such as if… then…, and, or, sufficient, necessary, some, every, not, correlates with and causes 12E/M5b
IL
IL
Avoiding Bias in Science 1B
1B/H11**
12E/H5*
12E/H4*
Correlation 9D
Detecting Flaws in Arguments 12E
DL
Causation vs correlation?
Adjusts believes to new evidence?
Executive functions - Attentional Control 13A
Selective attention (SA)
Self-regulation (SR)
Self-Monitoring (SM)
Inhibition (IN)
3-6 years
12- 15 years
15 - 18 years
9 - 12 years
6-9 years
0-3 years
Evidence and reasoning in inquiry 1B
1B/P3
EV
Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question 12E/P1
One way to think about something is to compare it to something more familiar. 9E/E1*
Observes faces and people (gaze control) 13A/P1
Manipulates objects and resists distraction (Information filtering) 13A/P4
Stops crying when understood by the caregiver (for ex. waiting for food to be prepared without crying) 13A/P3
Stops his movement if asked to 13A/P4
Calmly waits to speak when asked 13A/P5
Observes objects (gaze control) 13A/P2
When a caregiver asks questions and waits for the child to respond, child responds (makes a sound, smiles, moves) 13A/P3
Listens to an adult reading an age appropriate book till the end 13A/P5
Plays mostly correctly “Jack said” game with age appropriate actions 13A/P4
Observes people interacting with objects 13A/P2
Calmly waits his turn on a slide 13A/P5
When focused on an activity and a new object is placed in view, resists distraction and continues playing until finished (Visual distraction Inhibition) 13A/P5
When focused on an activity and new sounds are appear, resists distraction and continues playing until finished (Auditory distraction Inhibition) 13A/P5
Can wait for 5 minutes to receive a second reward (marshmallow test) 13A/P5
Can brush teeth without getting distracted 13A/P5
Executive functions - Attentional Control 13A
William James (1890/1950) famously wrote, “Everyone knows what attention is. It is the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects.” Subsequent research has qualified James’ claim by suggesting that attention is a multi-faceted construct that serves several different functions. Among the most commonly distinguished functions are alerting (achieving high sensitivity to incoming stimuli), orienting (selecting information from sensory input) and maintaining (sustaining attention, especially in the face of distracting stimuli) (Colombo & Cheatham, 2006; Kahneman 1973; Posner & Petersen, 1990; Posner & Rothbart, 2007). However, all of these functions share the common theme originally enunciated by James of one potential object of attention “taking possession of the mind” at the expense of other simultaneously possible objects. That is, one of the central features of any theory or description of attention is that attention is selective.
Papers :
(2) Plebanek, Sloutsky - 2018 - Selective attention, filtering, and the development of working memory
(3) Huang-Pollock - 2002 - Development of selective attention: Perceptual load influences early versus late attentional selection in children and adults
(5) Ferguson - 2021 - The developmental trajectories of executive function from adolescence to old age
Low stimuli (still, silent, light colors, familiar, etc.)
High stimuli (loud, bright, strong, fast, new, etc.)
Low motivation
Endogenous factors
Exogenous factors
High motivation (ex. Food when hungry)
Develops first
Develops next
Develops last
In newborns and very young infants, selection is is determined largely by the physical properties of a stimulus, such as frequency and duration for auditory stimuli, and intensity, degree of curvature, and brightness for visual stimuli (for reviews see Bernstein, 1990; Ruff & Rothbart, 2001)
Endogenous factors are those cognitive processes that allow the organism to voluntarily control the locus of its attention. In particular, working memory has been suggested to be a key factor, as active maintenance of a goal representation is required in order to organize behavior to achieve the goal (Colombo & Cheatham, 2006; Kane & Engle, 2002).
The increased contribution of endogenous factors has been linked to the maturation of the prefrontal cortex (PFC) and efficiency of dopaminergic transmission in the PFC (Casey, Giedd, & Thomas, 2000; Diamond, Briand, Fosella, & Gehlbach, 2004; Posner & Rothbart, 2007).
Selective attention tests :
Flanker task: https://cognitionlab.com/project/flanker-task/
Scoop
Tapping
Cross-out Joe
Selective Attention | Divided Attention |
Mental focus is on a single task or idea at once while ignoring others | Mental focus is on multiple tasks or ideas at once by giving some attention to each |
Increase the amount of attention being placed on the task or idea because there is a single point of focus | Decrease the amount of attention being placed on any task or idea if there are multiple focuses going on at once |
Excellence in tuning out distractions and switching tasks | Trouble in tuning out distractions and switching tasks |
Strengthens cognitive ability | Weakens cognitive ability |
Reduces the rate of making mistakes | Improves the rate of making mistakes |
Higher in people with ADHD | Lower in people with ADHD |
May cause missing important side information | Prevents missing important side information |
Selective and Divided Attention Comparison
Source and further information: : https://www.mentalup.co/blog/selective-attention
Selective attention is often described as the ability to focus on and prioritize relevant information while filtering out irrelevant information. This prioritization transpires in attending only to a
given channel in dichotic listening tasks (see Pashler, 1999, for re- view), finding target features in visual search (Bacon & Egeth, 1994; Duncan & Humphreys, 1989; Leber & Egeth, 2006; Yantis & Jonides, 1984), or identifying diagnostic features that distinguish categories (Deng & Sloutsky, 2016; Fisher & Sloutsky, 2004; Gureckis, 2004; Hoffman & Rehder, 2010; Love, Medin, & Nosofsky, 1986; Shephard, Hovland, & Jenkins, 1961).(2)
filtering efficiency continues to develop after 7 years of age, whereas WM capacity may reach an asymptote around 7 years of age. The latter finding suggests that selective attention plays a critical role in develop- mental and individual differences in visual working memory capacity.(2)
working memory: it is generally accepted that capacity increases throughout childhood and reaches adult-like levels of 3–5 items between 5 and 10 years of age (Cowan, 2010; Cowan, Fristoe, Elliott, Brunner, & Saults, 2006; Riggs, McTaggart, Simpson, & Freeman, 2006; Simmering, 2012).(2)
Executive functions - Attentional Control 13A
Controls gaze (click to zoom) 13A/P1