Alan, D., Castel, K., David, A., & McCabe, D. (2011). The Development of Memory Efficiency and Value-Directed Remembering Across the Life Span: A Cross-Sectional Study of Memory and Selectivity. Developmental Psychology, 47 (6), 1553–1564.
This study evaluated data for the memory development and control across the life span of different age groups. The data was evaluated to show the relationship between memory changes and age. Results showed that age difference was a core factor in determining memory capacity and efficiency. Younger participants remembered more items than older participants. However, older participants were highly selective to remember items with high points. This study points to the significance of comparing memory capacity and efficiency with the age difference based on task value.
Altschul, I., Oyserman, D., & Bybee, D. (2006). Racial–ethnic identity in mid-adolescence: Content and change as predictors of grades. Child Development, 77, 1155–1169.
This article hypothesized various aspects of racial ethnic identity (REI) using data from African American and Latinos schools. This was purposed to show how REI connectedness, racism awareness and academic attainment influence academic achievement. Youths from different schools standards, low income and urban were examined to determine their grade point average (GPA) based on these factors. Both participating groups showed a small increment in their GPA using REI factor. However, high REI connectedness and academic attainment resulted to the highest GPA, which is not influenced by the race ethnicity.
Anastasia, E. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1 (1), 3-14.
This study evaluates the metacognitive experience (ME) relation that influence cognition and the effects arising due to ME inaccuracy. The implications of ME on learning are obtained using the cognitive regulatory loops. Results of the study emphasized on ME influence on difficulty and confidence in judgment and controlling feelings. The ME implication in this study is underscored for the basis of future research.
B-DI.com (n.d.). Understanding behavioral individuality. Retrieved from: http://www.temperament.com/index.html
This article targets information from infants, children, and adults to examine their behavior or temperament. The information is evaluated to show the relationship of these temperaments with their inborn characteristics. A survey based on the results showed that behavior and temperament are different and unique amongst individuals due to their inborn characteristics. This study signifies the importance of genetic in people’s temperaments.
Brodal, P. (2010). The Central Nervous System. New York: Oxford University Press.
This book provides the knowledge and an understanding about the structure and functions of the Central Nervous System. The author surveys the field of clinical neuroscience to enhance medical students’ knowledge and understanding of neuroscience and its influence on critical thinking.
Esterson, A. (1993). Seductive Mirage: An exploration of the work of Sigmund Freud. Chicago: Open Court.
This book looks at Freud’s contributions in behavior aspects of individuals. The author emphasizes on the complications, which arise based on Freud’s behavioral theories. Although many people feel that Freud’s theories are incomplete, there are impressions that they totally explore the mind’s hidden depths to uncover the reality.
Freud, S. (1962). Civilization and its discontents. New York, NY: W. W. Norton.
This work compares the human, civilized lifestyle with the savage lifestyle to come up with the general understanding of civilization. The author uses various theories to discuss aspects of civilization in human life and society. The work emphasizes on human character and conscience influence on civilization. Results show aggressiveness and self-destruction as the main conflicts affecting civilization.
Kohlberg, L. (1958). Essays on moral development, vol. I: The philosophy of moral development. San Francisco, CA: Harper & Row.
This book examines the moral judgment development in children and adolescents based on their moral thinking. Using Heinz’s dilemma model, children’s potential of justifying their actions is examined in six different stages. Results to the study did not show the exact stage where dilemmas are justifiable. This triggered importance of another study to resolve the claim.
Kohlberg, L. (1973). The claim to moral adequacy of a higher stage of moral judgment. The Journal of Philosophy, 70 (18), 630–646.
This article provides information about claims raised regarding stages of moral judgment. This information is used to examine stages of moral judgment to identify the stage in which moral dilemmas are justifiable. This study is conducted using moral criteria. The findings of the study showed that dilemmas are justifiable on a moral basis in stage 6 of moral judgment.
Laitin, D.D. (1998). Identity information: The Russian-speaking populations in the near abroad. Ithaca, N.Y: Cornell Univ. Press.
This book portrays the radical identity crises that erupted after the fall of the Soviet Union. The crisis is evaluated to determine the influence of nationalism among different sovereign groups in developing different identities. The author surveys on the Russian population. The findings describe the Russian population as a new identity that developed from the post Soviet world.
Piaget, J. (1932). The moral judgment of the child. London: Kegan Paul, Trench, Trubner and Co.
Data about the moral problem facing children in the society is evaluated to differentiate right and wrong actions among the children. Using a selected game that is passed from one children group to another, analysis of the problem is initiated together with changes in altitudes of these children in respect to these moral realities. Results show that change among individuals and altitude influence morals.
Rosenbaum, S., & Kay, J. (2006). Providing Health Care for Low-Income Children: Reconciling Child Health Goals with Child Health Financing Realities. The Milbank Quarterly, 64 (3), 442-478.
This article highlights heath data of children from poor backgrounds to examine the aspect of equality in terms of resources and accesses to healthcare in children. The emphasis of this data is centered on Medicaid. Using the Early and Periodic Screening, Diagnosis and Treatment (EPSDT), children from 50 US states are examined. Results of this study show a majority of poor children are underprivileged in the allocation of healthcare resources and access to healthcare. This study targets to evaluate the obstacles hindering adequate financing and sound standards of this program practices.
Rutgers School of Arts and Sciences. (2012). Cognitive Psychology. Retrieved from: http://psych.rutgers.edu/co
This article reveals information about cognitive psychology. This information is used to examine the human mind’s mental functionality in language, reasoning, and learning among others. The emphasis of this study is based on the brain as the control unit of the human mind.
Smith, K. (2010). Fostering regimes of truth: understanding and reflecting on the Freedom School way. Pedagogy, Culture & Society, 18 (2), 191-209.
This article focuses on information about school enrichment program known as “Freedom School” from North American. Using Michael Foucault’s analysis methods, participants reaction towards the program as endorsed by the Children Defense Fund (CDF) are examined. Findings of this study indicate all the participants reacted positively to this program. This study emphasizes on the importance of such programs in schools.
Wolfe, D. (1999). Child abuse: Implications for child development and psychopathology (2nd Edition). Thousand Oaks: Sage.
This book is devoted on primary data about the social and clinical issues that are of much importance to child abuse. This information is used to examine various forms of abuse and evaluates their impact on the social development of children and adolescents. It applies theories and surveys to determine the contextual influence these factors has on abuse and how to overcome them.
Our Service Charter
-
Excellent Quality / 100% Plagiarism-Free
We employ a number of measures to ensure top quality essays. The papers go through a system of quality control prior to delivery. We run plagiarism checks on each paper to ensure that they will be 100% plagiarism-free. So, only clean copies hit customers’ emails. We also never resell the papers completed by our writers. So, once it is checked using a plagiarism checker, the paper will be unique. Speaking of the academic writing standards, we will stick to the assignment brief given by the customer and assign the perfect writer. By saying “the perfect writer” we mean the one having an academic degree in the customer’s study field and positive feedback from other customers. -
Free Revisions
We keep the quality bar of all papers high. But in case you need some extra brilliance to the paper, here’s what to do. First of all, you can choose a top writer. It means that we will assign an expert with a degree in your subject. And secondly, you can rely on our editing services. Our editors will revise your papers, checking whether or not they comply with high standards of academic writing. In addition, editing entails adjusting content if it’s off the topic, adding more sources, refining the language style, and making sure the referencing style is followed. -
Confidentiality / 100% No Disclosure
We make sure that clients’ personal data remains confidential and is not exploited for any purposes beyond those related to our services. We only ask you to provide us with the information that is required to produce the paper according to your writing needs. Please note that the payment info is protected as well. Feel free to refer to the support team for more information about our payment methods. The fact that you used our service is kept secret due to the advanced security standards. So, you can be sure that no one will find out that you got a paper from our writing service. -
Money Back Guarantee
If the writer doesn’t address all the questions on your assignment brief or the delivered paper appears to be off the topic, you can ask for a refund. Or, if it is applicable, you can opt in for free revision within 14-30 days, depending on your paper’s length. The revision or refund request should be sent within 14 days after delivery. The customer gets 100% money-back in case they haven't downloaded the paper. All approved refunds will be returned to the customer’s credit card or Bonus Balance in a form of store credit. Take a note that we will send an extra compensation if the customers goes with a store credit. -
24/7 Customer Support
We have a support team working 24/7 ready to give your issue concerning the order their immediate attention. If you have any questions about the ordering process, communication with the writer, payment options, feel free to join live chat. Be sure to get a fast response. They can also give you the exact price quote, taking into account the timing, desired academic level of the paper, and the number of pages.