Assessment 1 - Ella Wilson

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Australian Catholic University *

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103

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Psychology

Date

Oct 30, 2023

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docx

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2

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Who am I as a learner? Through my reflection upon my own development and personal learning journey, I have been able to acknowledge what has brought me to where I am today. As a learner for eighteen years, I would say I have experienced the most important stages of learning and development in life. Through my 13+ years of school, I have plenty of experience as a content learner, but this is not all that has affected my learning journey. Going back to before school, learning the simplest actions in child development such as walking and talking, are a significant part of my development as a learner. Starting with this we can see the first source of learning and how that has affected my learning throughout my life journey. Being the first child, my parents were eager for me to learn as soon as possible. Reflecting on how much time they put into teaching me simple things at the start of my life, makes me re-think how that may affect my more recent life as a learner. I believe I am a quick learner. Throughout my life, at school, I have always been able to pick up the curriculum and make It my own. I believe my parents had a significant impact on what has made me into the person I am today. Through my own actions, emotions and thoughts, I can see the resemblance and similarity in these between my parents. For example, having good mental health is important for well-being. I believe I have great mental health and this is because I’ve always been brought up knowing how to deal with it. The ‘Australian parenting website’ supports this through their informational “Role models and positive influences” reading. They quote “How you cope with feelings like frustration and distress influences how your child regulates their emotions”. Using myself as an example, my parents have always coped with stress well and this has now been passed down to me. I believe this is important in my developmental journey as this is just one of many things I was passed down through my upbringing. As a learner, I was able to be influenced and learn how to cope with my emotions through my loved ones. This idea has been explored through Bronfenbrenner’s “Bioecological Model of Development”. He argues that “Humans do not develop in isolation, but in relation to their family, school, community and society”. Through his theory, he believes researchers would be more beneficial in the study if they were to observe real-life settings. Bronfenbrenner’s “Bioecological map”, explains his argument on how a child’s development comes to life through his original statement. Through the five systems of the map, microsystem, mesosystem, ecosystem, microsystem and chronosystem, he defines and outlines what parts of life affect a child’s development and their significance. Using myself as an example, looking at my development through these microsystems proves his argument as correct. The microsystem is the closest to the child. This is usually the main influence on a child's development. For example, setting standards, role models and/or a technology relationship. My microsystem growing up was healthy not only as a child but through my teenage years. I am close with my family, have had many pets and have a healthy relationship with technology balance. Bronfenbrenner argues that the influence of the things in your microsystem could determine the development and behaviour of the child. Having a healthy influence from the things in my own microsystem proves this to be true as I am a successful learner. This is proven even further when looking deeper into my influences in the further systems. The mesosystem is the relationship between those inside of your microsystem. For example, do your caretakers get along well? Do your teachers get along with your parents? Having a positive mesosystem creates a good influence on the child and reduces implications in development. In my own mesosystem, everybody gets along well and my social bubble is still strong to this day. By comparing my own experience as a learner with Bronfenbrenner’s model, I can say I agree with his study. My environmental context has clearly influenced my journey as a learner and my personal development. This is proven through the clear examples of my own microsystem as well as the others.
A big debate in the field of intelligence has always been the question of if there is one type of intelligence, or if intelligence has multiple aspects. I will explore the original intelligence theory by Charles Spearmen in “General intelligence”. Charles Spearmen proposed his theory first in 1904. This theory was the first and other theories were based on this. This theory is based on what Spearman calls the g factor (General Intelligence) and the s factor (Specific Abilities). We inherit general intelligence and this comes naturally, whereas specific abilities are learnt according to an individual's interests. Spearman believes these are the two parts that make up the overall intelligence of a factor. For example, if you were to test one numerical intelligence, the individual would need the ability to calculate (s factor) and the knowledge of English/language (g factor). If we were to change the s factor to the ability to express, we could then test verbal intelligence. In Spearmen’s theory, different types of intelligence required different amounts of the g factor. My own learning journey has been shaped by the many aspects of my intelligence. My general intelligence has been able to help me pick things up quickly and be a sufficient learner. Through the basic theory, intelligence is solely dependent on the g factor. Having an advantage through my healthy upbringing and development, my own general intelligence has clearly been a dependent tool through my learning. Having this advantage I am able to understand and learn better, improving my specific abilities. Pairing the two together (s and g), I strive in activities I enjoy and learn effectively. Through my journey as a learner, my intelligence, in theory, has been positively affected by my intelligence. References Deary, I. J., Lawn, M., & Bartholomew, D. J. (2008). A CONVERSATION BETWEEN CHARLES SPEARMAN, GODFREY THOMSON, AND EDWARD L. THORNDIKE: The International Examinations Inquiry Meetings 1931-1938 . History of Psychology, 11(2), 122–142. https://doi.org/10.1037/1093-4510.11.2.122 Hayes, O’Toole, L., & Halpenny, A. M. (2017). Introducing Bronfenbrenner: A Guide for Practitioners and Students in Early Years Education (revised). Routledge. Margetts, K. & Woolfolk, A. E. & Usher, E. L. (2023). Culture and community. In Educational psychology (6th ed., pp: 23-41). Pearson Australia. Norton, B. (1979). Charles Spearman and the general factor in intelligence: Genesis and interpretation in the light of sociopersonal considerations . Journal of the History of the Behavioral Sciences, 15(2), 142–154.10.1002/1520- 6696(197904)15:23.0.CO;2-X Vector’s Academy (2020) Spearman’s two factor theory of intelligence. Youtube
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