The disease derived it's name from the word Adoula (doo'la) which is defined as: a non-professional or layperson who is the provider of physical, emotional, and informational support to women in labor and the women's partners. (Kagan) Other medical fields have doulas such as the intensive care unit with an innovative model with the purpose of defining optimum care for critically ill adults
While data retrieval from a computer hard drive is a reliable process, information retrieval from long-term memory requires the development of memory recall strategies. While it seems like children are able to remember things adults do not, adults have a better memory in the sense that they have the ability to remember more information, with greater accuracy and for long periods of time (Gilmore, 2005)
Memorization forms an integral part of education as memory functioning determines our ability to receive, process, store and recall information for relevant use. The information processing approach includes the input processes concerned with stimuli analysis, the storage processes which entail all internal handling of the stimuli information within the brain, including any coding or manipulation of the stimuli and the output processes responsible for preparing the appropriate response to a stimulus (McLeod, 2008)
As such different memory development strategies are suitable for children and adults. For children the use of multisensory techniques such as songs, colors, rhythms, visual pictures, or movement makes memorizing an easier and more exciting process (Richards, 2008)
That is, the environment may worsen the condition and guided parental therapies may prevent stuttering from persistence into adulthood, while the root causes of stuttering should be investigated with the help of neuroscience. (Buchel & Sommer, 2004)
). These may include genetics, as most stutterers have a family member or two who also stutter; developmental anxieties, as children's rapid growth of cognitive, emotional, physical, social, and communication skills may overpressure them, sometimes leading to stuttering (this is also one of the reasons why stuttering mostly begins at the pre-school years); and environmental factors such as the stress and anxiety that children go through because of social events or parental expectations and attitudes (Duckworth, n
Available data from studies across the world shows that left-handers are more likely to be stutters than right-handers and male stutterers significantly outnumber females. Though generally the worldwide the sex ratio is 2 to 1 (Howell, Davis, & Williams, 2008), in a country like Canada there are four male stutterers to every female one ("Stuttering: Why and when," 1997)
Klaniczay specifically observed how so many stuttering children had troubling relationships with their mothers. Observation of these troubling mother-child relationships and attempts of children to overcome their frustration or sense of insecurity through clinging made Klaniczay conclude that "frustration of the need to cling to the mother was the underlying determinant in the development of stuttering" (Klaniczay, 2000, p
Available studies on the causes and treatment of stuttering suggest that stuttering is a complicated condition and that there may be different genetic and/or environmental reasons why children develop stuttering. A common definition of stuttering states that it is a "speech that is characterized by frequent repetition or prolongation of sounds or syllables or words, or by frequent hesitation or pauses that disrupt the rhythmic flow of speech" (Reddy & Sharma, 2010, p
Major Developmental Theories In the application to counseling and education, it is reported that the major developmental theories "fell into two primary categories of life-phase or lifespan and cognitive-structured development'. (Muro, 2007, p
Four Specific Development Theories Cognitive Development Theory Cognitive Development Theory was first posited by Jean Piaget and is a theory comprised by three basic components including: (1) Schemas, or building blocks of knowledge; (2) adaptation processes that help the individual in their transitioning between stages; and (3) stages of development that include: (a) sensorimotor; (b) preoperational; (3) concrete operational; and (4) formal operational. (McLeod, 2009, p
Four Specific Development Theories Cognitive Development Theory Cognitive Development Theory was first posited by Jean Piaget and is a theory comprised by three basic components including: (1) Schemas, or building blocks of knowledge; (2) adaptation processes that help the individual in their transitioning between stages; and (3) stages of development that include: (a) sensorimotor; (b) preoperational; (3) concrete operational; and (4) formal operational. (McLeod, 2009, p
Freud focused on biology as one of the most important ideas in people's development and on sexuality as being the key to making people feel more or less successful. In contrast, Erikson "believed our personalities are shaped by how we deal with a series of psychosocial crises or challenges during these stages" (Nevid 349)
Expressing one common view of will within Christian doctrine, Strong (1907 p.509) has pro- posed that: Man is responsible for all effects of will, as well as for will itself; for voluntary affections, as well as for voluntary acts; for the intellectual views into which will has entered, as well as for the acts of will by which these views have been formed in the past or are maintained in the present (Derezotes, 1995)
The realm most intimate to self is the ground of one's being; the domain of religion. The magisterial works of Piaget on intelligence and his later studies on the acquisition of morality are matched by Erik Erickson's research on the stages of overall psychosocial development (Gruber & Voneche, 1977)
Or stated differently, because the term sin identifies all behaviors contrary to God's will, human development is progressing satisfactorily when a person increasingly avoids sin. However, Christian theologians disagree on the question of the connection between (a) the intermediate goals of abiding by God's commandments and (b) the ultimate goal of the soul's ascending to Heaven after the death of the body (Nee, 1968)
despair. The pioneering work of Piaget and Erickson has been extended by Lawrence Kohlberg to the stages of moral development and by James Fowler to the stages of religious faith (Ricoeur, 2006)
Human Development / Stage Theory The Relation of the Stage Theory to the Christian Life The Goals of Development and Stage Theory The goals of human development in Christian theory can be divided into the ultimate and the intermediate. The ultimate goal is to achieve life everlasting in the company of God and Christ in Heaven (Sermabeikian, 1994)
The facility to think rationally, for example, is achieved in roughly four stages, according to Jean Piaget (Derezotes, 1995). He describes them as sensorimotor intelligence, preoperational intelligence, concretely operational intelligence, and formally operational intelligence (Wuthnow, 1976)
The facility to think rationally, for example, is achieved in roughly four stages, according to Jean Piaget (Derezotes, 1995). He describes them as sensorimotor intelligence, preoperational intelligence, concretely operational intelligence, and formally operational intelligence (Wuthnow, 1976)