| Category | Assignment | Subject | Psychology |
|---|---|---|---|
| University | Singapore University of Social Science | Module Title | PSY207 Development Psychology |
| Word Count | 1000 Words |
|---|---|
| Assessment Title | End of Course Assessment |
| Academic Year | July Semester 2025 |
Please follow the submission instructions stated below:
There are two parts to this ECA:
If you have references for both the infographic and essay, please keep the References list separate. Please also start the References pages on a fresh page. So the final layout of your final submission can be:
Submit your ECA with your cover page, in a single file (saved as a MS Word file), to the submission link titled ECA.
For this part of the ECA, you will curate a resource centre in the form of a one-page infographic. You have been invited by your secondary school principal to give a taster workshop on what they can expect in a Psychology course in tertiary education. In the infographic, you need to explain to secondary school students (aged 13 to 17 years old) how they can apply Baltes’ modern lifespan perspective to their everyday lives. Select any FIVE of the assumptions and explain them with real-life examples that secondary school students can relate to so that they can better understand the concepts.
Your content should be pitched at an appropriate level for your target audience (you have to include the technical jargon but also explain the technical jargon in layperson terms), and should be easy for them to understand. Your infographic should also be aesthetically pleasing. An example has been uploaded to Canvas. For the infographic, you may use your preferred tool, e.g., PowerPoint, Paint, Illustrator, Photoshop, Canva, etc.
If you use images in your infographic, please provide links to the images and make sure that they have a Creative Commons license that allows reuse by others for non-commercial purposes, as long as there is proper credit given. A discretionary 5-mark penalty will be imposed for the use of images that are not cited or that do not have a license that allows reuse.
If you have references in your infographic, the references should be on a separate page in the Word document itself so you do not clutter up the infographic. Keep the infographic references separate from the essay references. See ‘Submission Guidelines’ section above.
Your infographic must fit into a single A4 page, saved as a JPEG/PNG image file with at least 300 dpi resolution. The key here is to convey necessary information in an appealing, concise, and fun way. Important: Insert the infographic as an image (not as an external file attachment) into the Word document in the same document as the essay in Part 2 below.
Your work will be assessed based on the following components:
[Word limit = 1000]
Please answer both questions.
1. Language attrition refers to the process of losing a language or declining in proficiency of a language. Discuss and examine the literature on first language attrition in bilinguals with reference to two areas of study* in diverse groups of bilinguals^. Support your answer using empirical findings from a minimum of five academic sources (from the last 20 years). From your article selection, evaluate which one of the two areas of study you chose seems to show worse language attrition than the other and explain your reasoning.
*Two areas of study can include, but are not limited to: vocabulary development, picture naming, speech perception, reading comprehension, speech production, idiom recall, accent, tone production, etc. Hint: try to find areas of study that you can understand, so if you come across ‘nominative case marking’ and you do not understand any of it, do not use the article.
^Diverse groups of bilinguals means that your articles should not all be about English-German, English-French and English-Turkish bilinguals, etc.; instead, there should be at least three groups of non-overlapping bilingual pairs, e.g., English-French, Portuguese-Spanish, Mandarin-Korean, etc.
2. Reflect on the insights you have gained in the course with reference to the theme of continuity/discontinuity. Illustrate this using two concepts (excluding language) covered in the course (i.e., during the seminars) and apply it to instances in your everyday life. You should first define the theme of continuity/discontinuity. Your reflection must be original and illustrated with specific examples. It is not necessary to define the individual concepts, but it should be clear in your response what the relevant concepts are. (65 marks)
Per the university’s policy, you are allowed to make use of AI tools, but you must include an acknowledgement of the use, insert the name of the tool used and what it was used for. Furthermore, you must also describe how the information was generated by you (include the prompts you used), the output obtained and how you changed the output to suit your purposes. For example:
The References list the full reference of all sources cited or referred to in your assignment. In-text citations also need to be presented accurately in APA format.
Note: Valid academic sources include peer-reviewed academic journal articles, academic books and book chapters. The iStudy Guide, student theses, and online websites, blog posts, or videos are NOT considered valid academic sources.
5 marks: In-text citations and the reference list are presented in APA format with no errors.
None of the sources cited in-text are missing from the reference list, and vice versa. A minimum of 5 valid academic sources are cited.
4 marks: In-text citations and the reference list are presented in APA format, but there may be one or two minor stylistic errors. There may be sources cited in-text that are missing from the reference list and vice versa. A minimum of 5 valid academic sources are cited.
3 marks: Formatting errors are evident in the in-text citations and/or the reference list. There may be sources cited in-text that are missing from the reference list and vice versa. A minimum of 5 valid academic sources are cited.
2 marks: Major formatting errors are evident in the in-text citations and/or the reference list. There may be sources cited in-text that are missing from the reference list and vice versa.
1 mark: Effort was made to present a reference list, even though there may only be one item listed, and it contains formatting errors; in-text citations may be missing.
0 marks: In-text citations and the reference list are missing.
No marks are allocated to English competency, but a penalty of up to 5 marks will apply for errors.
1–2 mark penalty: Minor errors present, such as typos and spelling or punctuation mistakes.
3–5 mark penalty: Major errors or a fair number of minor errors present, such as spelling or punctuation mistakes, or use of colloquial and/or non-academic writing style.
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