One of the most challenging concepts in this chapter is the difference between quantitative (or continuous) change, and qualitative (or discontinuous) change. Research in cognitive psychology shows us that we tend to understand and remember concepts best when we apply them to our own life. So, to facilitate your understanding and remembering of quantitative vs. qualitative change, I would like you to briefly describe (in one paragraph each) an example of each from your own life (note: these examples must be different than those given in the book). In each example, please be sure to describe why you think this change is quantitative/qualitative.
*Note: Students often find coming up with an example of qualitative change more challenging. Think of qualitative change this way: qualitative change is transformative – the thing that changes completely transforms into something different, and it cannot go back to the way it was before.
Formatting Your Assignment: Please label your assignment as follows:
1) Your example of quantitative change
2) Your example of qualitative change
use textbook -CHILD DEVELOPMENT AN ACTIVE LEARNING APPROACH. FORTH EDITION.
whenever you bring up an idea from the textbook or an article, please mention where it comes from. Do this by
mentioning the source of your information in the sentence itself (for example: “According to our textbook…”), and by
writing the author(s) of the work as well as the page number where you found it at the end of the sentence – for
example: (Levine & Munsch, pg. 84) – Levine & Munsch are the authors of your textbook. Also, you should type that
idea/concept/study from the textbook in BOLD type to make it easy for me to see that you’ve included info from the
textbook. If you fail to do these things, I will have to assume that you did not use information from the textbook, and will
take points off.
