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Social influence on cognitive development
Fundamental features of Piaget’s theory of cognitive development
Describe theoretical perspectives in relation to cognitive development and analyse how they impact on current practice
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According to constructivist and cognitive theorists, cognition is defined as the processes of acquiring knowledge and understanding through perception, reasoning, judgment, thought, and experiences (Mora, 2007). The developmental stages of cognition have many implications in the educational setting. It is important for educators to understand the stages of development to facilitate the learning process of students from preschool to graduate studies. This paper will explore the developmental nature of cognition from the viewpoint of stage and social learning theories. Although the major focus is on cognitive development, it will also explore the implications in educational settings that deal with mild intellectually deficit students.
Many paradigms of development exist and interact with each other through different branches of studies. Biological, psychoanalytical, socioemotional, ecological and ethological studies add just as much breadth of knowledge to the understanding of human cognitive process as other theories of development. However, for the purpose of this paper the focus will look at the contributions of constructivist and cognitive theories through the life span of a human.
Stage theories of cognitive development look at the processes of gaining knowledge through levels of attainment of functions over time. Most notable is the work of Swiss psychologist Jean Piaget (1950). However, many other stage theorists have formulated work to fill in gaps to Piaget’s model. Robbie Case, Grame Halford, and Kurt W. Fisher have proposed Neo- Piagetian stage theories that focus on working memory capacity, analogical reasoning, and skill construction (Mora, S., 2007). In comparison, social learning theor...
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10. Bjorklund (2016) outlines how Evolutionary Psychology can incorporate Developmental Psychology into its theories. Evolutionary theory usually focuses on biological mechanisms, but Bjorklund (2016) uses examples of social thinking. Explain how social and cultural factors play a role in Bjorklund’s (2016) theory of Evolutionary Psychology. Provide YOUR OWN real-world example. Developmental thinking is steadily becoming incorporated within evolutionary psychology. This is clearly seen with regard
emphasized the development of cognition in their theories. In Piaget’s Cognitive Developmental theory, he claimed that children go through a series of stages, which he used to describe human development. In Vygotsky’s Sociocultural Theory of Learning, he believed culture and social interaction played a role in cognitive development. Although Piaget and Vygotsky both focused their theories on cognitive development they take different stances a series of developmental issues. This paper will look at
on six interrelated concepts: 1. Executive functions are multiple in nature; they do not represent a single, unitary trait. 2. Executive functions are directive in nature, that is , they are mental constructs that are responsible for cueing and directing the use of other mental constructs. 3. Executive functions cue and direct mental functioning differentially within four broad construct domains: perception, emotion, cognition and action. 4. Executive function use can vary greatly across four arenas
The Evolution of Cognitive Psychology Definition of Cognition Cognition is the mental process or faculty of acquiring knowledge by the use of perception, reasoning or intuition. This is the mental process of knowing, which including aspects such as; perception, judgment, attention, reasoning, producing language, remembering, understanding, decision making and solving problems. Cognition is generally defined as the mental process and activity used in perception, remembering and thinking. Interdisciplinary
The concepts of nature versus nurture and continuity versus discontinuity are important issues throughout developmental psychology that can be applied toward five specific theories of development. Although the issues have their differences, they each include how its own theory is being addressed. These issues that most philosophers like to use such as the nature versus nurture stands for one’s own character revolved around their surroundings versus the upbringing care or training of a child. The
Nature refers to genes and biological factors that contribute to our physical appearance or our personality’s. While nurture refers to how one’s environment or upbringing influences their personality. Psychologists that side with nature, debate the influence of hereditary and maturational processes guided by genes (Sigelman & Rider, 2014). Psychologists that adhere more to the nurture debate, feel as if humans change due to environmental factors. Development plays a huge role in the nature vs nurture
In counselling, there are various theories that a counsellor could apply on Shelly, to make her feel better. But, this paper would be concentrating on two counselling theories, which are “Object Relations Theory” and “Cognitive Behavioural Therapy”. These two theories were chosen as it was felt to be the two most appropriate theories to be used to approach Shelly’s situation. Object Relations Theory Looking at Shelly’s biography, her past states that she had an estranged relationship with her mother
Cognitive-Developmental/Jean Piaget: According to Piaget, “children actively construct knowledge as they manipulate and explore their world (Berk, 2007, p.19)”. Piaget proposed just as structures of the body are adapted to fit with the environment, the interaction with physical and social environments is vital for cognitive development in children. Piaget also theorize that children learn through assimilation and accommodation, and complex cognitive development occurs through equilibration (Schunk
1994). It can gathered, therefore that Ward & Hudson perceive Finkelhol’s model outlines the direction a theory should lean towards, rather than proposing a theory in itself. Another limitation is its lack of explanation for the contribution of developmental factors to onset of offending and for the manifestation of emotional congruence and blockage in a sexual manner (Ward et al, 2006). Finkelhol’s preconditioning model adopts an assumption that all men who offend against children do so as a result
friend acts a certain way and it bothers them. Parents usually console their child by explaining that the friend could be having family problems and could be having trouble at home. A study was done by Dr. Cicchetti who is a leader in the fields of developmental psychology and psychopathology. The study he implemented was done between children who are neglected and abused, and children who are not. Through this study, it was determined that children who are maltreated do not have different standards of
& Leippe, 1991). The Affective-Cognitive Consistency Theory suggests that the affective component of the attitude system may be changed by first changing the cognitive component through providing new information. It does not matter how the new cognition is produced, only that it
differences. The biological and cognitive approaches differ in their view on the nature versus nurture debate. The biological approach focuses on nature rather than nurture. It believes that behavior is determined by internal physiological processes such as the structure and functions of the neurons, hormones, DNA and structure of the brain. The cognitive perspective goes into the domain of mental processes to understand human nature. This perspective shows how we learn, make decisions, use language, plan
affordances of games as an assessment tool to measure such situative nature of knowledge. Several studies have already pointed out affordances of games as a good assessment tool (e.g., Chin, Dukes, & Gamson, 2009; Loh, 2008; Shute & Ke, 2012, etc.). Particularly, many learning scientists have pointed to the fact that games are good learning environments as well as assessment tools based on the sociocultural theory and situated cognition perspective (Shaffer & Gee, 2012; Schwartz, D.L., & Arena, D.A, 2013
Erikson and Piaget assume that developmental change occurs in distinct, discontinuous stages and all individuals follow the same sequence and order”(Hoffnung, Seifert, Smith, Hine, Ward & Quinn, 2010, p.34). While Brofenbrenner’s, ecological systems theory emphasises the broad range of situations and contexts in which development occurs making it a continuous process guided by the individual (Hoffnung,et al., 2010, p.35). The purpose of this paper is to present a developmental profile of a 17 year old
Vygotsky’s Sociocultural Learning Theory Given the comprehensive nature of sociocultural theory, its educational implications for assessment, curriculum, and instruction are numerous. When considering theory to practice with regards to the sociocultural theory, the notion of zones of proximal development (ZPD) must be recognized. ZPD is a teaching tool that aids students to progress educationally beyond what he or she could do by themselves. ZPD also has a prominent place in the goals of educational