...functioning? Although it is believed by many that it is impossible for children to master two different languages simultaneously, children who are bilingual are more effective learners because the children can benefit from bilingualism in their cognitive development and help to progress their mental health. This paper will examine Jean Paget’s and Lev Vygotsky’s Theories of Cognitive Development, and B.F. Skinner’s and Noam Chomsky’s Language Development Theories, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic. Identify and describe at least two domains of human development (physical, biological emotional, cognitive, and/or social) and how they are impacted by the topic does bilingualism improve brain functioning. Identify and describe the stages of development that are affected by the topic does bilingualism improve brain functioning. Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Cognitive development is a comprehensive theory about the nature and development of human intelligence (wikipedia.com, 2014). When bilingualism is defined in the first way, as the characteristic of an individual who possesses two linguistic systems - we call it cognitive bilingualism (Hukuta and others, 1978). Bilingualism defined in the second way, as a characteristic of the social...
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...Option 1 To what extent can cognitive development be understood in terms of specialisation of function in specific structures of the brain? INTRODUCTION In relation to what extent cognitive development can be understood in terms of specialisation of specific structures of the brain, this assignment will observe and use developmental cognitive neuropsychology which explains and seeks to understand a functional relationship between the human brain and its function. In this assignment I will produce two contrasting theories within regards to the functional specialisation, I will accomplish this with study and analysis while debating which brain functions contest and develop by exploring specific key concepts of brain development such as contesting influences that the environment may have upon a maturing brain. Throughout this essay not only will I be discussing concepts of brain development but I will also briefly present the function of language and that it is reliant upon specific structures “Cortical” and whether a pre-specified “particular region” of the brain may have a role in supporting cognitive functions and finally in-turn by using evidence based research within relation to the pre-frontal cortex I will conclude this assignment. In order to explain specialisation of function development of the brain, I will now associate functional specialisation and structural differentiation. There are particular cognitive functions and specific cortical areas in a typical...
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...Piaget Versus Vygotsky Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934) proposed the classical constructivist theories of cognitive development. Although often compared, the concepts differ significantly. Indeed, the purpose of this essay is to argue that Piagetian theory marginalizes the social contribution to intellectual development and that, consequently, the Vygotskian approach offers a more accurate and comprehensive analysis. This paper will begin with an explanation of the theories of cognitive development propounded by Piaget and Vygotsky followed by a definition of constructivist and social constructivist theory. The superiority of Vygotsky’s theory will be established via a critical examination of Piaget’s stages of intellectual development, his perspective on language acquisition, and the methodology of his classic tests. Piaget maintained that cognitive development is a continuous progression of assimilation and accommodation and that these complementary processes lead to adaptation. Knowledge is constructed progressively via a sequence of behaviours or mental operations, what Piaget termed schemas. Piaget proposed that children develop mental representations of the world based on physical or mental actions, which they execute on the environment. These initially reflex behaviours are repeated while intrinsic motivation encourages the child to apply schemas to different situations. Assimilation occurs when the new experience is incorporated into an existing...
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...Cognitive Psychology Definition Paper Gregory Finch PSY/360 Axia College/University of Phoenix Cognitive Psychology Definition Paper Because of a prominent contrast, behaviorism and cognitive psychology are often compared. Cognitive psychology focuses on determining understandable explanations of the human mental processes, whereas behaviorism does not address the concerns of mental processes. The main objective of cognitive psychology is to explain the human transformation of thoughts into manifistations by a cognitive process. As behaviorism was being questioned and at the end of popular opinion, cognitive psychology, with the assistance of the application of abstract concepts, neuroscience, and new technology sprung into existence. With a scientific approach of the psyche, cognitive psychology has allowed new applications in the treatment of human dysfunction and disease. It is the intension of this paper to discuss the importance of behavioral observation in cognitive psychology while identifying a minimum of four prominent milestones in the development of the discipline of cognitive psychology. Cognitive Psychology Defined According to Merriam-Webster, by definition, cognitive psychology is “a branch of psychology concerned with mental processes (as...
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...http://www.artfulparent.com/2013/02/10-creative-activities-for-kids.html * DESCRIPTION OF ACTIVITY: This activity gives kids awareness of their breathing. You blow the pompoms around on the floor. The kids can do races, count how many breaths it takes to get across the room and you can spread them around on the floor and blow them back into a big pile. * * NAME OF ACTIVITY: Jewelry * DEVELOPMENTAL FOCUS: Fine motor skills development * APPROPRIATE AGE(S): 5 and up * CREATIVE AREA: Arts and crafts * SOURCE: http://www.artfulparent.com/2013/02/10-creative-activities-for-kids.html * DESCRIPTION OF ACTIVITY: Get straws or noodles and yarn. Cut up the straws and cut the yarn long enough for a necklace or bracelet. Kids can put the straws or noodles on the yarn and make beautiful jewelry. * * NAME OF ACTIVITY: Reading * DEVELOPMENTAL FOCUS: Language development * APPROPRIATE AGE(S): Birth to two years * CREATIVE AREA: Creative language experiences * SOURCE: http://www.asha.org/public/speech/development/parent-stim-activities.htm * DESCRIPTION OF ACTIVITY: Just read. You can also point to pictures and shapes and ask what is this, what color is this, and etc. * * NAME OF...
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...Module: African Psychology (PSY 404) ------------------------------------------------- Lecturer: Mr. Mtemeri J. ------------------------------------------------- ------------------------------------------------- Assignment: Compare and contrast the concept formation according to Piaget and Vygotsky. How applicable are their theories to the African context. ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Due Date: 15 March 2012 Concept formation according to Muthivhi, (2009) refers to the development of ideas based on the common properties of objects, events or qualities using the process of abstraction. Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934) proposed the classical constructivist theories of concept formation or cognitive development. Their contributions to developmental psychology, albeit different, are similarly remarkable and unique. These two theories have some noted resemblances and differences. This essay will give an overview of these two theories, outlining their similarities and differences and their applicability to the African context with special reference to the Zimbabwean context. In Jean Piaget’s research, the main goal was to answer the question,...
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...Cognitive Development: Comparing the Main Ideas of Piaget and Vygotsky Valerie Smith Cognitive Development: Comparing the Main Ideas of Piaget and Vygotsky The benefits of understanding cognitive development are many and varied, and yet there is still much that we do not know. Understanding the main theories that already exist can help in furthering our knowledge, and will spark new ideas for furthering the study of cognitive development. In this paper, I will compare the sociocultural view of Lev Vygotsky with Jean Piaget’s cognitive developmental view. Before discussing how these theorists differ, it is helpful to understand the main points of their theories. Sigelman & Rider (2011) state that Vygotsky believed that the cognitive growth of a child occurs strictly in a sociocultural context and would change and grow based on the child’s social interactions. He believed that cultural and social experiences affected not only what we think, but how we think. Piaget, on the other hand, would have said that children are actively creating their own knowledge through both their experiences and “inborn intellectual functions, which he called the organization and adaptation.” (Sigelman & Rider, 2011) One of the main questions of any discussion on development would revolve around whether or not development is universally experienced in the same way by all persons, or if development is context-specific (in other words, does our environment affect how we develop, grow...
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...Development in the Middle Years Name Institution Development in the Middle Years Middle years’ students are young students towards the end of their primary school. These students range from ten to fifteen years old. These kids are just about to enter puberty and some have however begun to approach adolescence. They have different needs from those who have already hit adolescence. Puberty is a very peculiar age because a lot happens to the students and they become more aware of who they are and many changes affect them. At this age, students have already formed groups and they identify with their friends (Collins, 1984). Their personalities develop and they begin to discover things about themselves. During this stage of development,...
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...psychology Kohlberg’s Moral Development Theory: Kohlberg’sMoral judgment data from a longitudinal study of 26 undergraduates are scored by Kohlberg’s newly revised manual and replicate his original finding that a significant percentage of subjects appear to regress from adolescence to adulthood. The persistence of relativistic regression in these data suggests the need to revise the theory. The same hypothetical moral dilemmas are also scored according to an alternative coding scheme based on the hypothesis of an adult form of cognitive development. Results indicate that the Kohlberg regressors are progressors when evaluated against a standard of commitment in relativism instead of absolute principles of justice. Real-life data on the same subjects suggest that this progression is related to actual experiences of moral conflict and choice which lead to the restructuring of moral judgment to a more dialectical mode. It is suggested that this alternative notion of postconventional development is necessary for understanding (and scoring) adult moral judgment. Piaget's theory of cognitive development: Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence, first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it. To Piaget, cognitive development was a progressive reorganization...
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...Feeding impact cognitive, physical and socio-emotional development from Birth to Preschool Years? Psychology 230 Ms. Linda Pinney For many years there have been a lot of debates about rather breast-feeding or bottle feeding is better for a baby’s health. For the first few months when a baby is born the main source of an infant’s nutrients and energy either comes from breast milk or alternative formula. The growing census is that breast feeding is better for the baby’s health (Walker, 2010: Wilson, 2010), but how does it differ in the outcome of an infant’s social cognitive, physical and socio-emotional development during the first months and throughout the preschool years? Can breast-feeding really impact the success in a child’s life more than bottle-feeding? A recent Brazilian study showed that SGA babies scored significantly lower on the Bayley mental and motor subscales at 6 months and that the difference increased by 12 months [1]. Some studies followed the children for several years, and the findings sometimes changed with the age of follow-up. In American children who were assessed at 4, 5, and 7 years of age, language development, and reading readiness were worse in children who were not breast fed. Similarly, SGA Guatemalan children who had not been different from NEW children before 12 months had significantly poorer developmental levels in their second year and had lower scores on their cognitive tests. Differences...
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...TBI in Early Childhood: Impact of Early Intervention on Childhood Development TBI in Early Childhood: Impact of Early Intervention on Childhood Development Traumatic brain injury (TBI) is a growing concern for children in their preschool years. Children of young ages undergo many developmental changes during the ages of two through five. These changes are significant for their growth and maturity. They include cognitive, social, and behavioral development as well as development in executive functioning. Sustaining a traumatic brain injury during these years can pose as a direct risk of developmental deficits in any or all of these areas. After an extensive literature review, it was found that most of the previous research resulted in areas of consensus. These areas compare the how TBI severity and the age of the TBI effect developmental. Results from multiple studies show that the more sever the TBI, the more prevalent the developmental deficiencies (Gerrard-Morris, A., Taylor, H., Yeates, K., Walz, N., Stancin, T., Minich, N., & Wade, S., 2009; McKinlay, A., Grace, R., Horward, L., Fergusson, D., & MacFarlane, M., 2008; Morse, S., Haritou, F., Ong, K., Anderson, V., Catroppa, C., & Rosenfeld, J., 1999; Taylor, H., Swartwout, M., Yeates, K., Walz, N., Stancin, T., & Wade, S., 2008). It is also found that children injured in early childhood are more vulnerable to developmental deficits, According to Taylor et. al (2008), a younger age at the time of injury is a predictor...
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...Piaget's Theory of Cognitive Development The cognitive development theory is a comprehensive theory about the nature and development of human intelligence. It is primarily known as a developmental stage theory, it deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it. Piaget felt, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. “For that reason, children construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their environment.”(McLeod 2014) Additionally, Piaget claimed the idea that cognitive development is at the center of the human organism, and language is contingent on cognitive development. Stages of Cognitive Development • Sensori-motor: (Birth-2 yrs) Differentiates self from objects. Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise. Achieves object permanence: realizes that things continue to exist even when no longer present to the sense. • Pre-operational :( 2-7 years) Learns to use language and to represent objects by images and words. Thinking is still egocentric: has difficulty taking the viewpoint of others .Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless...
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...Cognitive Psychology Tonya Hill PSY/360 June 17, 2013 Eric Tomlinson The Definition of Cognitive Psychology Cognitive Psychology is a psychological perspective that addresses mental processes such as thinking, problem solving, remembering, believing, and speaking, and seeks to identify behavior by characteristics other than its obvious properties (Defining Cognitive Psychology 2011). It includes mental representation and the use of abstract constructs to find relationships between brain structure and their functions (Willingham, 2007).This area of psychology is important in order to acquire knowledge and gain an understanding on how a person’s mental process works. Four Key Milestones in Cognitive Psychology There are at least four key milestones in the development of cognitive psychology as a discipline and they are as follows: the failure of behaviorism, the computer metaphor and information processing, abstract constructs of artificial intelligence and neuroscience. Behaviorism was similar to cognitive psychology but it failed to identify mental processes. Freud’s psychoanalysis required that mental processes be identified in the study of cognitive psychology but behaviorism failed to meet this need. All aspects of the human psyche needed to be accommodated especially in the area of language and memory. This lead psychologists to really rethink behaviorism and gave support for the development of another area of science that would focus attention on...
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...Lifespan Development and Personality Paper David Trejo PSY103 June 13, 2011 Sandy Collins Lifespan Development and Personality Paper An organized study of life’s different cycle phases of human beings is what developmental psychology sets out to accomplish. The psychological development of humans is also described through developmental psychology. Lifespan development study of humans involves psychological, behavior, and genetic alterations from birth to the end of one’s life. How one progresses through life is mainly influenced by environmental and hereditary (nature and nurture) factors that involve cognitive, physical, moral, personality, and social development (Shonkoff & Phillips, 2000). This paper will discuss the influences on physical and cognitive development of middle childhood years (6 – 12 years). As a child progresses into these years, physical, moral, cognitive, personal, and social traits are further developed. All of these traits are imperative in the personality development of humans. Understanding how humans develop traits as physical, moral, and social during the middle childhood years will give insight into lifespan development (Karpov, 2005). Physical Development Factors During childhood years, the physical development stage ranges from gross motor development skills to fine motor development skills. Hereditary...
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...Bilingual language is beneficial for the child’s first language and English development “Language constitutes us, it gives us meaning and allows us to make meaning, and it develops and abolishes spaces.” (Benjamin, 2002). Critiques of bilingual education continually claim that children can only learn one language at a time after which they are taught a second language (Krashen, 2000). They assert that bilingual education cause confusion among children and limit their intelligence capabilities; they argue that real bilinguals cannot combine their language. Advocates of bilingual education present arguments on its benefits, they suggest that, for many children the process of being literate and studying a new language simultaneously is overwhelming and that the bilingual process assist them to develop their native language first which results to a smooth transition to English. The main aim of the bilingual program was to promote the prominent language to issue instructions and at the same time enhance the development of the second language. Some define it in aspects of its capability to enhance cognitive and effective development while others view that it should focus on cultural enrichment and linguistic development. However, in some bilingual programs, instructions are issued through the use of the second language especially in cases where the first language erodes over time. (Baez, 2002) As the child proficiency in English increases he or she loses grasp of the native language...
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