Cognitive Development Theory Essay Example | Topics and Well Written Essays - 750 words - 1

Cognitive Development Theory - Essay ExampleCognitive evolution is related to socialization. A peasants ability to judge social relations and gain sense of morality argon largely dictated by his intellectual readiness and interaction with his environment (Levitt, n. d.)Cognitive organic evolution theory focuses on the following concerns the specificity or generalizability of domains in cognitive ability changes the occurrence and rate of change or the universe of qualitative different stages the processes occurring in physical or psychological aspect of an individual and the factors affecting evolution.Cognitive increment theory makes sense of ones environment and physiological conditions at which an individual interacts and functions to provide a system by which the process of association and teaching might understood and controlled for maximum and optimum cognitive development.On the nature and development of information, cognitive theorists particularly Jean Piaget and L ev S. Vygotsky both consider the role of environ mental factors in shaping the intelligence of children, especially on a childs ability to learn by having certain behaviors rewarded and others discouraged (Encyclopedia of Childhood and Adolescence). Piaget believed that development proceeds from the individual to the social world.Piaget believes that childs knowledge is composed of schemas, or knowledge units, which serve as founding for organizing past and new experiences. These schemas are continuously defined and redefined through assimilation and accommodation. According to Piaget, learning and understanding judgments can only happen when new things are incorporated into old and previously learned concepts. Otherwise, the schema will change to accommodate new knowledge. According to Piaget, cognitive development is a endpoint of learning. Development occurs due to continuous incorporation of things from previous personal experiences. Learning is individually oriented. Develo pment precedes learning. Piaget believed that intelligence arises progressively in the babys repetitive activities. Vygotsky, in contrast believed that instruction is necessary to attain development. Vygotsky believed that development begins at the social train and moves towards individual internalization. Social and cultural factors are important in the development of intelligence. through and through scaffolding, an adult guided activity, a child learns new things gradually until he reaches new level of understanding. Unlike Piaget, Vygotsky believed that learning precedes development. Vygotsky might have been aware of instances when a child has understood a concept before they can demonstrate their understanding of it. This happens when a childs motor skills are not yet sophisticated enough or their language skills are not sophisticated enough to indicate their knowledge and mental processes, hence adult guided instruction is recommended to attain development (http//social.jrank .org/pages/145/Cognitive-Development.html). Both theorists however equip that development may be triggered by cognitive conflict. Any change in learning skills and knowledge can only happen if the learner has realized the difference and inconsistency with his existing understanding. Like Piaget, Vygotsky believed that childrens egocentric speech was an important part of their cognitive development. They differed in their views of the purpose of egocentric speech. Piaget considered egocentric speech suggests that the child is self-centered and unable to consider the point-of-view of others. Vygotsky seen it as a