Cognitive development

Introduction Understanding the peculiarities of the children’s perception and interpretation of facts, collecting information and acquiring knowledge is important for guiding them in their cognitive development. In 1920s the Swiss biologist Jean Piaget was the first theoretician who pointed at the differences between amount and structure of knowledge in children and adults. The purpose of this project is to examine Piaget’s concepts by applying them in practice, collecting and interpreting data from an empirical research.Advertising We will write a custom research paper sample on Cognitive development specifically for you for only $16.05 $11/page Learn More Focusing on the peculiarities of the child’s knowledge and the processes of acquiring it, Piaget observed everyday actions of children and infants and offered them various problem-solving situations for examining the reasoning patterns they were using. Deriving numerous concepts a nd principles from his findings, the researcher concluded that children are active learners who constantly conduct experiments and manipulate the objects from the surrounding word for observing the results of their experiments. Children not only absorb knowledge, but also try to organize it for explaining new phenomena with available knowledge in future. â€Å"Children think in qualitatively different ways at different age levels† (McDevitt and Ormrod, 2010, p. 143). Linking cognitive development with children’s biological development, Piaget used the idea of a staircase for his theory of cognitive development, claiming that each step in physiological development represents the improved cognitive ability. Piaget’s model of cognitive development includes four main periods, including a sensorimotor (0-2 years), pre-operational (2-7 years), concrete operational (7-12 years) and formal operational (older than 12 years) stages (Oakley, 2004, p. 16). The empirical res earch would be valuable for evaluating Piaget’s main concepts and exploring the ways for implementing them in professional practice. Method A five-year-old Jessica and a thirteen-year-old Miranda gave their consent for participating in the study by signing the consent forms. A large discrepancy in the participants’ age enhances the effectiveness of the experiment, clearly representing the differences in their reasoning modes and corresponding differences in their cognitive development. Jessica and Miranda were offered to sort sixteen pictures of animals, including a tiger, a frog, a spider, a parrot, a whale, a snake, an octopus, a goldfish, a crocodile, a newt, a butterfly, a ladybird, a scorpion, a snail, an owl, and a shark, into different subgroups, explain what their reasoning for sorting the pictures in this or that way was and sort them again, using other principles.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Both girls had enough time for thinking their decisions over and doing the assignment. The experiments were conducted in a comfortable atmosphere in a place free from distractions which allowed establishing interpersonal contact with both participants and enabled Jessica and Miranda to express their opinions freely. The level of the participants’ cognitive ability was taken into consideration for formulating their task and the questions for discussing the reasoning mode they have used for sorting the pictures. â€Å"As a learning expectation, each product needs to be clearly described in some detail so that there is no misunderstanding about what students are required to do† (Macmillan, 2011, p. 227). Still, the formulation of the assignment for Jessica was exempt of any hints as to how the animals could be sorted. During the discussion of their choices, the answers to the participants’ reasoning were neutral and did not express any attitude or opinion as to the way in which the assignment was done. The choice of methods, formulation of the task and the overall atmosphere of the experiment were favorable for retrieving reliable data on the differences in Jessica and Miranda’s cognitive ability and examining Piaget’s concepts. Results The results of the empirical research have demonstrated significant differences in quantity and quality of knowledge in Jessica and Miranda. Jessica used the criteria of personal attitude to the animals for sorting the pictures into two large subgroups. Thus, explaining her reasoning for classifying the objects, the girl admitted that the animals in the first subgroup she liked, while the animals in the second subgroup she disliked. It should be noted that Jessica’s personal negative attitude depended upon dangerousness of a certain animal (a snake, a shark, a crocodile, a scorpion) and its appearance (a butterfly is pleasant-looking, while a sn ail is not). When Jessica was asked if she can create new groups of the same animals, the girl was confused and answered that she could not do it.Advertising We will write a custom research paper sample on Cognitive development specifically for you for only $16.05 $11/page Learn More Miranda, the second participant of the study first sorted the pictures into subgroups, labeling them as mammals, reptiles, fish, birds and insects. When the girl was offered to do the same assignment using other criteria for classification, she easily provided several variants for this problem-solving situation. Thus, Miranda suggested the possible subgroups of warm-blooded and cold-blooded animals, animals with body hair and without it, animals breathing with lungs and animals breathing with gills. In general, the girl has demonstrated not only her knowledge of peculiar features of representatives of the animal world, but also her ability to provide arguments for supportin g her position. Doing the same assignment of classifying the pictures with animals, Jessica and Miranda have shown the differences in their knowledge and reasoning modes for solving the same problem. Discussion The findings of this empirical research revealed a wide gap in cognitive abilities of five- and thirteen-year-old participants. Piaget’s concepts can become a theoretical basis for explaining the differences in Jessica and Miranda’s reasoning modes used for explaining the classification criteria. According to Piaget’s classification of various cognitive stages, a five-year-old Jessica is at the preoperational stage. Eggan (2010) noted that â€Å"In the preoperational stage, perception dominates children’s thinking† (p. 38). In other words, at the age between two and seven, children are expected to confuse physical and psychological events and give preference to their perception rather than logic for explaining their reasoning. It explains Je ssica’s choice of personal attitude as the main criteria for classification of the animals. Complying with Piaget’s expectations from cognitive abilities of children of her age, she concentrated on her personal perception and did not use the logics for doing the assignment. Other characteristics of this period include egocentrism, lack of conservation, single classification and transductive reasoning (McDevitt Ormrod, 2010, p. 148). In other words, at the age between two and seven, at the preoperational stage of their development, children may have certain fallacies in their reasoning. The lack of conservation can make these children believe that the volume of liquid can change if it is poured from one contained to another. The transdunctive reasoning implies involvement of irrelevant arguments into explanations.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Analyzing the results of the experiment, it can be stated that doing the assignment, Jessica demonstrated particular cognitive features, namely dominance of perception over logics and single classification at a given period of time which are characteristic of the preoperational stage. Piaget’s concepts are applicable for explaining Jessica’s reasoning mode, choice of classification criteria and refusal of making another attempt to sort the pictures by implementing other criteria. As to the second participant of this study, a thirteen-year-old Miranda, she belongs to the subgroup of formal operations. Coon and Mitterer (2010) noted that â€Å"Full adult intellectual ability is attained during the stage of formal operations†¦but not everyone reaches this level of thinking† (p. 99). At this stage the thinking processes become integrated through acquisition and systematization of new knowledge. Adolescents do not concentrate on their personal perception, feelin gs and emotions for their reasoning and are able to operate abstract notions in their thinking processes. Understanding that other people may not share their views, they can distinguish between manifestation of facts and expression of their personal opinion. Adolescents recognize that they can be mistaken and often require confirmation of their ideas. â€Å"Reasoning logically, formulating and testing hypotheses, and separating and controlling variables – together allow adolescents to use a scientific method† (McDevitt Ormrod, 2010, p. 153). In general, thinking processes in most adolescents at the stage of formal operations are similar to those in adults though their cognitive abilities still depend upon their personal development. The assignment of sorting the pictures with animals might seem to be primitive to Miranda, but the sophisticated reasoning and criteria she used for classification of objects demonstrated the level of her cognitive development correspondin g to Piaget’ stage of formal operations. Offering different versions of sorting the animals, including those of their anatomic peculiarities, the girl used the system of her knowledge on Zoology and her ability to implement her knowledge in a new unfamiliar situation. The findings of this study have proven the applicability of Piaget’s concepts and cognitive development stages to the realities of modern teaching-learning process. The results which were achieved by Jessica and Miranda in doing the assignment of sorting the pictures with animals complied with Piaget’s expectations as to the cognitive abilities at the preoperational and formal operations stages. Limitations of the study Disregarding the fact that measures were imposed for avoiding any distraction in communicating with the participants of the study and enhancing the effectiveness of the experiment, this study has certain limitations, including the small sample for the experiment and the type of assi gnment. The level of the participant’s personal cognitive development which could be different in their peers is an influential factor which should be taken into consideration for evaluating the findings. The peculiarities of the assignment in their turn precondition specific responses in the participants, while another task could reveal other peculiarities or not reveal any at all. Implications Knowledge of peculiarities of children’s thinking processes is necessary for proper organization of educational environment. Understanding how children of different ages perceive, interpret and systematize new information, parents and educators would be able to select the most appropriate assignments for guiding children and adolescents in their cognitive development for improving their achievements. â€Å"The constructivist teacher, by offering appropriate tasks and opportunities for dialogue, guides the focus of students’ attention, thus unobtrusively directing their learning† (Clements, D. Battista, 1990, p. 35). Acknowledging the active participation of students in the learning process at different stages of their cognitive development would allow choosing the right direction for the teaching efforts. Conclusion The findings of this empirical study have proven the correspondence between Piaget’s concepts and the cognitive abilities at the preoperational and formal operations stages. Collecting data from the experiment and through a theoretical review of literature, this paper demonstrates the application of Piaget’s theory of cognitive development in practice. Reference List Clements, D. Battista (1990). Constructivist learning and teaching. Arithmetic Teacher, 38(1): 34-35. Coon, D. Mitterer, J. (2010). Introduction to psychology: Gateways to mind and behavior. Belmont, CA: Cengage Learning. Eggan P. Kauchak D. (2010). Educational psychology: Windows on classrooms (8th. Ed.). International Edition. New Jersey: Pearson McDevitt, T., Ormrod, J. E. (2010). Child development and education. (4th ed.) New Jersey: Pearson McMillan, J. H. (2011). Classroom Assessment: Principles and practice for effective standards-based instruction (5th Ed.). Boston: Pearson Oakley, L. (2004). Cognitive development. New York, NY: Routledge. This research paper on Cognitive development was written and submitted by user Emery Yang to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Cognitive Development Table of Contents Introduction Cognitive development Psychosocial development Psychotherapies Conclusion References Introduction `Cognitive development refers to the growth in mental understanding, interpretation and perception of things and the world in general. It entails the growth of various intellectual activities including thinking, reasoning and attentiveness. It is noted that, many approaches on cognitive advancement concentrate on mental development, as opposed to, other cognitive development processes.Advertising We will write a custom report sample on Cognitive Development specifically for you for only $16.05 $11/page Learn More Cognitive development Competence assessment is one of the approaches given to cognitive development of middle childhood. Competence assessment entails how people understand and interpret different aspects of life (Elliot Dweck, 2005). It is noted that, children at middle age can always make a judgment on their soc ial and physical competence. This is indicated by a fellow who at his middle age could compare his strength with his other friend and determine the strongest. Considering the fact that perception changes with age increase, middle aged also have their different perceptions of life. Their perception is mostly influenced by the knowledge and skills they obtain in schools. Perception of these middle aged vary from one individual to another as noted by teacher’s evaluation of their performances. This was experienced by a student who was perceived to have known everything by his other fellows since he was excellent at class work. Perception is reflected on the student results with respect to teacher’s ratings. Middle aged children also tend to concentrate on one object and forget the others. Their attentions are easily influenced and they fully concentrate on entertaining object or event while ignoring others. Psychosocial development Psychosocial progression at middle child hood engages children ranging from five to twelve years. At this age, children develop admirable peer interactions and compete favorably among themselves. Their social world expands as they develop new friend and creating new relationships. An indication of pride is noted as they brag about their achievements and ability to perform different tasks uniquely (Cherry, 2010). For example, a fellow at his childhood believed that he was always right since he was brilliant at class work. A child develops a high self esteem after discovering his unique ability and skills. This can be observed in the manner they interact in their social life i.e. cheerful interaction with tremendous psychosocial engagement. On the other hand, children who doubt their aptitude tend to develop low self esteem characterized by gloomy mood and a discouraging psychosocial engagement. At middle childhood, children are extensively influenced by comments and opinions made by their parents, peers and teachers. The co mments directly manipulate a child’s confidence and certainty of his/her ability or skill. Encouraging remarks on children build confidence on a child’s ability and skills consequently improving their self esteem (Cherry, 2010).Advertising Looking for report on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the contrary, negative and discouraging comments by teachers, peers and parents create doubt in a child’s ability or belief of being victorious. Such a child develops low self esteem and constantly maintaining a gloomy mood. This was noted to a fellow who used to approach examination believing that he was going to fail. This was because of frequent past failures that made his parents’ negative comment on his scores. Psychotherapies Varieties of psychotherapy treatment are offered to children to assist in modifying their character and uphold family understanding in the long run (AACAP, 2008) . Psychotherapy treatment helps in developing exceptional relationship between parent and children thereby strengthening their family bond. Some of the psychotherapy treatments include cognitive behavior therapy, psychodynamic therapy, family therapy, play therapy and group therapy. As a psychotherapy treatment, cognitive behavior therapy modifies a child’s behavior, mood and nervousness. It is done by investigating a child’s pattern of distorted thoughts. A specialist on cognitive behavior therapy educates a child on how their moods and behavior are influenced by their thoughts (AACAP, 2008). Subsequently, a child develops a skill of recognizing these hazardous thoughts. The specialist also helps the child to substitute these harmful thoughts with constructive and positive thoughts. It is renowned that cognitive therapy test has helped in treating various types of disorders anxiety being one of them. A friend’s confirmed of psychotherapeutic help in alleviating her selfish behavior of forcefully snatching other children’s food, toys and never shared his possessions with others. The next psychotherapy cure is play therapy, a treatment that entails the understanding of how children play with toys, drawings and dolls. At children’s play time, a therapist notes some of the feelings and expressions of a child and uses them to perform the therapy (AACAP, 2008). It is essential to note that observations are done on how a child plays with the toys for better understanding of the child’s problem. Afterwards, the therapist educates a child how to handle their problems and during play time. This was reflected by a fellow who used to smack his colleagues using toy but fortunately, a therapist rescued him from his intolerable behavior. Also, psychodynamic psychotherapy can be employed in correcting a child’s feelings and thoughts. It entails the recognition of the factors that influence a child’s feeling and thoughts . This helps the therapist to understand the reasons (inner struggles) as to why a child is behaving in a certain manner. Consequently, the child is subjected to different weekly session of psychoanalysis.Advertising We will write a custom report sample on Cognitive Development specifically for you for only $16.05 $11/page Learn More Conclusion Cognitive development applies to every individual and keeps on varying with an increase in age. Individuals experience changes in life perceptions, understanding and interpretations. However, some children perceive and understand life in a negatively thus making them portray unpleasant and discouraging behaviors. Fortunately, these obnoxious behaviors can be corrected by employing different psychotherapies that eventually improves a child’s perception and behavior. References American academy of child and adolescent psychiatry (AACAP). (2008). Psychotherapies for children and adolescents. Washington: Ameri can academy of child and adolescent psychiatry. Web. Cherry, K. (2010), Stages of psychosocial development. About.com: psychology. Web. Elliot, J. Dweck, S. (2005). Handbook of competence and motivation. New York: Guilford press. This report on Cognitive Development was written and submitted by user Danica Doyle to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Cognitive Development

Free Essays on Anglo Saxon

The Anglo-Saxon period extends from about 450 to 1066, the year of the Norman-French conquest of England. The Germanic tribes from Europe who overran England in the 5th century, after the Roman withdrawal, brought with them the Old English, or Anglo-Saxon, language, which is the roots for Modern English. They also brought a specific poetic tradition which is the formal character of which remained surprisingly constant until the termination of their rule by the Norman-French invaders six centuries later. Britain in the third and fourth centuries felt the decline of the Roman Empire. An official known as the count of the Saxon Shore oversaw defenses against raids by Saxons and others along the North Sea coast. Would-be emperors stripped Britain of its occupying forces, moving the legions elsewhere to serve their own political ambitions. In 410 Rome abandoned Britain. After nearly four centuries of occupation, it left little that was permanent: an excellent network of roads, the best Britain would have for 1400 years; the sites of a number of towns- London, York, and others bearing names that end in the suffix -cester and -caster; and Christianity. The Anglo-Saxons, who occupied the country after the Romans left, ignored the towns, chased Christianity into Wales, and gave their own names, such as Watling Street, to the Roman roads. Fragmentary knowledge of England in the 5th and 6th centuries comes from the British writer Gildas (6th century), the Anglo-Saxon Chronicle (a history of the English people begun in the 9th century), saints' lives, poetry, archaeological findings, and place-name studies. In the absence of Roman administrators, British warlords, nominally Christian, ruled small, unstable kingdoms and continued some Roman traditions of governance. In the mid-5th century, they revived the Roman policy of hiring Germanic mercenaries to help defend them against warlike peoples of the north (Picts and Scots). The Saxon merc... Free Essays on Anglo Saxon Free Essays on Anglo Saxon The Anglo-Saxon period extends from about 450 to 1066, the year of the Norman-French conquest of England. The Germanic tribes from Europe who overran England in the 5th century, after the Roman withdrawal, brought with them the Old English, or Anglo-Saxon, language, which is the roots for Modern English. They also brought a specific poetic tradition which is the formal character of which remained surprisingly constant until the termination of their rule by the Norman-French invaders six centuries later. Britain in the third and fourth centuries felt the decline of the Roman Empire. An official known as the count of the Saxon Shore oversaw defenses against raids by Saxons and others along the North Sea coast. Would-be emperors stripped Britain of its occupying forces, moving the legions elsewhere to serve their own political ambitions. In 410 Rome abandoned Britain. After nearly four centuries of occupation, it left little that was permanent: an excellent network of roads, the best Britain would have for 1400 years; the sites of a number of towns- London, York, and others bearing names that end in the suffix -cester and -caster; and Christianity. The Anglo-Saxons, who occupied the country after the Romans left, ignored the towns, chased Christianity into Wales, and gave their own names, such as Watling Street, to the Roman roads. Fragmentary knowledge of England in the 5th and 6th centuries comes from the British writer Gildas (6th century), the Anglo-Saxon Chronicle (a history of the English people begun in the 9th century), saints' lives, poetry, archaeological findings, and place-name studies. In the absence of Roman administrators, British warlords, nominally Christian, ruled small, unstable kingdoms and continued some Roman traditions of governance. In the mid-5th century, they revived the Roman policy of hiring Germanic mercenaries to help defend them against warlike peoples of the north (Picts and Scots). The Saxon merc...

History term paper Essay Example | Topics and Well Written Essays - 1250 words

History term paper - Essay Example He won his first election in 1881 as a member of the Republican Party to the state assembly of Albany, New York. As a state legislator he won respect for exposing a judge but also earned the ill will of his party members. Mistrusted by both liberals and party leaders, Roosevelt remained unsure of his career in politics. Although he socialized with America’s upper crust, he looked after the interests of the working class Americans. After family mishaps he returned to politics as a Republican reformist in 1989 where he served on the US Civil Service Commission (DesertUSA, 1998). In 1895, he became New York City Police Commissioner, and two years later, he was appointed Assistant Secretary of the Navy. Known popularly as the Rough Rider, he resigned navy to join the military. Returning home from the war as a hero in 1898, Roosevelt was elected governor of New York. He then ran as the Republican Party’s vice presidential candidate in 1900 and less than a year later following the assassination of President William McKinley, Roosevelt became the youngest ever President in history. President Roosevelt inherited an empire-in-the-making when he assumed office in 1901. He influenced foreign policy even before he came to power. After the Spanish-American war the empire that America had, comprised of Philippines, Puerto Rico, Guam, Cuba and Hawaii. Roosevelt anted to make America the world power. He wanted to spread the American values and ideals all over the world. His diplomatic maxim was to ‘speak softly and carry a big stick’ (Millercenter, 2006). He maintained that a chief executive must have the quality both to use force and the art of persuasion to be used as the situation demands. He was very active in foreign affairs and attempted to end the relative isolationism, following the footsteps of his predecessor. When