Cognitive Development
Cognition is the study of how the mind works. It focuses on the changes that occur in how we think and learn as we grow Brain maturation and life experiences influence each other and contribute to how cognitive development occurs. Children don't just know less than adults do, there are difference in they very way that they think about and understand their experiences.
Vygotsky's Sociocultural Theory of Cognitive Development
Vygotsky theory began with the social world, in a way very different than Piaget's. He believed all learning and ideas begin in the interaction between a child and those who the child has contact with. From that he came to the conclusions that all learning is culturally based because all people are situated within their own cultures, each having their own adaptations. Vygotsky has three ways of transmitting his ideas: the zone of proximal development, scaffolding, and private speech. According to him the zone of proximal development is what a child can't do on her own but can do with little help from someone more skilled or knowledgeable. This technique asses that both that child's "readiness" to learn as well as the actual achievement of the child. When it comes to scaffolding, it refers to the idea that more knowledgeable adults and children support a child's learning by providing help to move the child just beyond their current level of capability. Once scaffolding is achieved it's no longer needed and children can carry out their own tasks independently. As for the his final idea of transmission, private speech refers to talking to oneself, often out loud, to guide one's own actions.
Vygotsky theory began with the social world, in a way very different than Piaget's. He believed all learning and ideas begin in the interaction between a child and those who the child has contact with. From that he came to the conclusions that all learning is culturally based because all people are situated within their own cultures, each having their own adaptations. Vygotsky has three ways of transmitting his ideas: the zone of proximal development, scaffolding, and private speech. According to him the zone of proximal development is what a child can't do on her own but can do with little help from someone more skilled or knowledgeable. This technique asses that both that child's "readiness" to learn as well as the actual achievement of the child. When it comes to scaffolding, it refers to the idea that more knowledgeable adults and children support a child's learning by providing help to move the child just beyond their current level of capability. Once scaffolding is achieved it's no longer needed and children can carry out their own tasks independently. As for the his final idea of transmission, private speech refers to talking to oneself, often out loud, to guide one's own actions.
Piaget's Theory of Cognitive Development
Piaget focused on how intelligence is an active, constructive and dynamic process. He has mistaken children in making their thinking indicate the nature of their thought processes. He also stressed that as children develop, the structure of their thinking changes, and these new modes of though are based on the earlier structures. He also focused a lot of his research on the process of development through schemas, disequilibrium/ equilibration, assimilation, and accommodation. He also has a theory of cognitive development, in which there were four stages, sensorimotor stage, preoperational, concrete operational stage, and formal operational stage.
Piaget focused on how intelligence is an active, constructive and dynamic process. He has mistaken children in making their thinking indicate the nature of their thought processes. He also stressed that as children develop, the structure of their thinking changes, and these new modes of though are based on the earlier structures. He also focused a lot of his research on the process of development through schemas, disequilibrium/ equilibration, assimilation, and accommodation. He also has a theory of cognitive development, in which there were four stages, sensorimotor stage, preoperational, concrete operational stage, and formal operational stage.
Theory of Core Knowledge
This theory that basic ares of knowledge are innate and built into the human brain. There are four areas of core knowledge. First, knowledge that an object moves as a cohesive unit, it doesn't contact another object unless they are close to each other and it moves on a path that is continuous path. Second, knowledge that agents, which are referred to as people, act purposefully toward a goal. Third, knowledge, within limits, of numbers. And lastly, knowledge of spatial relationships.
This theory that basic ares of knowledge are innate and built into the human brain. There are four areas of core knowledge. First, knowledge that an object moves as a cohesive unit, it doesn't contact another object unless they are close to each other and it moves on a path that is continuous path. Second, knowledge that agents, which are referred to as people, act purposefully toward a goal. Third, knowledge, within limits, of numbers. And lastly, knowledge of spatial relationships.
Information Processing
There are two main different models for developing information; the stores models and connectionist or neural network model. The stores model is based on the the ananogly to how a computer works. Where as the connectionist or neural network model is based on how the based on how the brain works. These are both used for how information is taken in, how we remember it, how we control and coordinate activities and how we think about our thinking. When it comes to processing information there is four main categories that information processing deals with; attention, memory, executive function and metacognition. Attention meaning telling a person they should focus their mental processes on one thing and not on another. Attention mainly focuses on tuning in to certain things while tuning out others which is otherwise known as selective attention and maintaining this focus over time known as sustained attention. After understanding attention we move along to memory. Memory can be used in short- term or long- term. Information goes into our mind as short- term memory and then the information is acted on in a way that can move into long- term memory, Following attention and memory comes the aspect of executive functioning which is when the brain organization coordinates attention and memory and controls different behavioral responses for the purpose of attaining a certain goal. This includes the ability to stop more automatic responses from what is needed to carry out a task correctly. It also includes the the ability to switch focus as need to a complete a task which is better known as cognitive flexibility, which continues to develop past child development into early adolescence. As children move more towards adolescence, it's evident that development increases the ability to think about and regulate their own personal thoughts and cognitive activities. This is most commonly known as metacognition and specifically metamemory refers particularly to the understanding of memory, how it works, and how to use it effectively. Overall the information process is a continuous development that starts in childhood and continues to build as the children grow older. From this the brain functioning is central other than innate knowledge which is not, but the functions interact with environmental experiences that in the end produce cognitive development.
There are two main different models for developing information; the stores models and connectionist or neural network model. The stores model is based on the the ananogly to how a computer works. Where as the connectionist or neural network model is based on how the based on how the brain works. These are both used for how information is taken in, how we remember it, how we control and coordinate activities and how we think about our thinking. When it comes to processing information there is four main categories that information processing deals with; attention, memory, executive function and metacognition. Attention meaning telling a person they should focus their mental processes on one thing and not on another. Attention mainly focuses on tuning in to certain things while tuning out others which is otherwise known as selective attention and maintaining this focus over time known as sustained attention. After understanding attention we move along to memory. Memory can be used in short- term or long- term. Information goes into our mind as short- term memory and then the information is acted on in a way that can move into long- term memory, Following attention and memory comes the aspect of executive functioning which is when the brain organization coordinates attention and memory and controls different behavioral responses for the purpose of attaining a certain goal. This includes the ability to stop more automatic responses from what is needed to carry out a task correctly. It also includes the the ability to switch focus as need to a complete a task which is better known as cognitive flexibility, which continues to develop past child development into early adolescence. As children move more towards adolescence, it's evident that development increases the ability to think about and regulate their own personal thoughts and cognitive activities. This is most commonly known as metacognition and specifically metamemory refers particularly to the understanding of memory, how it works, and how to use it effectively. Overall the information process is a continuous development that starts in childhood and continues to build as the children grow older. From this the brain functioning is central other than innate knowledge which is not, but the functions interact with environmental experiences that in the end produce cognitive development.