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124).
The methodology used was to study a selected group of children. While the results are useful in examining this cognitive process, it could also be argued that the group was too small to make general assessments and that further studies would have to be undertaken to compare the results of this study over a wider range of children. This would also take into account other variables such as ethnic group etc.
3. Conclusion
The study of cognitive process provides us with valuable insight into the way that children and adults perceive the word around them. The way that we perceive, filter and retain our reality plays a vital part in the way that we react and behave and in our personal development. The issues of perception, sensory memory and social cognitive factors all play a cardinal role in human development. The more that we study and understand the various cognitive reprocesses the better we are able to understand the way that human beings interact and react to their environment.
References
Cropley, A.J. (1999). Creativity and Cognition: Producing Effective Novelty'. Roeper Review, 21(4), 253. Retrieved June 18, 2009, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001272839
Garfield, J.L. (1990). Foundations of Cognitive Science:...
New York: Paragon House. Retrieved June 18, 2009, from Questia database: http://www.questia.com/PM.qst?a=o&d=76868168
Glass et al., ( 2008) Auditory sensory memory in 2-year-old children: an event-related potential study. Neuroreport, 19(5), pp 569-73.
Hung, D. (2003). Supporting Current Pedagogical Approaches with Neuroscience Research. Journal of Interactive Learning Research, 14(2), 129+.
Kelly, S.D., & Church, R.B. (1997). Can Children Detect Conceptual Information Conveyed Through Other Children's Nonverbal Behaviors?. Cognition and Instruction, 15(1), 107-134.
Memory and Cognition. Retrieved June 18, 2009, from http://74.125.95.132/search?q=cache:Ec4BEzr3zUEJ:www.neuroanatomy.wisc.edu/coursebook/neuro6(2).pdf+%22sensory+memory%22and+cognition&cd=2&hl=en&ct=clnk&gl=za&client=firefox-a
Merrill M. Knowledge Objects and Mental-Models. Retrieved June 14, 2009, from http://74.125.93.132/search?q=cache:vnBEZRa9kbsJ:www.reusability.org/read/chapters/merrill.doc+%22types+of+cognitive+processes%22&cd=75&hl=en&ct=clnk&gl=za&client=firefox-a
Walker-Andrews, A.S., & Bahrick, L.E. (1991). Infants' Bimodal Perception of Gender. Ecological Psychology, 3(2), 55-75.
References
Cropley, A.J. (1999). Creativity and Cognition: Producing Effective Novelty'. Roeper Review, 21(4), 253. Retrieved June 18, 2009, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001272839
Garfield, J.L. (1990). Foundations of Cognitive Science: The Essential Readings (1st ed.). New York: Paragon House. Retrieved June 18, 2009, from Questia database: http://www.questia.com/PM.qst?a=o&d=76868168
Glass et al., ( 2008) Auditory sensory memory in 2-year-old children: an event-related potential study. Neuroreport, 19(5), pp 569-73.
Hung, D. (2003). Supporting Current Pedagogical Approaches with Neuroscience Research. Journal of Interactive Learning Research, 14(2), 129+.
Memory and Cognition. Retrieved June 18, 2009, from http://74.125.95.132/search?q=cache:Ec4BEzr3zUEJ:www.neuroanatomy.wisc.edu/coursebook/neuro6(2).pdf+%22sensory+memory%22and+cognition&cd=2&hl=en&ct=clnk&gl=za&client=firefox-a
Merrill M. Knowledge Objects and Mental-Models. Retrieved June 14, 2009, from http://74.125.93.132/search?q=cache:vnBEZRa9kbsJ:www.reusability.org/read/chapters/merrill.doc+%22types+of+cognitive+processes%22&cd=75&hl=en&ct=clnk&gl=za&client=firefox-a
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