Cognitive Development and Theory

Cognitive Development

Jean Piage is a luminary as far as cognitive development theory goes. This is because of his contributions in his intellectual development theory. According to Piaget, intellectual development is a continuation of innate biological processes. He emphasizes that children go through four sequential processes of development. These four stages also occur with sub stages within them.

The sensory motor stage: 0 to 2 years; intuitive stage: 2 to 7 years; concrete operations stage: 7 to 11 years; and the formal operations stage: 11 to 15 years (Simatwa, 366).

What "Active Construction of Knowledge and Understanding" Means

A person's way of understanding occurs in five ways that are related. These are referred to as cognition domains. These ways include understanding as a representation, understanding as connectivity between knowledge types, understanding that forms active knowledge construction and understanding as cognition situation. Understanding as a representation refers to owning internalized ideas, systems and symbols. It also entails one's ability to maneuver between and within such systems and symbols in a manner that facilitates problem solving with success. We may view understanding as knowledge structure that is correctly organized and internalized knowledge structure. Ideally, understanding has to do with the links between the different knowledge types. This includes conceptual and procedural knowledge and between symbolic and formal knowledge. Situated cognition knowledge understanding has to do with understanding of statistics which is closely linked to the interplay between the cognitive activity of the student and the social and physical situations (Nitko and Lane 470). Understanding as active knowledge construction refers to the way in which knowledge structures have been acquired and, or developed the process of learning that involves reorganizing and integrating fresh information with knowledge that's already in existence. Understanding statistics has to do with expanding one's knowledge structures or thinking patterns in order to incorporate statistical principles and concepts (Nitko and Lane 470).

The Meaning of Schemata and Piaget's Suggestions

Schemata is derived from the root word 'schema'. This can be compared to a deck of cards placed in a series and indexed in the brain so that each card bears instruction to the individual on how to react to the various stimuli. When Jean Piaget discussed the development of mental processes of a person, ideally, he was referring to the complexity and number of the learned schemata. Piaget focused a lot of attention on the essence of schemas in the development of cognitive abilities. He also described the development process in their acquisition. A schema is a set of representations of the world in one's mind. We make use of such schemas to respond to stimuli around us. It is assumed that the mind stores such schemas and utilizes them when they are needed. Piaget's schemas appear to be simpler than the ones described here; particularly, the ones utilized by infants. He explained how a child's schema evolves into more elaborate form as they grow (Mcleod).

Comparing Piaget's and Vygotsly's Theories and the Differences Inherent

Piaget's theory of cognitive development described the change in the logical thinking process of children and adolescents. He suggested that children go through four stages of maturation experience. Vygotsky's theory of cognitive development is also commonly referred to as the cultural historical theory. He directed his energies on the role of social interactions and culture. He held that speech is a critical factor in the development of a child's thinking abilities.

Children's basic speech evolves into more complex forms as they grow (Hurst). There are several differences between the theories including the emphasis on the way culture affects cognitive growth. Vygotsky, does not class his theory in stages as Piaget does. Vygotsky, focuses more on the factors that influence cognitive development. There has been criticism against Piaget for underrating the latter. Vygotsky, explores these factors at greater depth. He also focuses on the role of language in the development of cognitive abilities. Piaget also ignored this aspect in his theory. Vygotsky believes that the development of cognitive abilities is driven by language acquisition (Mcleod).

Metacognition

Metacognition has to do with higher order thinking. It involves conscious and active control over the cognitive processes that facilitate learning. Meta-cognition activities include planning how to handle learning activities, monitoring of comprehension and even evaluation of the progress in task completion (Livingston). The strategy of learning by doing it is a popular strategy lately. Research shows that self-explanation is an effective strategy in meta-cognition. An alternative or related question would have to do with the kind of scaffolding or instruction that is most effective in supporting the learning process and learning via self-explanation in classroom situations. Research shows that it is not easy to achieve self-explanation. Self-explanation is not common across all students. There are different levels of the ability to self-explain among different students. Some research findings show that the number of students who are self-explainers is relatively small (Aleven and Koeginger 149).

Importance of IQ and ED

Employees need to develop organizational and communication skills in order to make decisions easily and relate well with the other workers. The success rate of an individual at the work place is influenced by their EQ and IQ in an 80:20-ratio. This is because EQ facilitates the building and maintenance of good relationship with peers and the senior management. It heightens productivity and facilitates clarity in communication. In fact, good listening skills is a hallmark in EQ. The Carnegie Institute of Technology provides research that shows that IQ can only help one up to 20% in their life. EQ is responsible for the rest of success chances (Zaineb).

Egocentrism of Adolescents

According to Dr. David Elkind, the tendency of teenagers focusing on themselves and what the world thinks of them is referred to egocentrism in adolescence (Mazarin). In Piaget's postulation, an egocentric child imagines that all others feel, see, think and hear the same things as they (the child) does.

There are three fables that express the mentioned egocentrism. Firstly, it is that adolescents strongly hold to their uniqueness as persons. Adolescents also evaluate risks with emphasis on being invulnerable; thanks to their sense of uniqueness. Lastly, egocentric adolescents flourish in subjective omnipresence. They believe that the self is a source of unusual power or influence in their peer networks. Personal fables differ in their influence on adaptation among adolescents. For instance, the uniqueness among individuals predicts the symptoms of internalizing; particularly girls. Risk behavior is predicted by invulnerability even as it counter-indicates internalizing signs while omnipotence forecasts coping mastery and indices of adjusting positively (Hill and Lapsley).