Cognitive Development may appear to be a unified discipline or organic cooperation among several disciplines; however, the research shows chasms between fields devoted to the study of human development. The four reviewed articles show differing approaches to developmental studies, with varying degrees of effectiveness. The level of effectiveness appears to hinge on the scholar's willingness to use a generous number of approaches to the analysis of human development.
Harris, J.L., Brownell, K.D., & Bargh, J.A. (2009). The Food Marketing Defense Model: Integrating Psychological Research to Protect Youth and Inform Public Policy. Social Issues and Policy Review, 3(1), 211-271.

Harris et al. review the negative effects of food advertising targeted at youth, results of various studies regarding that phenomenon, and then suggest a possible defense model to counteract the powerful impact of food advertisers. They begin by attributing the "obesity epidemic" at least in part to advertising encouraging individuals to eat food high….

Cognitive, Social, And Emotional Developmental Theories
Understanding the concept of child development is critical when the need to appreciate human interaction is required. This is because childhood memories and environments tend to affect their cognitive, social, and emotional development. In fact, children from different backgrounds tend to depict different adulthood behaviors unlike those with shared experiences. For instance, children born and raised in violent homes may become violent in their adulthood years or timid unlike those raised in happy homes. In addition, children who were neglected or sexually abused may develop feelings of insecurity. Various philosophers like Sigmund Feud and Jean Piaget have advanced numerous theories aimed at fostering the understanding of child development. This study endeavors to explore Piaget's cognitive development theory based on a hypothetical client's case.

Cognitive Development: Scenario 2: Anna and Jojo

Children who have a poor start or childhood problems early on in life have high chances of….

____Age

Characteristic

Infant 0-2 years Affiliation

Early Childhood (2-7 years) Play

Middle Childhood (7-12 years) Learning

Adolescence (12-19 years) Peer

Adulthood Work

Source: Thomas (2008)

III. DIFFERENCES ETWEEN PIAGET and VYGOTSKY

According to Dr. Michael Thomas in the work entitled: "Cognitive Language and Development" while Piaget was reliant upon the clinical method of using questions that probed and uncovered the understanding of children, Vygotsky was concerned "with historical and social aspects of human behavior that make human nature unique." (Thomas, 2008) Vygotsky held that a close link existed between the child's language acquisition and thinking development and that "speech carries culture in that it stores the history of social experience and is a 'tool' for thought."(Thomas, 2008) Piaget, on the other hand, "outlined a theory that states that the precursors of thinking and language lie in the elementary actions, perceptions, and imitations of babies." (Thomas, 2008) While Piaget held that the child's speech is egocentric while preschool age and….

Scientific inquiry is encouraged, too. "Children are actively involved in formulating hypotheses, designing experiments, collecting and organizing data and drawing their own conclusions." Even though children at the pre-operational stage are egocentric and view the world as if it were solely their own, they still probe for answers and explanations about what they smell, hear, taste, touch, and see. Scientific activities also allow the children to witness cause and effect scenarios that enable them to develop appropriate cognitive skills. Those skills develop naturally in conjunction with verbal and mathematical thinking skills.

The Bank Street Head Start program loosely follows Piaget's theory of early childhood development. Children gradually and naturally incorporate new objects, experiences, and ideas into their cognitive schemas: the process Piaget called assimilation. Children also accommodate their old schemas to suit their learning environment.

The Bank Street Head Start program, which serves children ages three and four, is apparently focused on….

his will present a break from the norm set by most researchers who concentrate on studying the relationship between a child's ability and development, and the actions and environment surrounding the child. For instance, the study conducted by Berger and Adolph just considers how changing the size of the bridge makes a child to adopt a different strategy (using the handrail) in crossing the bridge but does not asses how the child chooses to use the handrail.
One of the major hypotheses in the study is that children are able to use "means-ends" problem solving skills to solve problems and are able to perform at a higher level of cognition than originally believed. We expect to find that most infants and toddlers would be able to grasp the need for a handrail in narrow bridges and would be able to cross successfully. Another hypothesis for our study will be that….

Their research again points to superior cognitive skills in children -- this time in the mathematical realm. However, their research only targeted a small sample of children from the same cultural background. I would like to extend to a cross-cultural sample from actual different countries. If my research supports that of Levine and Huttenlocher, as I predict it to be ramifications include the fact that differences in mathematical ability are likely initiated due to other factors (such as school, teacher, parents) and are not innate. As Levine and Huttenlocher's research shows, abstract mathematical skills emerge as early as 3; verbal mathematical skills emerge later. Differences in mathematical ability (and, by extension, differences in other intellectual abilities) may be a consequence of other factors rather than intrinsic.
eferences

Berger, S.E., & Adolph, K.E. (2003). Infants use handrails as tools in a locomotor task. Developmental Psychology, 39(3), 594-605.

Bertelson, P. (1999). Development of Phenomenological….

Cognitive Development in Toddlers
The word cognitive development can be said to be the cerebral intensification that commences during birth and carries on all the way through old age (Gleitman, 1981). As Gleitman puts it learning commences as soon as one is born and it starts by looking proceeds to listening as well as interaction. It is therefore growth of gaining skills along with the structures that exist in the brain that brings about the cognitive growth and this can be seen by looking at some theories especially the Jean Piaget's theory.

Based on the cognitive growth theory of Jean Piaget, brainpower seems to be the fundamental mechanism of guaranteeing balance in the association among individuals as well as their vicinity. This can be attained by the proceedings of the emergent individual on the earth. At whichever instant in growth, the surroundings is incorporated in the system of proceedings present, these proceedings….

He also responds to hearing his first name being spoken and can tell the difference between the sound of his mother and grandmother's voice and the voice of other women.
When he is with other children in the same room, he plays and has a smile on his face. Because he is only 12 months old, he probably would have developed only the most rudimentary of language skills if he did not have Down's syndrome. The boy seemed to develop attachments to certain toys and was clearly uninterested in others. He had a strong preference for plush toys and did not attempt to build towers out of building blocks, as some of the other children did. On one occasion, our subject hit another kid, but we believe he felt threatened and was acting in self-defense because he had a smile on his face. In general, we feel it may be….

As such, the author understands that he operated under his own set of rules during his Level 1 development. While primarily focused upon his own pleasure, the author shows the beginnings of Level 3 development even during stage 1. He understands the interdependence of human beings within a society. This is emphasized during his frequent illnesses, when the author was dependent upon friends and lecturers for his academic survival.
In conclusion, the author proceeds from Stage 1 to 6 in an integrated fashion. He gradually begins to understand the importance of academic commitment without the supervision of authority, as well as the importance of obeying rules for the purpose of personal development. Once his personal development reaches Level 3, the author is able to operate from a platform of complete understanding for his own shortcomings. As such, he is able to connect with others on a deeper level tan would….

Cognitive Development
In the many different veins of cognitive development research, certain themes and assumptions seem to run throughout. Most of the background beliefs common to the field are truly taken for granted to such an extent that they become largely unspoken and perhaps never even considered. For example, most cognitive research theory assumes without question the theory of human minds which claims that ones fellow humans are not automata but that one can look at their actions and listen to their words and from their gain a relatively accurate image of the mind which is producing these phenomena of movement and speech. This seems obvious to cognitive researchers, but is much in debate among philosophers. Many other such basic assumptions are taken for granted, such as the idea that children actually learn and progress from a relatively blank state, rather than (as Plato and others such as Wordsworth have suggested)….

Piaget believed in the child to society association whereby children have the skills to organization information they receive from the society. He felt that children make sense of the world around them with the innate organization skills they possess. As the child grows, his views might undergo a change and his association with society might also alter depending on his age. While in his theory, innate knowledge is important, Piaget never discredited environment's role in the development process:
There are no more such things as societies qua beings than there are isolated individuals. There are only relations.... And the combinations formed by them, always incomplete, cannot be taken as permanent substances (Piaget, 1932, p. 360).

A there is no longer any need to choose between the primacy of the social or that of the intellect: collective intellect is the social equilibrium resulting from the interplay of the operations that enter into….

Procsesing Theory
Cognitive development

Cognitive development: Information processing theory

Information processing theory might view the human mind as a kind of 'computer' but even this construct allows that the cognitive development stage of the individual can affect how the brain processes information. In contrast to Piaget's theory of development which was derived by studying a relatively narrow range of subjects, information processing theory is more expansive (which is why some people resist calling it a theory at all) and instead uses experimental evidence about the brain and functions such as memory. But the nature of the 'hardware' of the brain will affect perceptions (input) and thus output (responses) will also be affected by developmental stages (Miller 2002: 246).

When a child perceives information for the first time, that information can then be transformed, manipulated, and used in different ways. Information processing theorists study how this 'data' is deployed (Miller 2002: 246). Like Piaget….

Cognitive Development
Children are complex creatures who develop in various ways at various developmental stages. According to Thompson (2001), children grow in four interrelated areas (body, person, mind, and brain), and these four components involve the complex interplay of many factors: physical size, motor coordination, general health, thinking, language, symbolism, concepts, problem-solving, relationships, social understanding, emotions, neural and synapse. With respect to overall cognitive development in infants and toddlers, while countless environmental factors appear to have a measurable effect, the degree of significance of genetics is still under debate. Abundant recent research covers a wide range of topics related to environmental effects (or lack thereof) on the development of intelligence, learning, memory, and problem-solving in very young children. Some areas studied and analyzed include the effects of audiovisual stimulation, playtime and fun, interactive story-time, father involvement, and socioeconomic status.

Audiovisual stimulation from "Baby Einstein" type DVDs has become a popular way….

Patricia H. Miller's book "Theories of Developmental Psychology (fifth edition)," "Vygotsky and the Sociocultural Approach," provides information concerning the Soviet psychologist Lev Vygotsky and his tendency to place development as a concept during which individuals involved in one's upbringing play an important role in shaping the way that the person develops. The chapter proceeds to describe Vygotsky's development and influential theories that shaped the way he understood development. Miller also goes at presenting a sort of contrast between Vygotsky's views and views that are generally promoted in the estern orld.
The text portrays Vygotsky as a person whose thinking was ahead of his time and whose theories played an important role in theories devised in the contemporary society. Even with this, Vygotsky's theories are also shown as being limited by the fact that the sociocultural approach did not receive wide recognition in the past and because the Soviet psychologists was….

physical, socio-emotional and cognitive development of a child. Give equal consideration to the following factors in your response: Heredity, Culture, Nutrition and Parental Affection.
There is no one factor that conclusively determines the process of child development. Psychologists have long been torn to deciding whether nature or nurture has as greater impact, and today we almost unanimously agree that both have as equal and strong an influence on the physical, socio-emotional and cognitive development of a child.

Take hereditary for instance: the fetus is formed by 456 chromosomes. 23 chromosomes from each of his parents. Since each of these chromosomes contain determining DNA that go into determining the child's physical, intellectual, and mental characteristics (some latent and others overt), it is evident that the child is formed by hereditary. This is particularly so when transmitted handicaps and diseases impact him to make her what she is. There is a distinction between….