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…...

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Works Cited

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.

Lieberman, M.C. (2005). Principles, Processes and Puzzles of Social Cognition: An Introduction for the Special Issue on Social Cognitive Neuroscience. NeuroImage, 745-756.

Olson, K.R., & Dweck, C.S. (2008). A Blueprint for Social Cognitive Development. Perspectives on Psychological Science, 3(3), 193-202.

Rutland, A., Cameron, L., Milne, A., & McGeorge, P. (2005). Social Norms and Self-Presentation: Children's Implicit and Explicit Intergroup Attitudes. Child Development, 76, 451-466.

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…...

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Reference

Shaffer, D.R. (2009). Social and personality development (6th ed.). Australia: Wadsworth

____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…...

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Bibliography

Dahl, Bettina (nd) a Synthesis of Different Psychological Learning Theories? Piaget and Vygotsky. Norwegian Center for Mathematics Education

DeVries, Rheta (nd) Vygotsky, Piaget, and Education: A Reciprocal Assimilation of Theories and Educational Practices. Regents' Center for Early Developmental Education.

Norwegian University of Science and Technology, Trondheim. Online available at  http://www.people.ex.ac.uk/PErnest/pome17/pdf/bdahl.pdf 

Piaget, J. (1962) Comments on Vygotsky's critical remarks concerning 'The Language and Thought of the Child', and 'Judgment and Reasoning in the Child' (Cambridge Massachusetts, the M.I.T.).

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…...

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The purpose of the proposed study is to examine toddlers through replication of the study conducted by Berger and Adolph. Specifically, we will investigate infant's abilities and cognitive understanding in crossing the bridge and handrail use. Also, to examine children's decisions to use a handrail when given narrow bridges. Specifically, in addition to the assessments made in the original study, we are interested in examining toddler's problem-solving ability by also including further assessments of the ways in which children choose to use the tools available to them during a difficult locomotor task. This 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 toddlers will make more attempts to cross the bridge when the handrail is present and given wider bridge.

In order to examine toddlers, we conducted a replication of the original study by Berger and Adolph (2003). The independent variables in the present study were the width of the bridge (12, 24, 36, and 48) and handrail presence (yes or no). The dependent variables of interest for the study were: 1) number of attempts the child made at crossing the bridge, 2) whether or not the child used the handrail, 3) number of times the child used the handrail, 4) amount of time the child took to cross the bridge, 5) number of steps the child took in crossing the bridge, 6) the influence of the adult on the child, 7) what type of toy was used to coax the child to cross the bridge, 8) amount of time given to the child by the adult to cross the bridge, and 9) latency or the amount of time the child waited before attempting to cross the bridge. The hypothesis was that the toddlers will more readily attempt crossing the bridge if given a wider space and they will attempt the narrower bridges more often if a handrail is present. Archival videos from the original study were used in the data coding for the dependent variables.

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…...

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References

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 Consciousness in early childhood Journal of Theoretical and Philosophical Psy. Vol. 19, No. 2, 196-216

Haga, M., Peterson, A.V., & Sigmundson, H. (2007). Interrelationship among selected measures of motor skills Child: care, health and development, 34, 2, 245 -- 248

Harms, W. (1998). Preschoolers show ability to grasp simple mathematics. The Univ. Of Chicago Chronicle, 17.

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…...

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Work Cited

Adolph, K.E. (1997). Learning in the development of infant locomotion.

Monographs of the Society for Research in Child Development, 62 (3,

Serial No. 251).

Bjorklund, D . F. (Ed.). (1990).C hildren'ss trategies:C ontemporaryv iews of cognitive development Hillsdale, NJ: Erlbaum.

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…...

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Daeg de Mott, Dianne K. (2007). Kohlberg's Theory of Moral Reasoning. Encyclopedia of childhood and Adolescence.  http://findarticles.com/p/articles/mi_g2602/is_0003/ai_2602000337 

Education Encyclopedia. (2007). Lawrence Kohlberg: Stages of Moral Judgment, Moral Education.  http://education.stateuniversity.com/pages/2150/Kohlberg-Lawrence-1927-1987.html 

Van Wagner, Kendra (2007). Kohlberg's Theory of Moral Development. About.com.  http://psychology.about.com/od/developmentalpsychology/a/kohlberg.htm

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…...

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References

Piaget, J.(1932) the moral judgment of the child. London: Routledge & Kegan Paul.

Piaget, J. (1970) Structuralism. New York: Basic Books

Vygotsky, L.S. (1987) the collected works of L.S. Vygotsky: Vol.1, Problems of general psychology. Including the volume Thinking and speech. New York: Plenum. (N. Minick, Trans.)

Fodor, J. (1983). The modularity of mind. Cambridge, MA: MIT Press.

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…...

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References

Miller, P. (2002). Theories of developmental psychology. (5th Ed). Worth Publishing.

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…...

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Resources

Akiba, D. (2009). Educating Your Child While You Drive: Assessing the Efficacy of Early Childhood Audiovisual Materials. Childhood Education, 86 (2), 113+.

Bradley, R., & Corwyn, R. (2002). Socioeconomic Status and Child Development. Annual Review of Psychology, 371+.

Cameron, E.L., & al, e. (2008). "Let Me Show You a Trick!": A Toddler's Use of Humor to Explore, Interpret, and Negotiate Her Familial Environment. ournal of Research in Childhood Education. Volume: 23. Issue: 1. Publication Year: 2008. Page Number: 5+, 23 (1), 5+.

Casby, M. (2003). The Development of Play in Infants, Toddlers and Young Children. Communication Disorders Quarterly, 24 (4), 163+.

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…...

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Works cited:

Miller, Patricia H. "Theories of Developmental Psychology (fifth edition)"

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…...

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References

Berger, K.S. (2000). The developing person: Through childhood and adolescence. New York: Worth Publishers.

Maselko, et al. (2010) Mother's Affection at 8 Months Predicts Emotional Distress in Adulthood; Journal of Epidemiology and Health; 10.11-36

Miko, I. (2008) Genetic dominance: genotype-phenotype relationships. Nature Education 1(1)

Novella J. Ruffin (2010) Understanding Growth and Development Patterns of Infants,  http://www.livestrong.com/article/535729-importance-of-parental-affection/#ixzz270Ols3vK

## Understanding the Structure and Benefits of Outline

An outline is a hierarchical and structured plan that serves as a roadmap for written or spoken communication. It organizes ideas, arguments, and evidence into a logical and cohesive framework, making it an indispensable tool for effective writing and communication.

### Benefits of Using an Outline

Clarity and Organization: Outlines provide a clear structure that helps writers organize their thoughts and present them logically.
Efficient Research: By breaking down topics into smaller subtopics, outlines facilitate efficient research and ensure thorough exploration of all relevant aspects.
Increased Focus: Outlines help writers focus on specific points....

Thesis Statement: Breastfeeding offers substantial benefits for both mothers and infants, promoting optimal health outcomes and fostering a unique bond between them. Its advantages range from providing essential nutrients to reducing the risk of diseases and enhancing cognitive development in infants, while also providing health benefits and convenience for mothers.

Introduction:

The practice of breastfeeding has been recognized as a fundamental aspect of parenting, providing infants with the optimal nutrition they need to thrive. This thesis delves into the multitude of benefits breastfeeding offers to both mothers and their infants, highlighting the positive impact it can have on health, development, and emotional....

1. The impact of childhood traumas on adult mental health
2. The role of genetics in determining personality traits
3. The effects of social media on self-esteem and body image
4. The psychology of addiction and recovery
5. The relationship between mental health and physical health
6. The influence of gender roles on mental well-being
7. The connection between mindfulness and mental health
8. The psychology of motivation and goal-setting
9. The effects of childhood bullying on long-term mental health
10. The psychology of decision-making and biases in judgment
11. The role of attachment styles in romantic relationships
12. The impact of technology on cognitive development in children
13. The psychology of....

1. The Influence of Cognitive Distortions on Mental Health:

- How do cognitive distortions, such as catastrophising, overgeneralisation, and black-and-white thinking, contribute to the development and maintenance of mental health issues like anxiety, depression, and PTSD?
- Explore the role of cognitive restructuring techniques in challenging and modifying dysfunctional thought patterns, thereby improving mental health outcomes.

2. Attachment Styles and Their Impact on Relationships:

- Elaborate on the different attachment styles, including secure, anxious-preoccupied, dismissive-avoidant, and fearful-avoidant, and their formation during childhood.
- Analyse the effects of attachment styles on romantic relationships, focusing on how they influence communication, trust, intimacy, and....