Various cognitive theories of human development

"The book is well written and the theorists and their respective work are well-presented and clearly explained. . . . As a text dealing with the historical overview of major theorists and their work in human development over the last century or so, it is extremely strong and could be widely used in a variety of both undergraduate and graduate courses." —Ann C. Diver-Stamnes, Humboldt State University "In general, I found the websites and references listed at the end of each chapter to be very interesting and useful for taking students beyond what is in the text." —Jane Ledingham, University of Ottawa "A fine choice for a classic theories course, and I believe that the level of presentation would be appropriate for advanced undergraduate or graduate students. . . . The up-to-date web sites at the end of each section are a definite plus. The choice of sites is excellent." —Cosby Steele Rogers, Virginia Tech An Introduction to Theories of Human Development examines the development process, looking at the series of changes that occur as a result of an interaction between biological and environmental factors. Why might our behavior as an adult be so different from when we were infants? Why and how does one stage of development follow the next? Are the changes that we experience abrupt in nature or smooth and predictable? Author Neil J. Salkind reflects on such critical questions to help readers understand what happens along the way as one develops from infancy through later lif...

Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human In 1919, while working at the Alfred Binet Laboratory School in He believed that children of different ages made different mistakes because of the "quality rather than quantity" of their intelligence. To Piaget, Child-centered classrooms and " Nature of intelligence: operative and figurative [ ] Piaget noted that Transformations refer to all manners of changes that a thing or person can undergo. States refer to the conditions or the appearances in which things or persons can be found between transformations. For example, there might be changes in shape or form (for instance, liquids are reshaped as they are transferred from one vessel to another, and similarly humans change in their characteristics as they grow older), in size (a toddler does not walk and run without falling, but after 7 yrs of age, the child's sensorimotor anatomy is well developed and now acquires skill faster), or in placement or location in space and time (e.g., various objects or persons might be found at one place at one time and at a different place at another time). Thus, Piaget argued, if human Operative intelligence is the active aspect of intelligence. It involves all actions, overt or covert, undertaken in order to follow, recover, or anticipate the transformations of the objects or persons of interest. Figurative intelligence is the more or less static aspect of intelligence, involving ...

Cognitive Development Cognitive development is a way of addressing the way a child learns to think, reason, and use language, which are vital to the child’s overall growth and development. From: Health Professional and Patient Interaction (Ninth Edition), 2019 Related terms: • Epileptic Seizure • Adolescent • Therapeutic Procedure • Brain • Patient • Childbirth • Language Development M. Gauvain, R. Richert, in Reference Module in Neuroscience and Biobehavioral Psychology, 2022 Abstract Cognitive development is the process by which human beings acquire, organize, and learn to use knowledge. The article concentrates on the period of childhood when cognition undergoes substantial change. It describes two aspects of cognitive development: “what develops” or the content of knowledge, and “how knowledge develops” or processes that contribute to cognitive change. Description of “what develops” focuses on concepts, the mental groupings used to organize knowledge. The section on “how knowledge develops” describes the development of memory, problem solving, reasoning, and executive function. M Gauvain, R Richert, in Encyclopedia of Mental Health (Second Edition), 2016 Abstract Cognitive development is the process by which human beings acquire, organize, and learn to use knowledge. This article discusses two aspects of cognitive development: ‘what develops,’ or the content of knowledge, and ‘how knowledge develops.’ Discussion of ‘what develops’ focuses on concepts, the mental groupi...

https://socialsci.libretexts.org/@app/auth/3/login?returnto=https%3A%2F%2Fsocialsci.libretexts.org%2FBookshelves%2FEarly_Childhood_Education%2FBook%253A_Child_Growth_and_Development_(Paris_Ricardo_Rymond_and_Johnson)%2F05%253A_Cognitive_Development_in_Infancy_and_Toddlerhood%2F5.05%253A_Theories_of_Cognitive_Development_Learning_and_Memory \( \newcommand\) • • • • • • • • • • • Pavlov Ivan Pavlov (1880-1937) was a Russian physiologist interested in studying digestion. As he recorded the amount of salivation his laboratory dogs produced as they ate, he noticed that they actually began to salivate before the food arrived as the researcher walked down the hall and toward the cage. The dogs knew that the food was coming because they had learned to associate the footsteps with the food. The keyword here is “learned”. A learned response is called a “conditioned” response. Pavlov began to experiment with this “psychic” reflex. He began to ring a bell, for instance, prior to introducing the food. Sure enough, after making this connection several times, the dogs could be made to salivate to the sound of a bell. Once the bell had become an event to which the dogs had learned to salivate, it was called a conditioned stimulus. The act of salivating to a bell was a response that had also been learned, now termed in Pavlov’s jargon, a conditioned response. Notice that the response, salivation, is the same whether it is conditioned or unconditioned (unlearned or natural). What changed is...