TABLE OF CONTENTS
COVER PAGE PAGE 1
TABLE OF CONTENTS PAGE 2
ASSIGNMENT 2 PAGE 3- 9
BIBLIOGRAPHY PAGE 10
DECLARATION PAGE 11
2
, QUESTION 1:
Theories of cognitive development
1.1 Piaget’s formal operational stage begins at around age 11 or 12 and continues
throughout adulthood. Does this suggest that once one reaches this level of
cognitive development that they plateau? Or, are there different levels of formal
operations? (4)
My observations indicate that formal operations have only one level and that the formal
operational stage is the highest of the four stages. The formal-operational stage is the
most advanced stage of cognitive development, in accordance with Piaget's hypothesis.
This means that there is no additional cognitive development after this point. Recent
hypotheses and research results, however, have refuted this (Newman & Newman
2012). Indeed, adult thought patterns diverge from those of youth. Post-formal thought
or reasoning is the term used to describe this stage of higher cognitive development.
The problem-solving stage is the fifth stage of cognitive development (Arlin in Rice &
Dolgin 2008). Only after the formal-operational stage has been completed can this
stage be reached. This stage demonstrates the capacity to identify issues or to pose
broad questions about vague issues.
1.2 According to which theory is group-work encouraged? Why does this
scientist see it as important? (4)
Cooperative learning is supported by Vygotsky's sociocultural theory and theory.
Through cooperative learning, students assist one another. Peers frequently think
slightly more creatively than one another while still operating within each other's ZPD.
The group can observe private conversation during this process, so students can learn
from one other by hearing how other group members think aloud while solving a
problem (Slavin 2012). According to research, persons who talk themselves through
challenging tasks in solitude are better able to complete the tasks than people who do
not (Berk, Mann & Ogan 2006; Levine & Munsch 2011). Thus, many teachers have
come to understand that effective learning does not occur organically but rather in
association with other people thanks to Vygotsky's ZPD. Therefore, interpersonal
relationships are crucial in all teaching and learning situations.
1.3 Sternberg proposed the tribrachic theory of human intelligence. Which
intelligence does he consider to be the most important? Why do you say so? (2)
Creative intelligence is the ability to automatically find solutions to both unfamiliar and
previously encountered issues. The basis of practically every endeavor is problem
solving. Sternberg (1984) asserts that intelligent behavior may be taught on the basis of
his tribrachic theory, and many academics concur with this assertion. Sternberg is
distinctive in emphasizing intellect as creativity (Santrock 2013).
1.4 Discuss the relationship between Bronfenbrenner’s ecological theory and the
factors that influence intelligence. (10)
Development is a result of the interplay between a person's development and their
environment, according to Bronfenbrenner's ecological systems theory. According to
Bronfenbrenner's hypothesis, there are many "layers" of the environment that might
affect a child's development. The term "bio ecological systems theory" has recently
3
COVER PAGE PAGE 1
TABLE OF CONTENTS PAGE 2
ASSIGNMENT 2 PAGE 3- 9
BIBLIOGRAPHY PAGE 10
DECLARATION PAGE 11
2
, QUESTION 1:
Theories of cognitive development
1.1 Piaget’s formal operational stage begins at around age 11 or 12 and continues
throughout adulthood. Does this suggest that once one reaches this level of
cognitive development that they plateau? Or, are there different levels of formal
operations? (4)
My observations indicate that formal operations have only one level and that the formal
operational stage is the highest of the four stages. The formal-operational stage is the
most advanced stage of cognitive development, in accordance with Piaget's hypothesis.
This means that there is no additional cognitive development after this point. Recent
hypotheses and research results, however, have refuted this (Newman & Newman
2012). Indeed, adult thought patterns diverge from those of youth. Post-formal thought
or reasoning is the term used to describe this stage of higher cognitive development.
The problem-solving stage is the fifth stage of cognitive development (Arlin in Rice &
Dolgin 2008). Only after the formal-operational stage has been completed can this
stage be reached. This stage demonstrates the capacity to identify issues or to pose
broad questions about vague issues.
1.2 According to which theory is group-work encouraged? Why does this
scientist see it as important? (4)
Cooperative learning is supported by Vygotsky's sociocultural theory and theory.
Through cooperative learning, students assist one another. Peers frequently think
slightly more creatively than one another while still operating within each other's ZPD.
The group can observe private conversation during this process, so students can learn
from one other by hearing how other group members think aloud while solving a
problem (Slavin 2012). According to research, persons who talk themselves through
challenging tasks in solitude are better able to complete the tasks than people who do
not (Berk, Mann & Ogan 2006; Levine & Munsch 2011). Thus, many teachers have
come to understand that effective learning does not occur organically but rather in
association with other people thanks to Vygotsky's ZPD. Therefore, interpersonal
relationships are crucial in all teaching and learning situations.
1.3 Sternberg proposed the tribrachic theory of human intelligence. Which
intelligence does he consider to be the most important? Why do you say so? (2)
Creative intelligence is the ability to automatically find solutions to both unfamiliar and
previously encountered issues. The basis of practically every endeavor is problem
solving. Sternberg (1984) asserts that intelligent behavior may be taught on the basis of
his tribrachic theory, and many academics concur with this assertion. Sternberg is
distinctive in emphasizing intellect as creativity (Santrock 2013).
1.4 Discuss the relationship between Bronfenbrenner’s ecological theory and the
factors that influence intelligence. (10)
Development is a result of the interplay between a person's development and their
environment, according to Bronfenbrenner's ecological systems theory. According to
Bronfenbrenner's hypothesis, there are many "layers" of the environment that might
affect a child's development. The term "bio ecological systems theory" has recently
3
