Running Head: DEVELOPMENTAL PSYCHOLOGY A
Table of Contents: Theories of cognitive development
Introduction....................................................................................................................2
Cognitive Development..................................................................................................3
The Constructivist Approach......................................................................................3
Piaget’s Stages of Cognitive Development............................................................4
Strengths & Weaknesses........................................................................................6
The Socio-historical Approach...................................................................................7
Vygotsky & the Zone of Proximal Development (ZDP).......................................7
Strengths and Weaknesses......................................................................................8
The Constructivist Approach & The Socio-historical Approach...................................9
Differences.................................................................................................................9
Similarities.................................................................................................................9
Conclusion....................................................................................................................11
Works Cited..................................................................................................................12
..............................................................................................................................14
, DEVELOPMENTAL PSYCHOLOGY A 2
Introduction
The development of cognitive processes enable individuals to acquire necessary
critical life skills to sufficiently reason, problem solve and understand events, situations, and
people [ CITATION Bro11 \l 2057 ]. Starting in early childhood, cognitive development
enhances the capacity and ability to learn and adapt to environmental conditions
[ CITATION Bro11 \l 2057 ]. The subsequent cognitive outcomes of each developmental
phase uniquely experienced throughout the life-span is characterised by critically important
cognitive processes, thinking and language [ CITATION Swa16 \l 2057 ].
Thinking occurs in the form of mental representations in the form of categories,
concepts, prototypes, imagery, and schemas, scripts, and models. Categories refer to the
representation of thoughts in groups that share similar characteristics. Concepts further
classify objects, events, and processes. These building blocks for thinking may lead us to
many sets of linked knowledge combining categories with other categories, forming
hierarchies and resulting in complex pictures of phenomena [ CITATION Dan12 \l 2057 ].
Prototypes are the building blocks of concepts, serving as the basis of which we categorize
our thoughts. Imagery is another form of representation that refers to how we visualize our
thoughts. Our somatic memory consists of schemas which take the place of scripts and
models. Models take the form of tasks and diagnostic models which refers to our practical
thinking and the way in which we extract that information. Scripts and models enable us to
better assume the outcome of a situation [ CITATION Viv16 \l 1033 ]. Thinking involves
various important cognitive processes such as problem-solving, reasoning and decision
making, concepts which have been moulded and refined through the various theoretical
approaches to cognitive development[ CITATION Ban09 \l 2057 ].
Language is a powerful tool for linking thought to action, language is one of the most
revolutionary cognitive developments of the human race. It has allowed us to form societal
, DEVELOPMENTAL PSYCHOLOGY A 3
ways of life and impart knowledge for generations to come [ CITATION Med16 \l 2057 ].
Language development are the building blocks to cognitively establish meaning and
communication through the production and combination of signs and symbols. Thus,
linguistics growth and overall development is composed of constructed sounds, words and
sentences that are influenced by the pragmatic context in which they are used [ CITATION
Wat09 \l 2057 ]. Observed throughout childhood development studies, theories of cognitive
development are attributed to the continuous research of the co-dependant relationship
between language and thought and its resulting developmental outcomes. [ CITATION Viv16
\l 1033 ].
Cognitive Development
Cognitive development refers to the age-related changes that occur in mental
activities such as paying attention, perceiving, learning thinking and remembering
[ CITATION Bra05 \l 2057 ]. There are many different theories involving cognitive
development however, these theories vary depending on a variety of influential factors. At
present, cognitive development research is founded upon the integration of two widely-
popularized, theoretically-based approaches to understanding cognitive development. Jean
Piaget’s Constructivist approach and Lev Vygotsky’s Socio-historical approach [ CITATION
Dan12 \l 2057 ]. The integration of these two theories has laid the foundation for the recently
developed theoretical understanding on cognitive development, the Information Processing
Approach [ CITATION Viv16 \l 2057 ].
The Constructivist Approach
The constructivist approach was theorized by Jean Piaget. Piaget's theory of cognitive
development suggests that children develop through four stages of mental development. This
theory focusses on the nature of intelligence and an understanding of how children acquire
knowledge[ CITATION Wat09 \l 1033 ]. Playing an active role in the learning process,
Table of Contents: Theories of cognitive development
Introduction....................................................................................................................2
Cognitive Development..................................................................................................3
The Constructivist Approach......................................................................................3
Piaget’s Stages of Cognitive Development............................................................4
Strengths & Weaknesses........................................................................................6
The Socio-historical Approach...................................................................................7
Vygotsky & the Zone of Proximal Development (ZDP).......................................7
Strengths and Weaknesses......................................................................................8
The Constructivist Approach & The Socio-historical Approach...................................9
Differences.................................................................................................................9
Similarities.................................................................................................................9
Conclusion....................................................................................................................11
Works Cited..................................................................................................................12
..............................................................................................................................14
, DEVELOPMENTAL PSYCHOLOGY A 2
Introduction
The development of cognitive processes enable individuals to acquire necessary
critical life skills to sufficiently reason, problem solve and understand events, situations, and
people [ CITATION Bro11 \l 2057 ]. Starting in early childhood, cognitive development
enhances the capacity and ability to learn and adapt to environmental conditions
[ CITATION Bro11 \l 2057 ]. The subsequent cognitive outcomes of each developmental
phase uniquely experienced throughout the life-span is characterised by critically important
cognitive processes, thinking and language [ CITATION Swa16 \l 2057 ].
Thinking occurs in the form of mental representations in the form of categories,
concepts, prototypes, imagery, and schemas, scripts, and models. Categories refer to the
representation of thoughts in groups that share similar characteristics. Concepts further
classify objects, events, and processes. These building blocks for thinking may lead us to
many sets of linked knowledge combining categories with other categories, forming
hierarchies and resulting in complex pictures of phenomena [ CITATION Dan12 \l 2057 ].
Prototypes are the building blocks of concepts, serving as the basis of which we categorize
our thoughts. Imagery is another form of representation that refers to how we visualize our
thoughts. Our somatic memory consists of schemas which take the place of scripts and
models. Models take the form of tasks and diagnostic models which refers to our practical
thinking and the way in which we extract that information. Scripts and models enable us to
better assume the outcome of a situation [ CITATION Viv16 \l 1033 ]. Thinking involves
various important cognitive processes such as problem-solving, reasoning and decision
making, concepts which have been moulded and refined through the various theoretical
approaches to cognitive development[ CITATION Ban09 \l 2057 ].
Language is a powerful tool for linking thought to action, language is one of the most
revolutionary cognitive developments of the human race. It has allowed us to form societal
, DEVELOPMENTAL PSYCHOLOGY A 3
ways of life and impart knowledge for generations to come [ CITATION Med16 \l 2057 ].
Language development are the building blocks to cognitively establish meaning and
communication through the production and combination of signs and symbols. Thus,
linguistics growth and overall development is composed of constructed sounds, words and
sentences that are influenced by the pragmatic context in which they are used [ CITATION
Wat09 \l 2057 ]. Observed throughout childhood development studies, theories of cognitive
development are attributed to the continuous research of the co-dependant relationship
between language and thought and its resulting developmental outcomes. [ CITATION Viv16
\l 1033 ].
Cognitive Development
Cognitive development refers to the age-related changes that occur in mental
activities such as paying attention, perceiving, learning thinking and remembering
[ CITATION Bra05 \l 2057 ]. There are many different theories involving cognitive
development however, these theories vary depending on a variety of influential factors. At
present, cognitive development research is founded upon the integration of two widely-
popularized, theoretically-based approaches to understanding cognitive development. Jean
Piaget’s Constructivist approach and Lev Vygotsky’s Socio-historical approach [ CITATION
Dan12 \l 2057 ]. The integration of these two theories has laid the foundation for the recently
developed theoretical understanding on cognitive development, the Information Processing
Approach [ CITATION Viv16 \l 2057 ].
The Constructivist Approach
The constructivist approach was theorized by Jean Piaget. Piaget's theory of cognitive
development suggests that children develop through four stages of mental development. This
theory focusses on the nature of intelligence and an understanding of how children acquire
knowledge[ CITATION Wat09 \l 1033 ]. Playing an active role in the learning process,
