Running head: ANNOTATED BIBLIOGRAPHY 1
Annotated Bibliography
Student’s Name
Institutional Affiliation
, ANNOTATED BIBLIOGRAPHY 2
Annotated Bibliography
Introduction
It is surprising seeing the emphasis the society places on cognitive development. Scholars
and different academic professionals have consistently dedicated their efforts towards developing
the cognitive development theories. Most of these contributions stress that mental growth is the
most critical aspect of every human being. The rationale is that cognitive development is active,
constructive, and durable. Unfortunately, this school of thought assumes the essential
contributions by philosophers like Aristotle, who emphasized the need for wholesome education.
Thinkers like Aristotle recognizes that non-cognitive aspects of intellectual development such as
mood swings and integrity are equally vital. Candidly, it unwise to assume that non-cognitive
elements of growth are less influential. Cognitive and non-cognitive aspects of development are
all monumental to learning activities.
Annotated Bibliography
Ashby, F. G., & Valentin, V. V. (2017). Multiple systems of perceptual category
learning: Theory and cognitive tests. In Handbook of categorization in cognitive science (pp.
157-188). Elsevier.
Ashby and Valentine (2017) trace the origin of the first neurobiological theory of
learning (COVIS). The two scholars denote that “COVIS” first emerged in 1998 and proposed
two systems of knowledge. This article identifies frontal-based declarative system and a “basal
ganglia-based” system as the two principal methodologies. The frontal based declarative system
relies on a logical reasoning technique of the various individuals. This method insinuates that
individuals learn following their ability to reason logically. Consequently, this learning technique
relies on working memory. Individuals with higher working memory are adjudged as quick
Annotated Bibliography
Student’s Name
Institutional Affiliation
, ANNOTATED BIBLIOGRAPHY 2
Annotated Bibliography
Introduction
It is surprising seeing the emphasis the society places on cognitive development. Scholars
and different academic professionals have consistently dedicated their efforts towards developing
the cognitive development theories. Most of these contributions stress that mental growth is the
most critical aspect of every human being. The rationale is that cognitive development is active,
constructive, and durable. Unfortunately, this school of thought assumes the essential
contributions by philosophers like Aristotle, who emphasized the need for wholesome education.
Thinkers like Aristotle recognizes that non-cognitive aspects of intellectual development such as
mood swings and integrity are equally vital. Candidly, it unwise to assume that non-cognitive
elements of growth are less influential. Cognitive and non-cognitive aspects of development are
all monumental to learning activities.
Annotated Bibliography
Ashby, F. G., & Valentin, V. V. (2017). Multiple systems of perceptual category
learning: Theory and cognitive tests. In Handbook of categorization in cognitive science (pp.
157-188). Elsevier.
Ashby and Valentine (2017) trace the origin of the first neurobiological theory of
learning (COVIS). The two scholars denote that “COVIS” first emerged in 1998 and proposed
two systems of knowledge. This article identifies frontal-based declarative system and a “basal
ganglia-based” system as the two principal methodologies. The frontal based declarative system
relies on a logical reasoning technique of the various individuals. This method insinuates that
individuals learn following their ability to reason logically. Consequently, this learning technique
relies on working memory. Individuals with higher working memory are adjudged as quick
