Theory of cognitive development
To prepare:
Review this week’s Learning Resources related to Piaget and Vygotsky’s theories of cognitive development and next week’s Learning Resources on behaviorist, biological, and nature-versus-nurture theories.
Select two theories to compare for this Assignment.
The Assignment (3 pages):
Write a 3-page paper in which you do the following:
Briefly introduce the theories you selected.
Explain how each theory characterizes cognitive development. What are the major causes/influences, processes, or stages within each?
Which one of these theories do you think best explains cognitive development and why? Provide examples from the literature to support your argument
Flavell, J. H. (1982). On cognitive development. Child Development, 53(1), 1. doi:10.1111/1467-8624.ep8587504
Note: You will access this article from the Walden Library databases.
Galotti, K. M. (2017). Major theories of cognitive development. In Cognitive development: Infancy through adolescence (2nd ed.) (pp. 18–45). Thousand Oaks, CA: Sage.
Galotti, K.M. (2017) Cognitive Development: Infancy through Adolescence. Copyright 2017 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.
Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/…
Kuwabara, M., & Smith, L. B. (2012). Cross-cultural differences in cognitive development: Attention to relations and objects. Journal of Experimental Child Psychology, 113(1), 20–35. doi:10.1016/j.jecp.2012.04.009
Note: You will access this article from the Walden Library databases.
Document: Piaget Stages (PDF)
Required Readings
Galotti, K. M. (2017). Other frameworks relevant to cognitive development. In Cognitive development: Infancy through adolescence (2nd ed.) (pp. 46–78). Thousand Oaks, CA: Sage.
Galotti, K.M. (2017) Cognitive Development: Infancy through Adolescence. Copyright 2017 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.
Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30(3), 281–295. doi:10.1016/j.newideapsych.2011.12.006
Note: You will access this article from the Walden Library databases.
Sundararajan, L., & Fatemi, S. M. (2016). Creativity and symmetry restoration: Toward a cognitive account of mindfulness. Journal of Theoretical and Philosophical Psychology, 36(3), 131–141. doi:10.1037/teo0000027
Note: You will access this article from the Walden Library databases.
Megalakaki, O., Craft, A., & Cremin, T. (2012). The nature of creativity: Cognitive and confluence perspectives. Electronic Journal of Research in Educational Psychology, 10(3), 1035–1055. Retrieved from http://investigacion-psicopedagogica.org/revista/n…
Note: You will access this article from the Walden Library databases.
Optional Resources
Daniels, H. (2010). Vygotsky and psychology. In Goswami, U. (Ed.), The Wiley-Blackwell Handbook of Child Cognitive Development (pp. 673–696). Malden, MA: John Wiley & Sons. Retrieved from http://site.ebrary.com/lib/waldenu/reader.action?p…
Note: You will access this book from the Walden Library databases.
Müller, B. C. N., Gerasimova, A., & Ritter, S. M. (2016). Concentrative meditation influences creativity by increasing cognitive flexibility. Psychology of Aesthetics, Creativity, and the Arts, 10(3), 278–286. doi:10.1037/a0040335
Note: You will access this article from the Walden Library databases.
