Download Cognitive Development (Routledge Modular Psychology) by Lisa Oakley PDF

By Lisa Oakley

Cognitive improvement presents an in depth and obtainable account of 3 major components: theories of cognitive improvement, the advance of measured intelligence and the advance of ethical figuring out. The theories of Piaget, Vygotsky, Eisenburg and Bruner are mentioned. The ebook is acceptable for the AQA-A A2 point exam and scholars learning cognitive improvement for the 1st time at undergraduate point. The Routledge Modular Psychology sequence is a totally new method of introductory point psychology, tailored for the recent modular type of educating. each one booklet covers a subject in additional aspect than any huge text-book can, permitting instructor and pupil to choose fabric precisely to fit any specific direction or venture. particularly written for these scholars new to higher-level learn, no matter if in school. collage or college, the books contain the subsequent designed gains to aid with method: education essays with professional statement to teach tips on how to in achieving a better grade bankruptcy summaries and summaries of key learn thesaurus and extra studying growth and overview workouts. sequence editors: Cara Flanagan is a Reviser for AS and A2 point Psychology and an skilled instructor and examiner. Philip Banyard is affiliate Senior Lecturer in Psychology at Nottingham Trent collage and a prime Examiner for AS and A2 point Psychology.

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Extra info for Cognitive Development (Routledge Modular Psychology)

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Piaget felt that the child should not have free will over their learning, but learning should be teacher-directed. The teacher initiates and determines the activities. The role of the teacher is to create a situation in which the child can learn and to encourage questions, experiments and speculation (Slavin, 1994). Readiness As Piaget thought that cognitive development occurs in stages, he thought that children needed to be cognitively ready to learn new concepts. He thought that it was of no use to try and encourage a child to engage in a task which was beyond their level of cognitive development.

Language Frank (1966) claimed that language could help to overcome concrete thinking. However, as we have seen, Sinclair-de-Zwart (1969) found no evidence that language training improved performance. e. that certain abilities are only possible at certain ages – then practice will not improve performance. Danner and Day (1977) did find improvement in formal operational problem-solving performance after practice but the most obvious improvement was in older children. This suggests that maturity does have an effect.

Peer interaction Piaget considered socialisation to be an important part of education. Through peer interaction, ideas can be developed and challenged. This type of interaction requires children to consider another viewpoint. Interaction with peers challenges thinking, as peers are on a similar cognitive level (Birch, 1998). Use of real materials Children below the formal operational stage cannot solve problems in an abstract manner. They will achieve more by solving problems using actual materials.

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