...Cognitive Development and Aging Paper Psych/640 Cognitive development and Aging Paper As people age their bodies go through a lot of changes physically as well as psychologically. As humans age normally they undergo changes in their brain which affect cognitive functioning and development. Each person is different so the age-related changes in the structure of the brain and in its function as well as in cognition and cognitive domains are not uniform across the whole brain, nor are the uniform across individuals. This means that some of the changes that a person goes through due to aging another person may not experience. The two basic cognitive functions that are affected most by a person aging is attention and memory (Glisky, 2007). The thing that a person needs to know is that memory and attention are not unitary functions; there are multiple parts to both functions some of which may not be affected by a person aging while others are affected. According to the Glisky (2007), perception in a person as the person ages declines due to declining sensory capacities which can impact the cognitive functions later in a person. Perception is a person’s senses such as touch, sight, taste, and smells which is why some people believe that it is actually a precognition function. According to Anderson (2010), perception is the sensory experience of the world around individuals which involve recognition of environmental stimuli as well as actions in response to the stimuli. What...
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...Unit 8 Assignment Cognitive and Socioemotional Development Keiyonda L. Fuller Kaplan University HN 501: Human Development and Human Behavior in Context Cognitive and Socioemotional Development Throughout life humans grow and develop in numerous ways which are different from each other. In the world of psychology, the human development is organized into several different types; Cognitive, Emotional, and Social Development. Developmental psychology studies the phases of human's emotions, relationships, behaviors, and thoughts which describes the many ways and changes as people continue to age. Within this essay, it will be touching on cognitive and socioemotional of two people who have different ideas of the way he or...
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...Span Paper Janet Nienhueser Psychology 375 June 22, 2012 Moriel McDuffy In this paper I will be explaining the life span perspective of development. I will be listing the eight developmental stages throughout life, and the three key developmental domains. I will then summarize two of the theories of the life span development. I will list the four I will then explain how heredity and the environment interact to produce individual differences in development. I will then summarize everything that I have wrote in this paper in a conclusion of the paper. I will also list the references that I have used to write this paper. After several hours of research, I have put this paper together. I hope that you like it as much as I enjoyed writing it. Throughout this paper you will know how the life span development works and what all is entailed in it. You will be able to understand the two theories that I have chosen. You will also know how heredity and the environment interact to produce individual differences in development. Explain the life span perspective of development. The life span perspective is all about understanding all of the changes that take place throughout ones’ life and the changes have to be observed as a result of the culture and the situations that surround each change. Life span is also known as and referred to as being life-long changes that continue and is not based by just one age period. The life span perspective consists of physical, cognitive, and...
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...Lenora A. Mayne American Intercontinental University May 2013 EDU 622: Applying Learning Theories Identifying The Components of Cognitivist Theories used in, "Kermit and The Keyboard." Abstract Cognitivism emphasizes on the explanation of cognitive structures and process, and the intervention of these structures and processes between instruction and learning (Glaserfeld, 1989). The study of cognitivism has allowed for educators, theorist and psychologist to understand the concepts of knowing, thinking and formulating feedback. In reviewing the sample texture, "Kermit and the Keyboard," has allowed for philosophers and psychologist to review the interactional theories of learning process. Within this paper, will identify, compare and contrast the views of congnitivist theories, Cognitive Information Processing (CIP), Piaget's Theory and Perspective of Interactional Theories of Cognitive Development as it relates to the sample text. The essence of utilizing cognitivist learning theories allows for educators such as myself to capture the meaning of cognitive and knowledge development within the classroom setting. Identifying The Components of Cognitivist Theories used in, "Kermit and The Keyboard." The developmental concept of learning theories allows for people to inquire the fundamentals of human engagement. The core concepts of learning has allowed for philosophers and psychologist to examine the nature of learning in applying those concepts in expanding...
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...Life Spain Perspective Paper Teresa Haumschild PSY/375 August 12, 2013 Kay Rubin, MA Life Spain Perspective Paper When it comes to life span development you have to understand what it is and where it comes from or even how it got its name. As it was said by Boyd and Bee that life span development is the name that psychologists have given to the physical and cognitive changes that occur throughout a person’s life (Boyd & Bee, 2009). So I will be first explaining the life span of development, along with summarizing two different theories of life span development, and then the last one is just explaining how heredity and the environment interact to produce individual difference in the development. So what is life span development it is the study of which human development is the changes that do occur within each different period of one’s development and along with the changes they must be interpreted into terms in which the culture and the context do a occur. So it truly beings with conception and birth, because it has stages just like the transition stage that one goes through from childhood to adulthood. With this perspective it has the very same level of important to a person’s changes that lead into adulthood, in which had been just focused on changes in ones childhood instead. It can even be characterized in different things such as interdisciplinary research, multi contextual along with just emphasis on plasticity as well. The two theories that I have chosen...
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...Span Human Development- PSY/375 November 7, 2011 Professor Deborah Wilkerson M.A., ABD What is the life span perspective of development? And what do heredity and environment have to do with a persons’ development? These are two questions that shall be answered by this paper along with a summary of the two theories of life span development. This paper will utilize the internet and the library of the University of Phoenix to assist in the answering of these questions. A very through and complete paper is not possible given the restraints, however every effort will be made to achieve the papers’ intention. To begin with the life span development perspective can be defined by Erickson eight stages or the different thoughts brought about by Behavioral, Cognitive, Epigenetic, or Sociocultural theorist. Whatever the school the basics are the same 1) we never stop learning, 2) development begins at birth, and 3), it does not end until death. As Santrock (1999) put it as "some aspects of development increase while others decrease". This is seen as plastic meaning that there is a certain elasticity that occurs in response to the different environmental demands that one might have during life. Like wise there are three domains that key in this perspective they are physical, cognitive, and social. In the physical, height, weight, and shape changes are the ingredients of what a person sees as a self perspective. The cognitive takes a back...
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...This paper will discuss a person’s lifespan is from the moment of conception through death. Throughout my paper I will explain the lifespan perspective and development. I will summarize two theories of life span development. Lastly, I will explain how heredity and the environment interact to produce individual differences in development. Lifespan development is the different stages a person goes through as they grow. Perspective of lifespan development recognizes the changes that happen in development. Freud and Piaget have very different theories of lifespan development. Freud’s theory is a foundation of id, ego, and superego, whereas Piaget’s is a cognitive development that transpires over a person’s lifetime. Nature and Nurture are more than perspectives in lifespan development they affect how and who a person will be. Lifespan development is the time from conception to death as a person develops and grows; the perspective in relationship to human development is lifelong, and theories of lifespan development can be seen in Freud, and Piaget, while the impacts of a person life is nature and nurture. A person’s lifespan starts as a fetus and as it develops and grows during the nine months in the womb being a individual whichever male or female will remain through stages in a his or her life. The study of human development is a science on a quest to understand how humans change over their lifetime (Berger, 2008). The modifications a person goes through they grow can be...
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...Life Span Perspective Paper Kyla Rash University of Phoenix Life Span Human Development Psychology 375 Professor Kathleen Phelps March 05, 2012 Life Span Perspective Paper No one brought evolution to light like Charles Darwin. His book, titled On the Origin of Species, offered compelling evidence for evolution within species and drew in large amounts of controversy. This controversy led to more and more field work and observations of nature. Eventually, Darwin’s research and studies turned to people and the study of the human life span (Beddall, 1968). The study of the human life span gained momentum in the years that followed the publishing of Darwin’s famous book as psychologists around the world developed different perspectives and theories regarding life span. The following examination focuses on explaining the life span perspective of development, summarizing two different theories of life span development, and offering an explanation to how heredity and the environment produce differences in overall development. The study of human development centers on how a person changes over a lifetime. A person starts life with the birth stage, and then moves through infancy, adolescence and puberty, adulthood, and finishes with death (Berger, 2008). Berger (2008) describes these changes as being linear, gradual, predictable, and sometimes steady. During their life spans, humans learn to communicate, work together, experience emotions...
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...Lifespan Development and Personality Paper: Middle Childhood Ages Soterica Johnson Psy 103 June 15, 2015 Mary Newhams Lifespan Development and Personality Paper: Middle Childhood Ages The main goal of developmental psychology is to pursue the understandings of and report different aspects of human development. These aspects include development of physical, cognitive, social, moral, and personality. Discussing these aspects in different terms can be a tough task. In this paper I chose to write on one age group. To define this age, I will focus on the middle childhood ages 6 to 12. I will address physical, cognitive, social, and moral as well as personality development. Within these factors I am also considering both hereditary and environmental factors. Middle childhood is the period of life between the years of 6 to 12, where children are going to school, beginning to make friends outside of their families, mastering new physical and mental abilities, and also learning to become independent. During these ages physical development is most important. Growth may be slower during these ages, causing wide differences in height and weight in children. Passing through the beginning stages of life children have already began losing teeth. Middle childhood ages is when permanent teeth began to come in and dental visits have become more frequent. Children of this age group have improved motor skills so they began getting involved in more physical activities. Along with the psychical...
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...LASA 1 Promoting Cognitive Developments Students Name Course name and number Instructors’ name Date submitted LASA 1 Promoting Cognitive Developments A good understanding of how children grow, learn, and change is significant as it allows people to accept and appreciate the cognitive, physical, emotional, educational, and social growth that kids undergo from birth through early adulthood. Piaget is well known for her cognitive developmental theory that sees the kid cognitive development and knowledge, as taking place in different stages. According to his theory, he claims that the child passes through four unique stages of development; Sensorimotor stage (0- 2 years), pre-operational stage (2- 7years), concrete operational period (7-11 years), and formal operations (11-15) years (Herzog et al, 1997). According to him, reasoning in kids deepens as they continue to grow. Their engagement in the social and physical world improves development and all other changes that occur via assimilation and accommodation (Kenpro, 2010). Skinner‘s theory deals with behaviorism in children. His theory explains that a child’s behavior can become increased by the presence of reinforces and declined via punishment. According to this theory imitation or observational learning can greatly improve the chance that the child will learn or develop new behaviors. According to skinner a child’s development is way outside of their influence, but becomes shaped by the environmental stimuli...
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...Piaget Versus Vygotsky Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934) proposed the classical constructivist theories of cognitive development. Although often compared, the concepts differ significantly. Indeed, the purpose of this essay is to argue that Piagetian theory marginalizes the social contribution to intellectual development and that, consequently, the Vygotskian approach offers a more accurate and comprehensive analysis. This paper will begin with an explanation of the theories of cognitive development propounded by Piaget and Vygotsky followed by a definition of constructivist and social constructivist theory. The superiority of Vygotsky’s theory will be established via a critical examination of Piaget’s stages of intellectual development, his perspective on language acquisition, and the methodology of his classic tests. Piaget maintained that cognitive development is a continuous progression of assimilation and accommodation and that these complementary processes lead to adaptation. Knowledge is constructed progressively via a sequence of behaviours or mental operations, what Piaget termed schemas. Piaget proposed that children develop mental representations of the world based on physical or mental actions, which they execute on the environment. These initially reflex behaviours are repeated while intrinsic motivation encourages the child to apply schemas to different situations. Assimilation occurs when the new experience is incorporated into an existing...
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...Piaget’s Cognitive Developmental Stages Applied to Education Jean Piaget has a constructivist view, which meant that he believed children actively construct knowledge of the world due to the interactions they are exposed to in their environment. Piaget strongly believed that actions led to knowledge and that development was the physical maturation and exposure to new and relevant experiences. Piaget’s theory included four universal stages of cognitive development, the sensorimotor, preoperational, concrete operational and formal operational; these stages help better explain what a child’s cognitive abilities should be for their age. This paper will provide some ideas of activities children should participate in while in each developmental...
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...THEORY OF COGNITIVE DEVELOPMENT By Jean Piaget Kyzeah Coleen Tababa GJ Coleen Panaguiton Claudette Trespuentes Dr. Cynthia Dy STAGE 1: SENSORIMOTOR THOUGHT (BIRTH-2 YEARS) Babies are stuck in the HERE AND NOW world. They “know the world only in terms of their own sensory input (what they see, smell, taste, touch, and hear) and their physical or motor actions on it (e.g. sucking, reaching, grasping). (Littlefield Cook & Cook, 2005/2009, p. 157) Babies lack REPRESENTATIONAL THOUGHT or ability to think through the use of symbols (Littlefield Cook & Cook, 2005/2009, p. 158) Evidence of representational thought emerges from the use of language and OBJECT PERMANENCE “the fact that objects, events, or even people continue to exist when they are not in the infants direct line of sensory or motor action” (Littlefield Cook & Cook, 2005/2009, p. 159) STAGE 2: PREOPERATIONAL THOUGHT (2-7 YEARS) * Intuitive Though – logic bases only on experiences * Symbols in play * Egocentrism * lack of conservation Symbols in Play * Symbolic play: use one object to stand for another * Fantasy play: pretend to be something, or pretend activities that are impossible * Make-believe play: use toys as props Egocentrism “Child’s inability to take in others perspective” (Littlefield Cook & Cook, 2005/2009, p. 163) Three Mountain Test Timmy’s egocentrism prevents him from seeing Davie’s perspective… Timmy would draw the big mountain...
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...going back to the specifics of what he said and wrote. By reference to what they said of each other it is argued that by the early 30s they had reached almost identical positions regarding child development, and that the work of each is complementary to that of the other. The implications of this position for a theory of intervention for cognitive acceleration are then discussed. 2003 Elsevier Science Ltd. All rights reserved. 1. Introduction As we know from investigations of the process of concept formation, a concept is more than the sum of certain associative bonds formed by memory, more than a mere mental habit; it is a complex and genuine act of thought that cannot be taught by drilling, but can be accomplished only when the child’s mental development has itself reached the requisite level. (1) Throughout the history of the child’s development runs a ‘warfare’ between spontaneous and non-spontaneous, systematically learned, concepts. (cf. the Alternative Conceptions movement). (2) ∗ Tel.: +44-1954-231814. E-mail address: m.shayer@ukonline.co.uk (M. Shayer). 0959-4752/03/$ - see front matter 2003 Elsevier Science Ltd. All rights reserved. doi:10.1016/S0959-4752(03)00092-6 466 M. Shayer / Learning and Instruction 13 (2003) 465–485 …the development of nonspontaneous concepts must possess all the traits...
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...Paper II Section 1 – Introduction 1. Name, Age, Race, Ethnicity, 2. Physical Description 3. Place of Birth, Current place of residence Section 2 – Childhood Memories 1. Family make up 2. Mother and Father occupation 3. Marital status of parents 4. Socioeconomic status 5. Perception of her development 6. Normal development 7. Developmental delays 8. Parents discipline style i. Authoritarian a. Cold/harsh, physical force, no explanation of rules ii. Authoritative b. Warm and nurturing c. Positive reinforcement d. Set firm limits, rationale rules and decisions iii. Permissive e. Warm and friendly towards children f. No direction given Section 3 – Adolescence 1. Recollection about adolescence 2. Any important events of early adulthood Section 4 – Middle/Late Adulthood 1. Important events of later adulthood Theories for Paper Piaget’s Stages of Cognitive Development a. Sensorimotor Stage (birth to 2 years) a. Infant is egocentric b. Gradually learns to coordination sensory and motor activities c. Develops a beginning sense of objects existing apart from the self b. Preoperational Stage (ages 2 - 7) d. Primarily egocentric e. Discovers rules (regularities) applied to incoming information f. Overgeneralize rules, many cognitive errors c. Concrete Operations Stage (ages 7 – 11) g. Solve concrete...
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