| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "COGNITIVE DEVELOPMENT LEARNING THEORY": |
|
|
Cognitive Development vs. Learning Theory, 2003.
A comparison between cognitive development theory and learning theory.
1,150 words (approx. 4.6 pages), 6 sources, APA, $ 39.95
»
Click here to show/hide summary
Abstract
This paper compares and contrasts cognitive development and learning theory. The paper first describes the concepts of each theory. Then the paper examines how the two theories differ in their orientation and focus. Finally, the paper discusses ways in which the two theories overlap.
From the Paper
"This research paper presents a comparison of cognitive development and learning theory. Articles from recent professional literature pertaining to the two theories are reviewed and findings related to the theories..."
| |
|
Cognitive Development Theory and Social Learning in UK Education, 2001.
A discussion on Piaget's and Bandura's child development theories.
1,070 words (approx. 4.3 pages), 3 sources, $ 37.95
»
Click here to show/hide summary
Abstract
This paper compares Piaget's theory of cognitive development to the social learning theory. This paper examines Piaget's child development theory that mains that children have ability to construct meaningful concepts and representations all through a series of various stages. In addition, it analyzes Bandura's theory which contends that children learn new behaviors by observing other people and model their own behavior and develop their own beliefs and standards that eventually impact their progress in the educational system. The author concludes that these do not contradict each but rather complement each other.
From the Paper
"In recent years, the field of education has been transformed by intensive theoretical and practical research into the ways that children develop the cognitive capacity for handling complex learning tasks. Some researchers have focused more upon the natural, or biological, aspects of cognitive development, which can be generalized across all human cultures; others, more upon the social aspects, which are culturally conditioned. The challenge for educators in the UK is now to integrate this vast body of theory and research into curriculum and classroom practice. Most researchers in the field agree that a Piaget-derived developmental learning theory must be augmented by some appreciation of the way that concrete social interaction guides and shapes children?s acquisition of skills. A pedagogical approach drawing at once upon developmental and social learning theory may be the best way to achieve society?s educational aims, while at the same time encouraging creativity and exploration on the part of children. While it would not be possible to exhaust this topic in a short paper, I propose to briefly consider the theories of Piaget and Bandura in the context of children?s development of the ability to handle language (in particular, in the area of literacy)."
| |
|
Piaget's Theory of Cognitive Development, 2006.
This paper details the primary goal and resulting impact of applying Jean Piaget's cognitive development theory in educational math books geared towards young children.
1,674 words (approx. 6.7 pages), 9 sources, MLA, $ 54.95
»
Click here to show/hide summary
Abstract
This paper defines and details Piaget's theory of cognitive development which became popular in the 1960s. This paper delves into the principles of Piaget's theory pertaining to the human mind and how it processes and retains information in the early stages of life. The writer of this paper analyzes the manner in which Piaget's cognitive development philosophy can be seen in practice in math books geared towards young children. Using Piaget's theory as a guide writers of math books build upon the assumption that children grasp the most basic of concepts thereby giving them the tools necessary to discover and understand the basics of mathematics. This paper details the manner in which this particular theory has already been put into practice and its resulting impact. One of the examples discussed in this paper include the "Monster Math Picnic" by Grace Maccarone which focuses on adding and subtracting by way of rhyming which encourages young children to think about math in a fun yet educational way.
From the Paper
"Having an understanding of the stages of learning, according to Piaget helps one to determine the best way to convey information, such as mathematical concepts at certain stages. Rote learning, for example, is one such way very young children retain what they learn. Rather than promoting understanding through illustrating the idea, the author uses "sufficient repetition." Yet while rote learning can be effective in learning to count, it seems to lose its effectiveness when the child more complicated tasks such as addition and subtraction. A book that makes effective use of rote learning is 123 Count with Me! a counting book published by the makers of Sesame Street. In the story, the character of Cookie monster counts to ten by eating cookies. First he puts one cookie in his mouth. And then after he eats it, he then puts two cookies in his mouth."
| |
|
Jean Piaget's "Theory of Cognitive Development", 1980.
This paper examines the child development theories of Jean Piaget, which divides into four stages: Sensori-motor, preoperational thought, concrete operations and formal operations.
2,250 words (approx. 9.0 pages), 5 sources, $ 79.95
»
Click here to show/hide summary
From the Paper
"The purpose of this research is to examine the child development theories of Jean Piaget.
Jean Piaget has long been the most influential figure in the field of child development. His vast volume of contributions was most notable in three particular aspects. First, his ideas were innovative with an awareness of problems which has never before been investigated. Secondly, research in child development has revitalized and reoriented the field, challenging it anew. Third, the research of Piaget is most thoroughly and appropriately founded upon the study of children.
Piaget is perhaps best known for his theory of cognitive
development. He defined cognition as: a form of biological adaptation - the organism's constant ... "
| |
|
Assumptions of Human Development and Learning, 2006.
A comparison of cognitive theories and a discussion of assumptions, propositions and applications of human development and learning, particularly affecting childhood educators.
1,472 words (approx. 5.9 pages), 5 sources, APA, $ 48.95
»
Click here to show/hide summary
Abstract
This paper analyzes cognitive theories, assumptions, propositions and applications of human development and learning. It looks at some of the many ways in which cognitive development can be learned. It then focuses on three assumptions about children and human nature which might be problematic for educators, specifically early childhood educators.
Table of Contents:
Major Assumptions and Propositions
Comparison of Cognitive Theories: Bruner and Vygotsky
Constructivism and the Classroom
From the Paper
"In the 80s and 90s, a form of information processing theory called connectionism was formulated to describe and predict non-linear thinking. Otherwise known as parallel distributed processing, this theory describes the mind as a large, multiple networks of associations. Each network responds to new experience by becoming either stronger or weaker, and each operating independently of and in parallel with the others (Siefert, 2002). After each experience, relevant networks adapt to better a child's future performance.Balancing a cup of juice, for example, stimulates various sensory associations within a child's hand, arm, and body. Some of these become stronger and others weaker as experience with cups of juice accumulate, but the eventual result an ability to balance a cup (Siefert, 2002). The assumptions supporting connectionism are more compatible with the realities of classroom life. It is noted that learning by children takes place because synchronized learning of separate networks that integrate."
| |
|
Cognitive Development, 2007.
A study into cognitive development, constructivism, lateral thinking, metacognition and critical reflection.
5,327 words (approx. 21.3 pages), 41 sources, MLA, $ 131.95
»
Click here to show/hide summary
Abstract
This paper studies the effects of information overload among graduating college students. It links this to its relationship to cognitive development, constructivism, lateral thinking, metacognition and critical reflection. The paper also discusses how the bulk of available knowledge is perceived and processed by man and how he or she is able to apply the knowledge that he or she has learned, given the bulk of information that is available at present.
Table of Contents:
Chapter I
Introduction
Background of the Problem
Chapter II
Review of Related Literature
Learning and Cognitive Development
Learning and Constructivism
Learning and Lateral Thinking
Learning and Metacognition
Learning and Critical Reflection
Chapter III
The Research Question
Chapter IV
Methodology
Research Design
Demographics
Distribution Method
Chapter V
Results and Discussions
Chapter VI
Conclusion
Chapter VII
Recommendations
From the Paper
"The rise of the 21st century is marked by the tremendous growth on the knowledge of mankind. Information can be accessed at will, posing small if not almost virtually no constraints at all. The success of man in terms of solving majority of his problems could be naturally seen as something that is relatively good. However, even before the rise of the 21st century someone has already perceived the forthcoming problems of the abundance of information. Voltaire (1694-1778) said: "the proliferation of books is making us ignorant"."
| |
|
Cognitive Development and Children?s Toys, 2002.
Examing theories of Piaget and Vygotsky of cognitive development and how they relate to children's toys.
1,185 words (approx. 4.7 pages), 2 sources, MLA, $ 40.95
»
Click here to show/hide summary
Abstract
Two different theories of cognitive development are examined. The first is that proposed by Piaget. The second is that proposed by Vygotsky. Firstly, these theories are presented. This allows for the differences between each to be noted. These theories are then used to examine children?s toys. Three toys are discussed for each of the theories, showing how each toy contributes to cognitive development. These toys include blocks, shape sorters, animal sound books and more.
From the Paper
"Piaget?s theory of cognitive development was based on an attempt to understand how children think. Piaget maintained that children act differently at different ages because they think differently. Piaget?s theory on cognitive development can be divided into two sections: the process associated with coming to know; and the stages of cognitive development individuals progress through."
| |
|
A Learning Theory, 2007.
This paper explores the author's personal learning theory in the classroom.
1,869 words (approx. 7.5 pages), 4 sources, MLA, $ 59.95
»
Click here to show/hide summary
Abstract
The writer relates that that the two most significant influences on her learning theory development include the ideas behind Albert Bandura and the elements of experiential learning. The writer explains that by combining these two approaches to learning, students that have different learning abilities will all be able to participate and gain knowledge. The writer explains that the modeling of organized behavior on her part will help the students figure out how to become more organized and efficient students. The writer concludes that as she moves into her teaching career, she will continue to evaluate and update her learning theory.
Outline:
Introduction
Albert Bandura
Experiential Learning Theory
Conclusion
From the Paper
"When I first decided to become a teacher I made the decision because I loved to learn and I loved helping others learn as well. When I entered high school I knew that my life goal was to become a teacher and be able to walk into a classroom every day and help others move ahead in their personal quest for education. I was not sure what grade level I wanted to teach but thought I would probably enjoy the elementary years the most. When I got to college I focused on elementary education and thought because it had been a life long dream that I had everything it took and that all I needed was the teaching credential. Boy did I have a lot to learn! As I made my way through the various required classes I have gained more respect than ever before for those teachers who helped educated me along the way."
| |
|
Social Learning Theory: Application to School Shootings and Violence, 2007.
An examination of social learning theory focusing on the case of Luke Woodham and the murders that occurred in Mississippi in October of 1998.
3,667 words (approx. 14.7 pages), 20 sources, APA, $ 101.95
»
Click here to show/hide summary
Abstract
This paper discusses school shootings in America, focusing on the case of Luke Woodham and his violent acts in October of 1998. The paper explains that this case is used as an example of criminal acts that are conducted by children and the case is examined through social learning theory. The paper explores the foundations of social learning theory and arguments against this theory in relation to school shootings are also discussed. Furthermore, the paper examines how social learning theory can be used as a predictor of school violence and then discusses the prevention techniques that have been offered and that must be implemented in order to address the issue. In conclusion, the paper shows that for the criminal justice system and society as whole it is evident that the only answer to school shootings and violence is to begin to work together in a manner that allows for preventative measures to be taken and for children to once again have faith that the adults who are supposed to protect them will and that the world that is supposed to be supportive of them will function to accomplish that mission.
Outline:
Abstract
Etiology
Prediction and Prevention
Recommended Criminal Justice Response
Conclusion
From the Paper
"In the case of Woodham and the murders that occurred in Mississippi, it is evident that the conditions described through social learning theory existed and that these conditions contributed to the actions taken by the juvenile. For example, early in his life Woodham became engrossed in the philosophy used by Hitler. It was not difficult for Woodham to witness the results of Hitler's philosophies, as those results are consistently present in the social order as a matter of social history. Woodham was capable of retaining these events because they were constantly reinforced through exposure to the ideas discussed in relation to Hitler through the people that he knew and the studies that he personally conducted."
| |
|
Cognitive Development In Childhood, 2007.
An analysis of three approaches to understanding cognitive development in children.
776 words (approx. 3.1 pages), 4 sources, MLA, $ 27.95
»
Click here to show/hide summary
Abstract
This paper addresses the question of cognitive development in childhood and how it has a significant impact on further development throughout a person's life span. The paper suggests that many people are still unclear on precisely how learning at this life stage occurs. The paper examines three of the premier theorists on child development and evaluates how each approach contributes to a greater understanding of how children learn.
Table of Contents:
Piaget's Theory of Development
Vygotsky's Zone of Proximal Development
Social Cognitive Theory
Conclusion
From the Paper
"Lev Vygotsky strongly believed that children often follow an adult's example, and thus have the capacity to develop skills and tasks on their own. Vygotsky presented these ideas under the Zone of Proximal Development (ZPD). In ZPD, the learner, teacher and the content all interact with a problem that needs to be resolved (Vygotsky 1978). Vygotsky's ZPD is thus a problem-based approach. The learning occurs as a child observes the adult/teacher. This social interaction is important, since the teacher acts as a model for a student to find appropriate solutions to the problem at hand. Vygotsky believed cognitive development or learning occurs when partners work jointly to solve problems (Vygotsky 1978). Many schools are therefore applying this approach through mentoring programs, where older students act as teacher/mentors to those in younger grade levels."
| |
|
Learning Theory, 2005.
A look at the role that learning theories play in the cultivation of curriculum within the realm of education.
1,646 words (approx. 6.6 pages), 7 sources, APA, $ 53.95
»
Click here to show/hide summary
Abstract
The paper describes how a selected learning theory influences curriculum. The paper focuses on social learning theory and contains a discussion of the learning theory, a description of how it affects curriculum design and thoughts on the use of the theory in the 21st century schools.
From the Paper
"There are many different learning theories that exist and are used to shape what students learn in the classroom. According to an article in the Journal of Youth and Adolescence, social learning theory asserts, "behaviors modeled by others may be imitated in other relationships. Specifically, behaviors of higher status individuals are more likely to be imitated by individuals of lower status (Reese-Weber, 2000)." In other words, this theory asserts that human behavior and its consequences are learned through observation."
| |
|
Social Learning Theory, 2002.
This paper defines and analyzes the concept of social learning theory.
1,146 words (approx. 4.6 pages), 8 sources, MLA, $ 39.95
»
Click here to show/hide summary
Abstract
Social learning theory states that people learn a behavior by imitating others and receiving rewards for this emulation. The paper describes the ways in which this theory is put into play in the way parents raise their children. The writer explains how social learning theory is used to understand the differences in levels and types of aggressive behavior, as well as the influences of race, gender and family structure.
From the Paper
"Bandura, a major proponent of social learning theory, states that the personality is learned within a social context, with the reciprocal interaction between the environment, the behavior, and the person (reciprocal determinism). The reciprocal determinism paradigm includes self-regulatory behavior, self-observation, judgmental processes, and self-response. Bandura's theory proposes that the personality is learned through the process of observation and imitation, symbols are used to achieve this phenomonen, and people are the self-regulators in the complex interaction with the environment (Corsini, 1977, p. 422; Feist, 1985, pp. 266-267, 270-284)."
| |
|
Selected Learning Theory and Curricula, 2006.
Examines how selected learning theory impacts curriculum design.
1,021 words (approx. 4.1 pages), 4 sources, APA, $ 36.95
»
Click here to show/hide summary
Abstract
This paper describes how a selected learning theory impacts curriculum design. Included is a discussion of the learning theory "Humanistic:
A. Combs and D. Snygg" and how it impacts curriculum design and the use of this theory in 21st century schools.
From the Paper
"The theory of Combs and Snygg did not have the impact in general that other theorists did but their theory was noticed by a group of humanists. Snygg and Comb's understanding of motivation was stated as: "The basic need of everyone is to preserve and enhance the phenomenal self, and the characteristics of all parts of the field are governed by this need." The individual's view of self is that which is called the phenomenal self. This view is developed over the course of a lifetime and is based on cultural and personal experiential factors."
| |
|
Child Cognitive Development, 2005.
A discussion regarding the methods of testing for child cognitive development.
1,125 words (approx. 4.5 pages), 2 sources, $ 44.95
»
Click here to show/hide summary
Abstract
This paper discusses previous research which suggests that testing for child cognitive development should encompass computer visual aids, as well as previous knowledge stimuli in order to assist children in greater thinking skills. The paper further discusses a study which tested both of these theories, and provides results to the testing. This is a study of previous research as indicated.
From the Paper
"Two separate research instruments were used in compiling information for the data of this study. These documents were E. Beverly Lambert's (2000) journal article, Problem-solving in the first years of school, and Maurice Hollingsworth and John Woodward's (1993) journal article, Integrated learning: Explicit strategies and their role in problem solving instruction for students with learning disabilities. In Lambert's (2000) article the research indicated that a concern existed regarding the cognitive development of children who lacked a reference to their previous learning knowledge base, and were thrust into immediate structured learning within a school system (p. 32). Lambert (2000) contends that as children are progressed into a school curriculum that has it's own formula for learning, children are often struggling to conform to this educational approach because they have no basis to draw from as they formulate new concepts and ideas."
| |
|
Social Learning Theory of Media Violence, 2000.
A look at the effects of media violence on children through a critique of the social learning theory of media violence.
2,079 words (approx. 8.3 pages), 8 sources, MLA, $ 65.95
»
Click here to show/hide summary
Abstract
This paper dicusses the effects of media violence on children. The paper explains that with children, the perception of the model to which they are exposed to, leads to the imitation and learning of that social model. In particular, the paper looks at how one of the important behavioral theories that actually explain this phenomena, is the social learning theory of media violence presented by Albert Bandura.
From the Paper
" Bandura's formulation of the theory of social learning in media violence has also served many other researchers like Huesmann, who advanced Bandura's formulation by holding that young television viewers develop a mode of understanding violence as they watch violent action on the screen. According to Huesmann, in the "script theory" of the effects of television violence, the viewers develop a script "that guides their expectations in relevant situations-in this case, expectations about what produces aggression as well as expectations about the likely consequences of this behavior-and thus provides a strategy for dealing with certain problems" (as cited in Berkowitz, 1993 p. 230). "
|
|
|
