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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
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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."
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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
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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 ... "
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Jean Piaget's Theory of Cognitive Development, 2003.
Examines its relevancy to teaching secondary school physical education.
675 words (approx. 2.7 pages), 1 source, $ 23.95
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Abstract
Discusses features of Piaget's formal operational stage. Examines four factors children must master: maturation, experience, social interaction, equilibration. Contends all four factors are relevant.
From the Paper
"This paper examines the features of the formal operational stage of Jean Piaget's theory of cognitive development that are relevant to teaching secondary school physical education. Piaget's theory, while focused primarily on examining how children learn ..."
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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
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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)."
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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
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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."
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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
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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."
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The Theory of Cognitive Dissonance, 2004.
Explores the philosophical approach to understanding human psychology.
2,275 words (approx. 9.1 pages), 6 sources, MLA, $ 70.95
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Abstract
This paper studies the theory of cognitive dissonance and how philosophers and psychologists have used the theory in an attempt to understand different psychological states and problems. Fear of death, a universal emotion, is cited as an example of cognitive dissonance often studied by philosophers and psychologists. The paper continues with a discussion of the different religious, social, and philosophical manifestations of this fear and their application to society.
From the Paper
"Cognitive Dissonance: Human psychology has always been a subject of great interest to philosophers down the ages. From the time of Aristotle and Socrates, there has been exhaustive focus and study on human behavioral patterns and the motivations that underlie it. Ancient and current philosophers continue to expand their understanding of human psychology in an attempt to understand the issues and conflicts that prevent human kind from actualizing a professed philosophy. It is in this context that the theory of cognitive dissonance assumes importance."
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Leon Festinger's Theory of Cognitive Dissonance, 2001.
An analysis of Leon Festinger's psychological theory on the boundaries of attitude and action.
1,515 words (approx. 6.1 pages), 5 sources, MLA, $ 49.95
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Abstract
This essay provides an overview of psychologist Leon Festinger's work on the flexibility of the boundaries of attitude and action and how these limits are affected by changing outside stimuli and influence. The paper describes one of Festinger's experiments and explains his notion of cognitive dissonance, the condition that results when the balance between attitude and action is contradicted. The paper also shows Festinger's contribution to methods of psychological study, and how his theories have subsequently been expanded.
From the Paper
"A task that an individual perceives to be distasteful is often seen as a result of an outside influence or stimuli that results in the formation of this individual?s perception, or attitude, toward this task. This attitude reflects an individual's belief, which in turn reflects the set of personal values that form the framework of that individual?s self-awareness and esteem. Since personal behavior is directly driven by personal attitude or belief, one could arrive at the conclusion that the individual behavior is a result of a balance between personal attitude and action. What would occur within this fragile framework of self-balance, however, should one's individual belief or attitude come into direct conflict with one's individual actions?"
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Piaget?s Theory of Conservation, 2002.
An evaluation of this theory against the backdrop of Piaget's cognitive model.
1,350 words (approx. 5.4 pages), 2 sources, APA, $ 45.95
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Abstract
Piaget?s theory of conservation in children is tested to determine its validity. Piaget?s cognitive model is explained in terms of its two fundamental concepts, namely, assimilation and association. The paper then moves on to describe the writer?s experiment, in which he tests the conservation theory. The paper also points out cognitive differences between children and adults, as learned from his/her experiment.
From the Paper
"Piaget?s theory of conservation in children was tested to determine its validity. It is an attractive model to test because it produces (or at least should produce) unambiguous results. Moreover, while these results in and of themselves are fairly simple, they help us to understand a process that is at the same time both very important to us and highly complex ? the ways in which children?s cognitive skills develop."
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Piaget's Constructivist Theory, 2001.
1,705 words (approx. 6.8 pages), 20 sources, $ 55.95
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Abstract
This paper discusses the theory and effectiveness of constructivism as the appropriate methodology for facilitating the intellectual development of students.
From the Paper
"Piaget?s constructivist approach focused on the ontogenesis of causal explanation and it?s logical and empirical justification. His theory provided a means of analyzing children?s methods of explaining and of justifying their explanations."
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Piaget's Education Theories, 2003.
A look at how Jean Piaget's theories could be applied to modern-day educational theories.
2,158 words (approx. 8.6 pages), 7 sources, MLA, $ 67.95
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Abstract
This report examines the place that Piaget's theories should have in the modern classroom, particularly during the stage of middle childhood, the potential practical applications of his work at this educational stage, and the potential educational pitfalls of ignoring his groundbreaking ideas during this time.
From the Paper
"Piaget's theories have two major components: the process of "coming to know" and the stages that humans pass through in order to acquire this ability (Huitt & Hummel, 1998, para. 3). Because of his initial training as a biologist, Piaget continually related his psychological theories back to biological bases. Indeed, he stated in an interview in 1969 that "I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology" (Pyche, 2). His theories about the process of learning clearly reflect this bias. Thus, intelligence is reflected through adaptation to the environment and is controlled through mental processes called schemas. Schemas can be either congenital, such as reflexes, or constructed. Through schemas, a person builds a mental representation of the world, and uses them to assimilate with or accommodate to the environment around them (Huitt & Hummel, 1998, para. 5-8)."
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Cognitive Dissonance Theory, 2001.
A detailed description of the cognitive dissonance theory and how humans make decisions according to this theory.
1,640 words (approx. 6.6 pages), 3 sources, $ 53.95
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Abstract
A detailed explanation of the cognitive dissonance theory. The author examines how humans make decisions according to this theory and provides a definition, explanation and example of how the cognitive dissonance theory functions in everyday life.
From the Paper
"Cognitive Dissonance Theory, developed by Leon Festinger, is concerned with the relationships among cognitions. Cognition, for the purpose of this theory, may be thought of as piece of knowledge. The knowledge may be about an attitude, an emotion, a behavior, a value, and so on. Cognitive Dissonance is how do human beings make decisions. What triggers a person to take action at any given point? These are some of the questions that will be answered with explanation of Cognitive Dissonance, as well as many of other related theories covered in Myers Social Psychology."
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Social Cognitive Theory, 2006.
This paper discusses the history and application of the social cognitive theory (SCT).
1,665 words (approx. 6.7 pages), 7 sources, APA, $ 54.95
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Abstract
This paper explains that Albert Bandura's social cognitive theory defines human behavior as a triadic, dynamic and reciprocal interaction of personal factors, behavior and the environment and emphasizes strongly the role and power of the mind as an active force. The author points out that Bandura's social cognitive or learning theory is the most common theory used in public health to study various health problems, such as immunizations. The paper relates that, based on cognitive-behavioral therapy (CBT), which is an extension of SCT, the therapist also is a diagnostician and educator who applies performance-based and cognitive interventions to produce changes in the depressed patient's thinking, feeling and behavior.
From the Paper
"Male and female socialization experiences and environments have been viewed as leading to the prototypical female sex-role through social devaluation of the role and women's abilities, women's powerlessness and the chronic environmental stressors unique to women. CBT, which has been the most prominent approach for the treatment of depression, has been seen as providing little relief or solution to the issue, as it does not address gender differences. Clinicians may have informally discussed the issue but it will not make a difference until it is incorporated into theory and treatment manuals. It thus becomes the concern of CBT researchers and clinicians to address and investigate sex differences as an aspect in depression and to confront how they understand and treat women, who comprise 2/3 of clients."
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Social Cognitive Theory on Personality, 2007.
An analysis of the different cognitive factors that affect personality.
2,497 words (approx. 10.0 pages), 12 sources, APA, $ 75.95
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Abstract
This paper discusses the study of social cognitive theory and personality. It describes the different cognitive factors that affect personality beginning with children and continuing into old age. The paper analyzes the processing of social and emotional information, whether it is looking at people's faces, their nonverbal communication or the way people gain and access information about others.
Table of Contents:
Abstract
Social Cognitive Theory in Relation to Personality
Social Cognitive Theories in Relationship to Personalities
Looking at Children's Cognitive Knowledge and Personalities
The Effects of Age on Social Cognition
Social Cognition Theories on Social Cognitive Processes
From the Paper
"The social-cognitive knowledge an individual has is used in different ways and often this cognitive knowledge is used to decide if a person wants to associate with someone based on the type of personality the person has and the knowledge of this type of personality schema that is stored in the individual's mind. Social-cognitive psychologists believe that simple things such as posture, faces, attitudes, or motor behavior of an individual can conflict with the cognitive knowledge of an individual and make them not like another person who has similar features. "A second property of knowledge that may be important in this inference process of judging whether an attitude is an informative guide to behavior is the complexity of the knowledge underlying the attitude" (Fabrigar, Smith, Petty, and Crites 2006, 556). Both children and adults use cognitive knowledge and experience to decide whether a person is worthy of trust or if they do not like a person based on the individual's personality."
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The Cognitive Theory, 2004.
An analysis of the cognitive theory's application to instructional planning and delivery.
1,242 words (approx. 5.0 pages), 6 sources, MLA, $ 42.95
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Abstract
This paper discusses the cognitive theory of learning. The paper explains that the cognitive theory takes into account the individual and collective needs in the learning environment. The paper contends that if full subscription is given to this theory, then educators and students must seek to understand the natural learning abilities and disabilities and address those through diverse teaching and learning strategies such as techniques that accommodate all learning modalities. The paper assesses that the physical environment is critical if the delivery of information is to effectively occur. The paper states that the classroom must be accommodating to the teacher as well as the students as learning is a multi sensory process that few can take part in through a one-dimensional method.
From the Paper
"Cognitive theory is a staple in the study of human development, particularly child development. Theorists such as John Piaget sought to define this theory based on the observations of children in their natural environments. The school settings is a staple in a child's social and intellectual development and as a result of this research implications for theoretical use in teaching and instruction from both the teacher and student standpoint cover areas such as the delivery of learning materials as well as the level and type of classroom management that must be executed."
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