Cognitive Theories, Assumptions, Propositions and Application Comparison Essay by capyholder

Cognitive Theories, Assumptions, Propositions and Application
A brief study of various cognitive theories.
# 65356 | 1,500 words | 5 sources | APA | 2005 | PH
Published on May 07, 2006 in Education (Education Psychology) , Education (Theory) , Psychology (Theory)

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This paper identifies three assumptions on cognitive development that may already be outdated or no longer apply to current developments and discusses propositions that may be accepted in the current period. Moreover, the paper compares and differentiates two great minds in cognitive theory, Bruner and Vygotsky.

From the Paper:

"There are many ways in which cognitive development can be learned and studied, but I just want to point out three assumptions on children and human nature which might be problematic for educators, specifically early childhood educators. The separation of mind and body: It is usual to think that thinking from feeling and thinking from social interaction is separate. The cognitive becomes attached to the logical, reasoned, rule-governed, and thoughtful; non-cognitive becomes everything else, including the intuitive, the emotional, and the social. We assume that developments on the cognitive side of the fence can be isolated, observed, described and even fostered without direct involvement of non-cognitive processes (Siefert, 2002). Unfortunately, this assumption is far from the fact, that work with children routinely requires attention to the common influence of the cognitive and non-cognitive. Unfortunately, the facts uncovered about this assumption is still being used today and textbooks, research programs and entire academic careers are arranged in such a way."

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Cognitive Theories, Assumptions, Propositions and Application (2006, May 07) Retrieved June 24, 2022, from

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