Piaget Theory vs Information Processing Theory
Reasons behind why children think in different ways have been established in various theories. Jean Piaget advanced a greatly influential theory that reflected his prior studies in the fields of biology and genetic epistemology. It is a theory that has been contended by many others, including that of the information-processing approach to cognitive development. It will be shown where these theories compare and where they contrast, in conclusion explaining why Mary's children think differently. WORD COUNT - 1573 (Introduction, Body & Discussion) 1651 (Including Abstract) The cognitive abilities of children have long been an issue for developmental psychologists. The development of a child's mental processes, such as thinking, remembering, learning and using language, has been interpreted by many psychologists and explained in a number of theories. Of these theories Jean Piaget's cognitive developmental theory has been a major influential model since its origination in the 1920s (Beard, 1969 ). Piaget's theory has a biological perspective to cognitive development and focuses on broad, qualitative stages. Another acknowledged theory is the information- processing theory which, approaches cognitive dev
The sensorimotor stage extends from birth to age two, a period that sees the beginning of physical development. While this development enables increasing physical interaction with the environment, the child's knowledge is constrained by their sensations and actions. As a result, concepts about reality are limited and thinking is eminently egocentric (Westen, 1996). Recognition that the world has an existence independent of psychological contact actualises with the procurement of object permanence, an achievement alongside another accomplishment, that of intentional action (cause and effect) (Deiner, 1996). Succeeding this stage is the preoperational stage, commencing at around age two and lasting to about ages five to seven (Westen, 1996). Primary advancements in this stage include the development of symbolic thought (Hughes et.al 1991); the development of language, which establishes a dramatic change in the child's intellectual functioning; the development of memory and imagination and emergence of logical thought. However, despite these advancements, thinking is still executed in a irreversible manner and egocentric thinking predominates along with the tendency to focus on only one aspect of an object at one time (centration), (Deiner, 1996). 7. Hughes. F.P & Noppe. L.D. (1990). Cognitive Development (255-291) & Information Processing: Attention, Learning and Memory (207-253). Human Development Across the Life Span. Macmillan Publishing Company: New York.
Some common words found in the essay are:
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Approximate Word count = 1927
Approximate Pages = 8 (250 words per page double spaced)
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