Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget’s Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds-live&scope=site
Deborah Hill
2 posts
Re:Module 8 DQ 2
How has this course altered your perspective of human learning and cognition? How might this altered perspective influence your doctoral research? As a result of your learning in this course, what new assumptions must you now address as you begin your research?
This course has altered my perspective of human learning and cognition by disclosing the roles of learning and behavior through creativity, problem solving and decision making based on awareness of intricate components in the learning process.
The basis for which creativity is presented as a by product in the aftermath of positive and/ or negative affect ( Bledow, Rosing, & Frese, 2013). For example, emotions of a painter shows through the designs of his or her canvas which may appear as an abstract or a an impressionist display of images of the painter’s ideas.
In addition, it has generated thoughts and ideas about learning which shifted my delivery of teaching in the classroom. As an adjunct instructor, I am more driven to support quality education with better resources to course my student’s curriculum. These improved methodologies has promoted activities and more action oriented approaches in the classroom through group assignments, guest speakers, and scheduled outings.
Bledow R, Rosing K, & Frese M. A Dynamic Perspective on Affect and Creativity. Academy Of Management Journal [serial online]. April 2013;56(2):432-450. Available from: Business Source Complete, Ipswich, MA. Accessed October 31, 2015.
Deborah Hill
1 posts
Re:Module 8 DQ 1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning and development appears to be intermingled processes which takes place through the course of a life span. Progress whether mental or physical, demonstrates a significant factor for increased knowledge, skills, and abilities combined with individual experiences. The psychosocial protocol of Erickson’s stages of human development suggests that both mental and physical parameters produce maturation as displayed through human actions across advances in life from birth to death ( Nevid, 2013).
For example, cognitive progresses are identified from birth where the oral stage shows recognition between trust vs. mistrust. A child will remember the difference between a loving parent to who cares for him or her and wants to be held, but cries when a stranger tires to pick the child up. Each stage from birth presents how internal constructs which appear from external functioning, such as seen from the onset of the oral stage- in muscular strength, locomotor, Adolescence, young adult and middle adult, maturity shows how dependent learning is shaped by development (Nevid, 2013).
Jean Paiget’s theory outlines the processes of development such that expectaions are suggested in an observable context from internal to cognitive maturity. However, Piaget provides a hierarchial approach limited from birth to 12 years of age. His concepts begin with the emphasis of sensory and motor sense organs such as sight take and touch provides a source for memory and learning, continued by set quantified ranges from birth to 2; Pre-operational -(2-7) language and word acquistion, (7-11) Concrete operational functions – logical thinking manifest concerning objects and events, (11 and above) Formal operations – presents logical thinking concerning abstract and hypothetical problems (Goldstein, 2011).
Piaget’s approach relates to the school of cognitive theory known as “cognitive constructivism” other scholars, known as “social constructivists”, such as Vygotsky and Bruner, have emphasized more on the part played by language and other people in enabling children to learn.
According to the correlations between advances in cognition and the physical activities, it appears that performance does not improve unless cognitive development takes place regardless to age. The issue of age restricted progress, I beleive should be approached with caution due to differences in maturation as well as environment. While one child may be able to walk by 12 months another child might began at 16 months. Does this mean that there is dsyfunction with the child or is there a maturation function which pertains to other factors? pershaps social interaction, lack of environmental nurturing?
References:
Goldstein, B.E. (2011). Cognitive psychology: Connection mind, research and everyday experience (3rd ed.). Belmont, CA: Wadsworth. ISBN-13:9780495095576.
Nevid, S. J. (2013). Psychology: Concepts and applications (4th ed.). Mason, OH: Cengage Learning: ISBN-13: 978-1-285922-16-4
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