PSYC3303_SaraleeSanchez_Wk3Assignment

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1 Mechanisms of Cognitive Change Saralee R. Sanchez PSYC 3303: Development Across Life Span Dr. Herron Mid-America Christian University July 24, 2023

2 Mechanisms of Cognitive Change Cognitive development is significant for the child while growing up. Two critical theories come from Piaget and Vygotsky. While both theories centralize cognitive development, both have two different approaches. Piaget’s theory was more psychological constructivism, whereas Vygotsky’s theory was based on social constructivism. Piaget’s Theory Piaget’s theory was based on actions and later processes of change in mental operations. He had a more psychological constructivism approach. He believed that children learn as individuals and that there are universal stages that everyone goes through. The Sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. Piaget believed that the preoperational stage of cognitive development lasted from age two until seven (Rathus, 2020). Operations are mental manipulations of information, and logic at this stage is still under construction. One of the basic principles in his theory is that children make mistakes, and the mistakes are due to their reasoning being meaningful because they indicate the nature of the current process. He also believed that children who engage in pretend play are later less anti-social, and those who engage in aggressive pretend play become anti-social. Piaget also believed that egocentrism means children do not understand that people may have different perspectives on the world (Rathus, 2020). Vygotsky’s Theory Unlike Piaget, Vygotsky’s theory was more social constructivist. There were two factors that influenced cognitive development. One was scaffolding and the other was a zone of proximal development (ZPD). Scaffolding is a temporary cognitive structure or problem- solving method that helps children learn functions independently. It is the temporary support

3 teachers or adults provide to learning children (Rathus, 2020). This method decreases as children learn to think logically on their own. Zone of proximal development, ZPD, is when a child carries out a task with the help of someone more skilled. An adult frequently represents the culture the child develops (Rathus, 2020). This theory is more guided exploration or discovery learning by participation in groups or with others. Piaget and Vygotsky Although both theories are relatively different, there are some similarities. Both theories are centered on cognitive development. They concluded that cognitive conflict could indicate further developments (Rathus, 2020). Both Piaget and Vygotsky believed that egocentric speech is vital to cognitive development as well as the belief that children are active in their learning process. Information Processing Lastly, information processing is how individuals perceive, analyze, manipulate, and remember information. According to our text, the “information-processing approach is the view of cognitive development that focuses on how children manipulate sensory information and/or information stored in memory” (Rathus, 2020, pg. 91). Unlike Piaget’s theory, this aspect of cognitive development is ongoing and gradual (Hoose, n.d.) . Not in stages as Piaget proposes. Information processing is learning as you go. One part of information processing is selective attention which may be inconsistent during middle school. However, adults can select and prioritize (Hoose, n.d.). As well as paying attention to certain things. Another aspect of information processing is metacognition which is the ability to formulate problems, awareness of the processes required in problem-solving, activation of cognitive strategies, maintaining focus on the problem, and checking answers (Rathus,2020). This theory is closer to Vygotsky’s.

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4 Conclusion While all theories point out the importance of cognitive development, they each uniquely have different perspectives. Piaget’s theory is more individualized than Vygotsky, which believes to be learning from others. Information processing, however, results from the ability to take in, analyze and remember information.

5 References Hoose, N. A. (n.d.). Information Processing Theories | Adolescent Psychology . https://courses.lumenlearning.com/adolescent/chapter/information-processing-theories/ Rathus, S. A. (2020). HDEV6 human lifespan development . Cengage.

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