COGNITIVE DEVELOPMENT IN CHILDREN

COGNITIVE DEVELOPMENT IN CHILDREN: THE

Basic differences exist in the conceptualizations of different theorists of the effects of and the relationship between social and individual factors in the cognitive development of children (Tudge & Winterhoff, 1993, pp. 61-81). Theorists on one side of this issue focus on the natural laws of intellectual development in children, while those theorists holding opposing views on the issue emphasize the impact of culture on cognitive development in children (Glassman, 1994, pp. 186-214).

Various theories of human development often tend to view people as either active or passive in interactions with their environments (Cohen, 1987, p. 22). Passive concepts of human development tend to emphasize the critical significance of one's environment to the overall development of the individual (Turner & Helms, 1991, p. 8). Active concepts of human development, by contrast, hold that individuals are not passive beings, but, rather, are capable of actively governing their own development

Erich Fromm, Albert Bandura, and others approached human development from a social approach. Fromm viewed human personality development as a response to human needs, while Bandura's concept of human development was a social learning theory (Hill & Humphrey, 1992, p. 10). Behavioristic human development involves the concept of conditioning. The classical con

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t appears on the social plane, and then on the psychological plane. First it appears between people as an interpsychological category, and then within the child as an intrapsychological category. This is equally true with regard to involuntary attention, logical memory, the formation of concepts, the development of volition." Vygotsky's concept of semiotic mediation involves three basic elements: an account of the historical, social institutional, and cultural setting of a society; an analysis of the semiotic mediation that reflects and constitutes this setting; and an account of the intrapsychological correlates that derive from mastering the forms of semiotic mediation. Vygotsky contended that the direction of intellectual development moved from the social to the individual rather than the reverse (deLisi, 1982, pp. 1383-1386). Vygotsky posited, thus, that the quality of the child's social milieu is the governing factor in the child's intellectual development (Sutton, 1980, pp. 199-209). Theories based on Piaget's conceptualizations of cognitive development in children, however, tend to downplay the role of sociocognitive transaction while emphasizing individual factors (Levin & Druyan, 1993, pp. 1571-1591). A research st

Category: Psychology - C