Premises Of Cognitive Development Theory Psychology Essay

Premises Of Cognitive Development Theory Psychology Essay Fruitful practical work of the outstanding Swiss psychologist Jean Piaget (1896-1980) and theoretical work of the famous Russian scientist Lev Vygotsky (1896-1934) awaken our scientific interest to the cognitive-psychological researches which cover the whole human life. It is necessary to discuss cognitive development theory and forms of cognitive knowledge in the body of this essay. Also we will compare and contrast the stages of cognitive development and intelligence from the perspective of above mentioned theorists for children and adolescents. In this part of the essay it is necessary to define the term cognitive development and describe the basic premises of cognitive development theory. Lets begin our discussion from the theoretical facts presentation. It is well-known fact that cognitive development is a base area of study within developmental psychology. Oakley (2004) defined developmental psychology as the study of the psychological changes that take place between birth and old age. Thus, the purpose of developmental psychology is to describe and explain the changes in human mind from the birth to adulthood. Cognitive development is the study that explains how psychological processes and activities involved in knowing and thinking develop children and adolescents world. Adults thinking greatly differs from children thinking and cognitive development deeply studies these developments and changes. Piaget was the first person who noted that the childs mind is arranged quite differently than the adult psyche and children were not just small copies of adults, but in fact children were different in their ways of surrounding reality cognition and interpretation. Piaget proved his idea that knowledge in adult mind and in child mind has different structure and it doesnt mean that adults simply know more than children. For example, children believe that if the object moves, then it is alive, and the name of the object is sitting inside it. Childrens question why? is associated with the confidence that every thing has its purpose. Writing a scientific answer to the childs question: Why do stars shine? means its absolutely misunderstanding by adult person. Lack of social orientation is noticeable in the childrens conversations: children rather speak for other people than with others. In contrast to the self-centered adults who become such people on their own will, self-centered childre n show such behavior because they are almost incapable to put themselves on others place, or take someone elses point of view. Comparing and contrasting views of Vygotsky and Piaget on cognitive development and in continuation of the topic we see the next: Vygotsky considered Piagets work revolutionary, but at the same time he stressed that its pioneering quality suffered on dualism, that is, uncertainty about the materialist and idealist positions. Since the psychology of intellectual development has been studied in the tradition of scientific materialism, inevitably there was a conflict between the actual essence of this method and idealistic theories of human intelligence. It was a serious debate, especially between 1920 and 1930, when the development of experimental psychology became a serious threat to the idealistic, nonmaterialistic and philosophical trends in psychology. Neisser (1967) stated that there were three main principles in the base of Peagets theory of cognitive development: assimilation (the process of putting a new experience into already existing mental structure), accommodation (the revising of an existing schema due to a new experience) and equilibrium (the process of seeking to achieve  cognitive  stability through assimilation and accommodation). And Oakley (2004) stated that Vygotskys theory focused upon three key factors. These were culture, language and the zone of proximal development. According to Wertsch (1985), Vygotsky agreed with Piaget that a child does not sit back and somehow passively absorb knowledge but instead actively constructs knowledge. This idea was in direct contrast to the view of Pavlov that learning was essentially a passive activity. However, Vygotskys theory differs in key principles from Piaget. He stated that childrens complex thinking was acquired through social interactions between children and the adults around them. The child will interact with others peers, parents and teachers and these interactions will result in learning. Contrasting two theorists points of views we see that Piaget considers that the childs thinking develops from autistic form through egocentric to a socialized. Vygotsky agrees with the general periodization of Piaget, but rejects the genetic predetermination of the sequence. In other words, Piaget believed that development precedes learning, and Vygotsky believed that learning precedes development. Other point of disagreement between these two theorists was the nature and function of speech. Piaget considers that egocentric childs speech, addressed to itself during the thinking aloud, paving the way for social speech, and allows child to learn experience patterns and begin to use speech for communication. Vygotsky considers that the mind of the child from the birth has the social nature and egocentric speech has also social origins and social objectives: children learn egocentric speech of others, and use it to communicate with others. This premise is the main point of the theory of Vygotsky and the main aspect of differences between the positions of these two theorists. Analyzing stages of cognitive development Wertsch (1985) shows four Piagets stages of cognitive development: sensorimotor stage  (infancy) motor activity without symbols use is necessary for intelligence demonstration; pre-operational stage  (toddler and early childhood) symbols are used, memory and imagination are developed, language use matures, but egocentric thinking predominates; concrete operational stage (elementary and early adolescence) egocentric thinking diminishes, systematic and logical symbols manipulation related to concrete objects; formal operational stage  (adolescence and adulthood) abstract concepts used in thinking process. While Piagets cognitive development theory has four concrete stages, Vygotsky said that there are no set stages at all, but put our attention on affiliation, play, learning, peer, work. For the last part of the paper I want to use Slavins (2003) words who said that a possible classroom application of Vygotskys cognitive theory could take place in a first grade classroom. First grade students are often on varying levels of knowledge. Some children may already know how to read while others are still trying to master this concept. A good way to help the children who are not reading as well as the others may be to give these children help sounding out a word when they get stuck while reading a story. Thus, basing on above observed information we could conclude that according to both theorists formal operational thinking marks the end of intellectual growth. The child went a long way from simple reflexes to complex thoughts newborn adolescents and adults. And Piaget came to the conclusion that reality is not the thing that an individual reaches the outside, but inside, through his own logic, depending on the structure of the psyche.

Too Close For Comfort :: essays research papers

Too Close For Comfort   Ã‚  Ã‚  Ã‚  Ã‚   In this case study, the ethical dilemma is â€Å"individual versus community.† Debra Borchert is bothered by Jerry who is a developmentally delayed. He is following her and bumping into her and making her feel uncomfortable. Debra’s difficult decision is whether or not to tell the manager Jerry is bothering her, risking getting him fired, and also risking the store not hiring anymore mentally challenged kids. Jerry also might not get hired anywhere else; the job at the grocery store was a good one for him. Debra’s brothers were very similar to Jerry, and she wished they could be able to have jobs just like Jerry so that is another reason why she didn’t want to complain. On the other hand it would be a good idea to tell the manager something because she feels uncomfortable, and she should think about herself before being concerned with what is going to happen to Jerry.   Ã‚  Ã‚  Ã‚  Ã‚  An example in the case study where Debra feels like she wants to tell the manager that she is bothered by Jerry is when he is following her, stepping on her foot in line, and bumping in to her. She knows he is challenged and probably doesn’t mean any harm, but she feels she has no choice but to say something.   Ã‚  Ã‚  Ã‚  Ã‚  Another example of when she feels like she should tell the manager is later on the case study when she feels like Jerry forgot about her; however he comes over from a different register just to help her with her bags. To keep away from him she used the cart as a border so she had something between her and him.   Ã‚  Ã‚  Ã‚  Ã‚  On the other hand, as an example of why she thought she shouldn’t complain is because as I said before in the thesis statement. She doesn’t want to make the mistake of ruining other developmentally challenged kids chances of getting jobs. She feels that she should probably just put up with it and go on with her life. Especially because her brother has a very similar disease.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion to my thoughts on this case study, I think that Debra choosing not to say anything was a good idea. I think she did the right thing by just trying to avoid Jerry because getting him in trouble would only make it worse for him and her.

Lady Macbeth: the Slayer of King Duncan

Lady Macbeth: The slayer of King Duncan In the 7th grade I was suspended from school for being an â€Å"instigator. † I would cause disputes by persuading individuals who didn’t like one another, to hate one another. I’d gradually use my dynamic lingo to provoke the victims in the so called scuffle to get to that final step where they’d lose it and fight. I got what I wanted by manipulating the ones who were vulnerable and unsure what to do when placed in a troubling situation. Understanding the consequences, I received the same punishment as if I was in the fight myself.That same exact concept could be used to express how Lady Macbeth is more responsible for slaying King Duncan herself. Throughout the story the audience notices how manipulative and depraved Lady Macbeth can be. She has such a huge impact on how Macbeth thinks and on the actions he makes. Just like any other committed wife, she wants the best for her husband. She wants him to chase his glo rious ambition, but fears he may not have enough determination to carry out the devious act in order to become the new â€Å"King of Scotland. † We soon learn that Lady Macbeth will do anything he assist her husband in achieving this glorious ambition.On page 311-312, Act 1, Scene 5, Lines 10-15: Lady Macbeth states, â€Å"That which cries, thus thou must do,† if thou have it, and that which rather thou dost fear to do, than wishest should be undone. Hie thee hither, that I may pour my spirits in thine ear and chastise with the valor of my tongue all that impedes thee from the golden round, which fate and metaphysical aid doth seem to have thee crowned withal. † This reveals the first step in Lady Macbeth’s plot to slay King Duncan, which is confirming her own opinion on the letter placed before her eyes.These lines allow the audience to visualize who she is as a person and also allows the audience to make a prediction on what move she will make next. Afte r she prays to the spirits to take the feminine features out of her, so she could be a stern and heartless human being, Macbeth returns. This is the exact moment when she begins her act. On page 314, Act 1, Scene 5, Lines 63-65: Lady Macbeth says, â€Å"Only look up clear, To alter favor ever is to fear, Leave all the rest to me,† which basically declares that Lady Macbeth is entirely aware and up to date on what’s going on.She assertively enlightens Macbeth on how to disguise himself of his uncertainty and second thoughts about killing the king and is willing to accommodate Macbeth with anything else he needs assistance with. The second step in her scheme is now in the process of being complete. Macbeth and Lady Macbeth are reunited and now Lady Macbeth is preparing her husband mentally to perform the assassination by giving him confidence and tips on how to remain unexposed to suspicion. However, later in Act 1 it is clear that Macbeth didn’t take the advice p rovided by Lady Macbeth earlier in Scene 5.On pg. 316, Act 1, Scene 7, Lines 31-35: Macbeth adds, â€Å"We will proceed no further in this business he hath honored me of late, and I have bought Golden opinions from all sorts of people, which would be worn now in their newest gloss not cast aside so soon. † Macbeth has decided he will no longer continue with this atrocious plot to murder King Duncan. It could over been over right there. King Duncan could have finished his meal, slept in peace and harmony, and returned home in the morning. Finally, Lady Macbeth slays King Duncan.After Macbeth claims that he will not go through with this dirty business any longer, Lady Macbeth ups her game. Lady Macbeth replies with, â€Å"When Duncan is asleep—Whereto the rather shall his day’s hard journey Soundly invite him—his two chamberlains Will I with wine and wassail so convince that memory, the warder of the brain, shall be a fume, and the receipt of reason A limb eck only: when in swinish sleep Their drenched natures lie as in a death, what cannot you and I perform upon The unguarded Duncan?What not put upon his spongy officers, who shall bear the guilt of our great quell? † She improvises and takes matters a step further. Not only did she provide a new and improved plan to her husband, but assured him that going through with this to strive for his ambition will bring him and herself promising awards. At the end of the act, Macbeth is certain that he will carry out with murdering King Duncan due to the dynamic lingo of Lady Macbeth. In conclusion, an instigator is someone who deliberately foments trouble.Throughout the story the audience can confirm that Lady Macbeth was in fact more responsible for the murder of King Duncan. Her plan of attack contained the three steps which were establishing an opinion, preparing the victim mentally (Macbeth), and providing a plan for execution of the task. Each of these steps contributed to the sati sfaction of Macbeth and Lady Macbeth’s dreams and desires (Lady Macbeth’s intention from the beginning). Lady Macbeth is an instigator and more responsible for slaying King Duncan the Macbeth is.

Lust in Sonnet CXXIX (129) Essay - 2029 Words

Lust in Sonnet CXXIX (129) A Savage Action Full of Blame - The essences of pure lust and its’ dark side. That is, in a word, what Shakespeare in his Sonnet CXXIX1 describes. His language is full of anger, frustration and self-blaming. A real, emotional, affected language - no flourishes. Shakespeare doesnt write about eternal love, the beauties of a woman or spiritual relations - all themes which we might expect from a classical sonnets. No - he talks about lust and the feeling of being dominated and helpless. And even a certain kind of vicious circle is strongly reflected in his choice of word and the atmosphere of the poem. If we first take a brief look at the formal aspects of Shakespeares Sonnet, we detect†¦show more content†¦All these human character traits that are ascribe to lust, make the reader realize that lust isnt something inanimate, but rather a very living, acting and dominating being. Therefore, one can form a very good impression of the ideas around lust that Shakespeare tries to bring us closer to. But how does Shakespeare describe lust? Generally, in the whole poem, different attitudes are ascribed to lust, especially concerning the ideas of before, during and after the act ( or action (l. 2) ) of lust. Also in this first quatrain, we find these ideas. Before the act ( see quote above ), lust is presented to us, in a very direct way, as something mean, lying, deceitful and almost sadistic1. But ... is lust in action... (l.2), the poet regards it as an ... expense of spirit in a waste of shame... (l.1). So, the act of lust itself isnt described as bluntly as before; Shakespeare presents us in the first line a very strong metaphor of lust. As the word spirit is very often considered to be a synonym for vital energy2, so, the reader starts to tend to interpret the first line as an image of an orgasm - which definitively would be a very strong and rather unusual opening. But it is as least as important also to take into account the second expression, namely the waste of shame. O rgasm and the feeling of shame