Lifespan Development
Introduction
Can development be considered as a life-long process? By thoroughly investigating the neurocognitive or cognitive development theories and concepts put forward by past psychologists, such as Jean Piaget, we will be able to understand and interpret the developmental process from pre-birth to adulthood. Thus, by understanding the concept of neurocognitive development and how it affects human development, we will be able to determine that the concept of lifespan is an important factor which contributes to human development, and show whether or not it is a life-long process.
Defining Lifespan Development
Before we are able to make deductions, we must first understand what the concept of lifespan development is and when it begins. Lifespan …show more content…
The first being the philosophical influence, where Piaget has shaped the type of questions asked when studying cognitive development. The second influence is that of the type tasks set to test a child, these tasks would be created in a way that would allow for researchers to determine the cognitive level of the child. The third influence was the research methods. The research method of cognitive development now emphasizes the direct evidence provided through “verbal explanations of reasoning” (Siegler, & Ellis, …show more content…
Some issues may include that Piaget does not include individual differences and his theory or stages of development are generalised as he does not account for the difference in cognitive abilities among children, as one child would answer a question differently to another (Fox, & Riconscente, 2008). A generalised age range and the concept of post-adolescence development are among many other issues or criticisms towards Piaget’s methods and research mentioned by Lourenco & Machado (1996).
(i) Generalised Age Range
This is a criticism of Piaget’s theory/research as his model of stage development defines cognitive ability to specific age groups. Because Piaget does not account for the difference in learning abilities, if a researcher is able to provide evidence that an 8 year old child, for example, who is suppose to be in the concrete operational stage does not have the capability to perceive the concept of time or other abstract thoughts, Piaget’s model would no longer be relevant as it does not account for deviations from the standard.
(ii) Post-adolescence
Can development be considered as a life-long process? By thoroughly investigating the neurocognitive or cognitive development theories and concepts put forward by past psychologists, such as Jean Piaget, we will be able to understand and interpret the developmental process from pre-birth to adulthood. Thus, by understanding the concept of neurocognitive development and how it affects human development, we will be able to determine that the concept of lifespan is an important factor which contributes to human development, and show whether or not it is a life-long process.
Defining Lifespan Development
Before we are able to make deductions, we must first understand what the concept of lifespan development is and when it begins. Lifespan …show more content…
The first being the philosophical influence, where Piaget has shaped the type of questions asked when studying cognitive development. The second influence is that of the type tasks set to test a child, these tasks would be created in a way that would allow for researchers to determine the cognitive level of the child. The third influence was the research methods. The research method of cognitive development now emphasizes the direct evidence provided through “verbal explanations of reasoning” (Siegler, & Ellis, …show more content…
Some issues may include that Piaget does not include individual differences and his theory or stages of development are generalised as he does not account for the difference in cognitive abilities among children, as one child would answer a question differently to another (Fox, & Riconscente, 2008). A generalised age range and the concept of post-adolescence development are among many other issues or criticisms towards Piaget’s methods and research mentioned by Lourenco & Machado (1996).
(i) Generalised Age Range
This is a criticism of Piaget’s theory/research as his model of stage development defines cognitive ability to specific age groups. Because Piaget does not account for the difference in learning abilities, if a researcher is able to provide evidence that an 8 year old child, for example, who is suppose to be in the concrete operational stage does not have the capability to perceive the concept of time or other abstract thoughts, Piaget’s model would no longer be relevant as it does not account for deviations from the standard.
(ii) Post-adolescence