University Of Phoenix Material: Cognitive Theory Table

University of Phoenix Material

Cognitive Theory Table

Complete the following table by identifying three major cognitive theorists and theories. Name each theorist and the theorist’s associated theory. Then provide a description of the theory, including associated approaches and techniques. Include a peer-reviewed reference that supports the theory.

Major cognitive theorist
(Theorist name)
Theory associated with the theorist
(Theory title)
Description of the theory, including associated approaches and techniques

Peer-reviewed reference
(APA style)
Jean Piaget
Piaget 's Theory
Cognitive dDevelopment
Described and explained the changes in logical thinking of children and adolescents. Piaget proposed that children proceed through four stages
based on maturation and experience.
Piaget 's theory is guided by assumptions of how learners interact with their environment and how they integrate new knowledge and information into existing knowledge. Briefly, he proposed that:
1. children are active learners who construct knowledge from their environments
2.
they learn through assimilation and accommodation, and complex cognitive development occurs through equilibration
3. the interaction with physical and social environments is key for cognitive development
4. development occurs in stages
(McGraw-Hill Higher Education, 2003).

Vygotsky 's Theory

Lev Vygotsky 's Cultural-historical theory
Focused on the role of culture and social interactions. Vygotsky maintained that speech is a major psychological tool in the child 's development of thinking. As children age and develop, their basic speech becomes more complex.
Vygotksy 's theory is guided by six major assumptions:
1. Children develop through informal and formal conversations with adults.
2. The first few years of life are critical for development, as this is where thought and language become increasingly independent.
3. Complex mental activities begin as basic social activities
4. children can perform more difficult tasks with the help of a more advanced individual.
5. Tasks that are challenging promote cognitive. development growth
6. play is important and allows children to stretch themselves cognitively.
These assumptions are also covered in more detail in another lesson.
(McGraw-Hill Higher Education, 2003).

Freud
Theory of Developmental
Phases

Sigmund Freud believed that each stage of a child 's development beginning at birth is directly related to specific needs and demands, each based on a particular body part and all rooted in a sexual base.

While simplification of his theories is necessary in order to give an overview, he held beliefs that are quite complex. In order to understand the basics of his developmental stages, it is important to note a few things: Freud 's age ranges varied a bit over the course of his work, largely because he acknowledged that development can vary a bit from individual to individual. Additionally, experience of the stages may overlap at times.

Finally, Freud believed that the way that parents handle their children during each of the stages has a profound and lasting impact on the overall development of the child 's psyche.
The Oral Stage: Birth to 18 Months
Anyone familiar with very young babies and children knows that they are focused on their mouths. A baby 's first nourishment is received through suckling, and the sucking instinct is usually strong, even in newborns. Freud theorised that an infant 's oral focus brought not only nourishment, but pleasure.
The Anal Stage: 18 Months to Three Years
Freud believed that during this time period, children derive much pleasure from the process of either retaining or eliminating faeces, and are quite focused on the process. This is often the time frame in which many parents choose to potty train their children.
The Phallic Stage: 3 Years to 6 Years
From about age 3-6 years, Freud believed that children 's pleasure centres focused on their genitals. He further theorised that young boys develop unconscious sexual feelings for their mothers, complicating their relationships with both parents. Struggling with a feeling that they are in competition with their fathers for the attention of their mums, Freud felt that boys from 3-6 years also fear that their fathers will punish them for these sexual feelings.
Latency Stage: 6 Years to Onset of Puberty
Freud seemed to view this time as the least complicated in childhood, believing that during these years, children focus their energies on their schooling as well as forming friendship bonds with other children of their own gender.
The Genital Stage: From Puberty On
In this final stage of psychosexual development, Freud theorised that the onset of puberty represented the reawakening of sexual urges. At this more mature age, however, adolescents focus not only on their genitals, but also on developing sexual relationships with members of the opposite sex and on seeking sexual satisfaction.
Smooth Transitions
While Freud theorised that children who smoothly transition through the stages grow to be calm, well centred adults, he felt that an unsuccessful completion meant that a child would become fixated on that particular phase and either over or under-indulge throughout adulthood. Believers of Freud 's theories on child development, then, must surely make every effort to help their children through each of the stages, allowing each child to experience their feelings without guilt or excessive pressure to conform to preconceived ideas
(Grace, 2013).
References

Grace, E. (2013). Freud 's Theory of Developmental Phases. Retrieved from http://www.kidsdevelopment.co.uk/freudsdevelopmentaltheory.html
McGraw-Hill Higher Education. (2003). Cognitive Development: Piaget and Vygotsky. Retrieved from http://highered.mheducation.com/sites/0072820144/student_view0/chapter9/index.html