A reflection essay on chapter 2 "Cognitive and Linguistic Development" in Ormrod (2011). Educational Psychology

REFLECTION ESSAY

CHAPTER 2: COGNITIVE AND LINGUISTIC DEVELOPMENT

By

Ahmad Z. Al Khatib

201080033

Reflection Essay Ch:2

Human Development and Individual Differences

Dr. Yaser Natour

United Arab Emirates University

March, 2012

CH 2: REFLECTION ESSAY 2

©2012

Ahmad Z. Al Khatib

ALL RIGHTS RESERVED


Abstract

This essay is a reflection on chapter two in Ormrod’s (2011) Educational Psychology. It

summarizes the main points, analyzes them and then reflects on them in the light of professional

experiences and classroom discussions.


Introduction

What is cognition?

Cognition is a very difficult term to define. According to the American Psychological

Association, Cognition is the “processes of knowing, including attending, remembering, and

reasoning; also the content of the processes, such as concepts and memories” (APA, 2012). This

is an extremely difficult and long definition.

In order to try and solve the probleman attempt to reach a conclusive of definition, the

writer of this essay decided to get back to the roots of the term., Webster dictionary on-line

(2012) mentions that the term is derived from the Latin cognition-, cognitio, from cognoscere

which means to become acquainted with, know, from co- + gnoscere to come to know. All

through this essay, the term cognition shall be defined as to come to know, i.e. the process of

knowing or building knowledge, which brought brings us back to APA definition still, but with a

much clearer perspective.

Cognitive development

As children grow, they change physically; that is, they become stronger, taller and bigger.

Their physical abilities develop, and we can see that clearlya matter which is very much

observable. With each phase of growth we can ask the child to perform certain tasks he was

which they were not able to achieve achievebefore. Many internal changes also happen as theyhe

grows up;, developments in the way of thinking, reasoning and language or what scientists call


“Cognitive development”. Cognitive development is a very important aspect of teaching and

learning. Consequently,and c classroom instruction and needs to be developmentally appropriate

vague, please rewrite (Ormrod, 2011).

There appear to be four general principles or domains of cognitive development: 1) there

are universal, predictable, and developmental milestones in cognitive development. 2) Children

reach these milestones at different rates, so age should not be the only determinant of what a

child can or cannot achieve. 3) The rate of development does not proceed at a constant rate ; . Iin

some children Sometimes it is rapid growth (spurts), and while in others it is slow (plateaus).

This can be seen observed when sometimes a childchildrena child temporarytemporarily takess a

step backwards, because they are about prior to takinge a major leap forward (Nucci, 2009 as

cited in Ormrod, 2011). why didn’t you get the original reference?. 4) Heredity and environment

interact in their effects on development;. H heredity guides the child’s growth through the

process of maturation, , i. iIn addition, these maturational processes seem to be characterized by

sensitive periods in which the environment plays an important role roleon their development. It

is worth mentioning that children are never passive recipients of their environmental legacy, r.,

rRather, they actively think about and act on their environments to are active participants to the

point that they succeed in altering and affecting these environments significantly (Nettles,

Caughy, & O’Campo, 2008, as cited in Ormrod, 2011). Same note as above Educators and

parents need to become aware of this? Not cohesive! and notshould not push children to produce

outcomes unparalleled to their cognitive development stage, or compare them to others who are

going at a faster or slower rates. The consequences of neglecting Failing to observe this might


cause severe cognitive and psychological impairments that are very difficult to repair (Ormrod,

2011).

Bronfenbrenner’s Theory

There are other layers Not only the immediate surrounding that influence cognitive

development of a child, but also otherin addition to the immediate surroundings, i.e. layers such

as like the family, community and culture. The cultural aspect is highly important since it which

encompasses all and provides the framework by which the child determines what is right and

what is wrong, what is good and what is bad, what is rational and irrational. Teachers in the

UAE,UAE need to be aware of this as they sometimes get to deal with children from different

cultures and different backgrounds. The other way round is the a possible case in public schools

in Abu Dhabi where teachers come from cultures different from that of the children they teach.

Training Eeducators need to understand theon how layers of environment influence of themir

own and their students, and how both interact with each other is significantly important. Without

this consciousness,itIgnoring this can lead to is easy to stereotypinge and issuance ofe

judgments based on lack of understandingthat might impede learning and instruction.

Role of the Brain in Learning and Development

It is important if we want to learn about human learning and cognitive development to

look at what both neurologist and psychologists say. Ormrod (2011) The book?? Which book?

mentions four key points about the brain’s role in learning and cognitive development. In short,


it appears that the brain is an ever-changing organism. Despite the fact that neuron begin to form

synapses long before a child is born, it the brain continues to do so by generating new ones and

illuminating (pruning) unnecessary ones which are inconsistent with the environmental events

and behavioral patterns. (Bruer & Greenough, 2001, as cited in Ormrod, 2011). It also appears

also that the brain even operates faster as the myelination sheath continues to develop on the

axons of the neurons. Another important aspect is the harmony in which parts of the brain work

together in terms of left and right hemispheres. There is no such thing as left-brain or right-brain

thinking as both hemispheres constantly collaboratecollaborate with each other to perform daily

tasks from the simplest to the most complex operations. The final key point about tThe brain is

an ever adaptable organ, this ability of the brain to change with learning is known as

neuroplasticity. that it remains adaptable throughout life. During class discussion regarding this

topic, the term “Brain plasticity of the Brain” came into discussion by the professor.

PlasticityPlasticity, or neuroplasticity, is the lifelong ability of the brain to reorganize neural

pathways based on new experiences. By learning we obtain new knowledge and skills either

through instruction or through experience. This ability of the brain to change with learning is

known as neuroplasticity. It is worth mentioning that in addition to genetic factors; the brain is

formed by the characteristics of a person's environment and by his/her actions (Hoiland, 2012).

Once an educator believes in this the brain plasticity concept, ideas such as “it is impossible to

teach this or that” becomes obsolete.

Piaget & Vigotsky

Developmental stage theory (Individual oriented approach)


Piaget aimed at bringing a rational perspective on human thinking and communication,

with the purpose of creating a theory of cognitive development of mankind. According to Piaget,

development is a process from inside out where there is continuing reciprocity between a child

and his/her environment. Children are natural learners who tend to accommodate to the

environmental demands by assimilating what the environment has to offer. Learning occurs

because their minds are made to learn. When they cannot assimilate new events, cognitive

conflict arises leading to a state of “disequilibrium”. The learner according to Piaget is an active

constructor of knowledge, who takes an active role in his/her learning, and uses prior experience

to develop knowledge. This theory focuses more on cognitive development of individual learner

and not as much on social and cultural aspects of learning. The constructing individual is

considered the prime factor in a learning process where knowledge arises at the interface

between subjects and objects (Streitlien, 2011).

Social Development Theory (The sociocultural approach)

Vigotsky places primacy on social and cultural aspects when human beings develop

cultural identity by participating in cultural activities. By doing so, they acquire the instituted

meaning of the activity gradually. The basic unit of analysis here is the mediated action. The

difference between what the a learner is capable of doing alone and what he/she is capable of

doing in collaboration with others, i.e. teachers, is described asknown as the zone of proximal

development (ZPD). The theory emphasizes the importance of language activities where

knowledge is socially constructed and language is viewed as the medium of this construction.

The theory attaches great meaning to language activities where knowledge is socially constructed


and language is the medium of this construction. Language starts as a means for a child to

communicate, which then evolves to internal mental functions when more sophisticated mental

processes arise. Vigotsky distinguishes between concepts a child develops through informal

interactions with people in everyday life, and scientific concepts he/she learns at school. The

spontaneous concepts are inductive generalizations while the scientific ones go from general to

concrete (Streitlien, 2011). The theory attaches great meaning to language activities where

knowledge is socially constructed and language is the medium of this construction.

Compatibility issues

Brown (1994 as cited in Streitlien, (2011) mentions that some researchers same note

claimed that these two theories are as incompatible, because while each one has different

emphasis than the other, and suggest overcoming this difference by following an interpretation

(hermeneutic) approach. Cobb & Bowers (1999 as cited in Streitlien, 2011) same note, others

viewed them as complimentary to each other. The teacher/ researcher should alter the focus

between the two views depending on the situation. Neither Piaget nor Vigotsky believed in the

possibility of verbal transmission of knowledge, however, both viewed learning as an active

process in which learners construct knowledge in their own way, and the learner as an active

operator in his/her own learning process. Both theories have strong influence on education

research and teaching practices (Streitlien, 2011). , and that learning can be viewed as both a

process of active individual construction and a process of enculturation. The teacher/ researcher

should alter the focus between the two depending on the situation.


Constructivism Theory

Neither Piaget nor Vigotsky believed in the possibility of verbal transmission of

knowledge;, however, both viewed learning as an active process in which learners construct

knowledge in their own way, where the learner is an active operator in his own learning process.

Both theories have strong influence on education research and teaching practices (Streitlien,

2011).

Developmental stage theory and Social Development Theory These two theories form the

foundation of constructivism theory,; a model or a theory that views learning as an active,

contextualized process of constructing knowledge rather than acquiring it. Knowledge is

constructed based on personal experiences and hypotheses of the environment. Since no learner

is a blank slate (tabula rasa), Nnew information is connected to prior knowledge, leading to

consequently subjective as opposed to objective mental representations. Learners continuously

test these hypotheses through social interaction. Since no learner is a blank slate (tabula rasa),

but brings past experiences and cultural factors to a situation, each learner has a different

interpretation and construction of knowledge process (Streitlien, 2011).

Language Development

Both Piaget and Vigotsky share the belief that language development is perhaps the

most important factor in language cognitive development ??(Ormrod, 2011). Scientists were

able to define the linguistic characteristics and abilities at different grade levels. Teachers need to

be aware of these and adapt their instruction accordingl,yaccordingly. or else it might have

severe consequences on children’s cognitive and mental well being.


Final Words

A carpenter, a blacksmith, or a mechanic, none of them cannnot function well without the

tools of the trade. So, why teachers sometimes go to classes without being prepared with the

tools of their trade? Advancements in education psychology have opened the doors to a deeper

understanding of the cognitive development of children. Ignorance is not an excuse anymore in

the era of internet and speedy communication. Myths and misconceptions such as those related

to the right and left hemispheres of the brain, causes of stuttering, brains not being able to

regenerate itself, etc, should not be allowed to prevail among educators and govern teaching

practices of teachers today.


References

APA (2012). Glossary of Psychological Terms. Retrieved on 21 March, 2012

http://www.apa.org/research/action/glossary.aspx

Cognition. 2011. In Merriam-Webster.com.

Retrieved March 21, 2012, from http://www.merriam-webster.com/dictionary/cognition

Hoiland, E. (2012). Brain Plasticity: What Is It? Learning and Memory. Retrieved March

22, 2012, from http://faculty.washington.edu/chudler/plast.html

Ormrod, J. E. (2008). Educational Psychology: Developing Learners, 6/E, Pearson:

Prentice Hall.

Streitlien, A. (2011). Learning through interaction. Telemark Centre for Educational

Research, Norway

General Comments: do not quote the quoted.

http://www.apa.org/research/action/glossary.aspx

Documents

A reflection essay on chapter 2 "Cognitive and Linguistic Development" in Ormrod (2011). Educational Psychology