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What Are The Flaws Of Cognitive Theory

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Within Drama ideas, concepts and hypothesis are always at the heart of the creative process in lessons and performance, they are a way to develop from whatever source in order to create something with meaning. Despite many cognitive behavior theorists discussing theories in the way in which children learn, many of them are somewhat contradictory or come across half formed in regards to the subject of Drama. This will allow the discussion of two major theorists, Piaget and Vygotsky, and their thoughts on cognitive development within a drama setting to discover if there is any truth to them. Of all developmental theorist Piagiet is probably the most well renowned, however there are many flaws in his hypothesis in relation to the teaching of this subject. For instance Piagiet suggests that by the age in which children are reaching their secondary education in the UK (age 11-12) their “dependency on concrete objects diminished in this stage and children are able to solve hypothetical problems…[through]…Hypothetical deductive reasoning” (Oakley, L. 2004, P22) and that this is e something that is innately buried in their understanding and schooling by the time they reach secondary education. This trait, largely useful …show more content…

His Zone of Proximal Development fits more neatly with the idea of performance. Allowing the ‘teacher’ to help students to progress my adding knowledge to their bank, rather than simply regarding development as completely biological. It also allows for more accurate assessment within creative subjects as you can grade based on development rather than relying completely on the output in which there isn’t always a clearly outlines answer. The Arts are too subjective for many cognitive theories, however in a subject where two plus two doesn’t always equal four Vygotsky has conjured a much better way to develop

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The article titled “Kindergartens in Cognitive Times: Imagination as a Dialectical Relation Between Play and Learning” by Marilyn Fleer discusses the importance of imagination in development of complex knowledge. Play as previous studies indicated was key to understanding how kids applied their knowledge and explored their environment as well as involved many imaginative work. The maturational theory guides were based on data eighty years past and so revisions had to be made as that research was insufficient to advise teachers. The idea challenged the maturational theory of play as she argues and supported Vygotsky's view that kids learn about how society functions and how to play the assigned roles in it by play. She then reviews other work building upon this argument Communication between children during this

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From reading all of the above I believe that both theories are important because I believe that children need play to explore the environment to enable learning as much as possible but Vygotsky’s theory is also important because with the adult’s knowledge this can help produce activities to enhance the children’s knowledge which can give them opportunities to problem solve using the new knowledge they have learnt from the adult. I think that children need both of these theories to get the best opportunities to learn and play and have first-hand experiences involving every child in the setting including children from different cultures and background this enables children to interact with children from different cultures and this gives children

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Psychology in Action Anomalistic: How useful is ‘the cognitive deficit hypothesis’ for understanding why people believe in the paranormal? Paranormal belief is defined as the belief in a phenomenon that cannot be explained by empirical or scientific research and does not follow the laws of nature, for example, the belief in the supernatural, extra-terrestrial life or psychic abilities. The cognitive deficit hypothesis is one explanation for why people believe in the paranormal.

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Introduction Developmental psychology makes an attempt to comprehend the types and sources of advancement in children’s cognitive, social, and language acquisition skills. The child development theories put forward by both Jean Piaget and Erik Erikson have had substantial impacts on contemporary play therapy. In this essay, I aim to highlight the contribution of these two theorists in their study of various developmental stages, the differences and similarities in their theories, and their contributions to the theory and practice of play therapy. Jean Piaget

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Introduction Developmental psychology makes an attempt to comprehend the types and sources of advancement in children’s cognitive, social, and language acquisition skills. The pioneering work done by early child development theorists has had a significant influence on the field of psychology as we know it today. The child development theories put forward by both Jean Piaget and Erik Erikson have had substantial impacts on contemporary child psychology, early childhood education, and play therapy. In this essay, I aim to highlight the contribution of these two theorists in their study of various developmental stages, the differences and similarities in their theories, and their contributions to the theory and practice of play therapy.

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The Zone of proximal theory explains the teacher’s action during my observation. The teacher helped the child to complete the last stage of the puzzle after the child could not complete the last stage of the puzzle. Vygotsky argued that the zone is constantly changing while Piaget argued that learning is limited by the stage or maturation, but Vygotsky disagreed with this view, he argued that learning is not limited by the stage or maturation. What I have learned from this observation and using this theory to explain my observation is that children thrive in an environment that is predictable and nurturing; therefore, it is important for care givers to be trusting, dependable.

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There are two theorists associated with cognitive development; Piaget and Vygotsky. Piaget believes that things children learn and do are organized as schemes, groups of similar actions and thoughts are repeated in response to the environment. Vygotsky believes that thoughts and language are separate functions for infants and toddlers. This is important for me to know because when teaching my first graders using Piaget’s belief that children curiosity to adapt to their environment, will help me in setting up my classroom so as to provide the friendliest environmental atmosphere. Another useful belief of Piaget that I intend to use, is by exploring and manipulating physical objects, children gain a relationship with their physical environment.

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In this essay I will address Piagetian Theory, the cognitive performance of children from age seven to eleven, (the concrete operational period), and Vygotsky’s sociocultural theory of cognitive development. This essay will begin by analysing Piagetian Theory. Cognitive development cannot

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Presently, Juliet is considered to be in Piaget’s 2nd stage of cognitive development called Preoperational Stage. During Preoperational Stage, preschool children’s thinking is full of faulty logic, and development of language and make-believe play takes place (Berk, 2012). One reason to believe that Juliet is in the second stage of Piaget’s Cognitive Developmental Theory is because she absolutely loves to play make-believe. It is not unusual to find Juliet and her daddy playing doctor in her bedroom. She loves when dad calls her “Dr. Juliet” and asks her to check on her stuffed animals and babies, to see if they might need some medicine, a band-aid, or even a pretend shot.

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Corinne Kamrar fMRI 204566178 Whether or not neuroimaging, more specifically functional magnetic resonance imaging (fMRI), informs cognitive theories is investigated through two opposing views. Max Coltheart argues, cognitive neuroimaging lacks the ability to inform cognitive theory and therefore does not contribute to the study of cognition. In other words, cognitive theory informs neuroimaging and not the other way around, such that, neuroimaging informs cognitive theory. Contradicting Coltheart’s view on cognitive neuroimaging, Mara Mather, John Cacicppo, and Nancy Kanwisher agree that an abundance of knowledge can be obtained from fMRI’s and therefore influence cognitive theories.

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In this essay I will discuss the importance of following children’s interests, the stages of development and the importance of adult providing appropriate opportunities for the children to be creative. Also I discussed the benefit of music. Schemas form part of Piaget’s theory of cognitive development. Schemas are an organised way of making sense of experiences. While going through the different stages of development children will go through a stage of accommodation this is creating new schemas and adjusting old schemas as old schemas do not capture the environment correctly.

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Process drama ‘is a whole-group drama process, improvised in nature, in which attitude is of greater concern than character’ (Bowell and Heap (2001), 7). In this type of drama students get to share their ideas and bring them to life. In process drama the emphasis is placed on participants experiencing personal growth through an exploration of their understanding of the issues within dramatic experience. In process drama the students will be presented with a theme or a scenario rather than a script and they are expected to present this scenario in a creative way and by doing this students will add their own personal experiences to the play. Unlike product drama, in process drama student and teacher share equal places in the development, analysis and production of the drama.

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