Vygotsky's Cognitive Development Theory

2012 ◽  
Keyword(s):  
Cognitive Development ◽  
Development Theory

TEORI PERKEMBANGAN KOGNITIF JEAN PIAGET DAN PROBLEMATIKANYA PADA ANAK USIA SEKOLAH DASAR

2020 ◽  
Vol 13 (1) ◽  
pp. 116-152
Author(s):  
Leny Marinda
Keyword(s):  
Cognitive Development ◽  
Elementary School Children ◽  
Human Life ◽  
Development Theory ◽  
Change Processes ◽  
Jean Piaget ◽  
The World ◽  
Definite Sequence ◽  
Concrete Operations ◽  
Cognitive Problems

Cognitive development is a change processes of human life in understanding, managing information, solving problems and knowing something. Jean Piaget is one of a figures studied cognitive development and said about cognitive development steps. Jean Piaget is also a biologist who links the physical maturity development with cognitive development steps. These steps are the motoric sensory step (0–2 years), pre-operational (2-7 years), concrete operations (7–11 years) and formal operations (11–15 years). In understanding the world actively, a child uses a scheme, assimilation, accommodation, organization and equilibration. A child's knowledge formed gradually in line with the information experience found. According to Piaget, children undergo a definite sequence of cognitive development steps. In this theory, children predicted to have maturity quantity and quality based on the steps passed. a step of cognitive development is a continuation of previous cognitive development. Cognitive problems arise in elementary school children viewed from Piaget's cognitive development theory including dyslexia, dysgraphia and dyscalculia. Perkembangan kognitif adalah tahapan-tahapan perubahan yang terjadi dalam rentang kehidupan manusia untuk memahami, mengolah informasi, memecahkan masalah dan mengetahui sesuatu. Jean Piaget adalah salah satu tokoh yang meneliti tentang perkembangan kognitif dan mengemukakan tahapan-tahapan perkembangan kognitif. Jean Piaget yang juga ahli Biologi menghubungkan tahapan perkembangan kematangan fisik dengan tahapan perkembangan kognitif. Tahapan-tahapan tersebut adalah tahap sensory motorik (0–2 tahun), pra-operasional (2–7 tahun), operasional konkret (7–11 tahun) dan operasional formal (11–15 tahun). Dalam memahami  dunia secara aktif, anak menggunakan skema, asimilasi, akomodasi, organisasi dan equilibrasi. Pengetahuan anak terbentuk secara berangsur sejalan dengan pengalaman tentang informasi-informasi yang ditemui. Menurut Piaget, anak menjalani urutan yang sudah pasti dari tahap-tahap perkembangan kognitif. Pada teori ini, anak diprediksi memiliki kematangan secara kuantitas maupun kualitas berdasarkan tahapan-tahapan yang dilaluinya. Perkembangan kognitif pada satu tahap merupakan lanjutan dari perkembangan kognitif tahap sebelumnya. Problem kognitif yang muncul pada anak usia sekolah dasar dilihat dari teori perkembangan kognitif ala Piaget diantaranya disleksia, disgrafia dan diskalkulia.

Evaluating Knowing and Reasoning in College for Use in Christian Higher Education

2019 ◽  
Vol 16 (2) ◽  
pp. 344-358
Author(s):  
Erin M. Shaw
Keyword(s):  
Higher Education ◽  
Cognitive Development ◽  
Christian Higher Education ◽  
Development Theory ◽  
Miami University ◽  
Christian Worldview ◽  
Inverse Consistency ◽  
Potential Use

This article evaluates Marcia B. Baxter Magolda’s cognitive development theory in Knowing and Reasoning in College (1992) for its potential use in Christian higher education. Baxter Magolda is an educator and researcher who pioneered a study on cognitive development at Miami University. Her study considers both genders’ perspectives on development. This article utilizes John David Trentham’s principle of inverse consistency as a precedent to reorient Baxter Magolda’s model to one consistent with a Christian worldview.

scholarly journals Malaysian Children Storybooks as ESL Reading Materials

2018 ◽  
Vol 6 (3) ◽  
pp. 68
Author(s):  
Adlina Ismail ◽  
Normah Yusof
Keyword(s):  
Second Language ◽  
Cognitive Development ◽  
Development Theory ◽  
Narrative Texts ◽  
Language Functions ◽  
Second Language Development ◽  
Cohesive Devices ◽  
Esl Reading ◽  
Reading Materials ◽  
The Difference

English as a Second Language (ESL) reading materials for children are important in second language development. It is believed that language cannot be taught in a vacuum context as language functions within a culture. Even though learning a language requires learning about the culture unconsciously, learners’ culture should be taken into consideration as well. The study aimed to identify the difference between Malaysian picture storybooks and Malaysian chapter storybooks in terms of readability by using a computational tool, Coh-Metrix TERA. This study also aimed to discuss the suitability of the samples’ readability in relation to the second language comprehension and cognitive development theories. The study collected 10 locally published picture storybooks and chapter storybooks each. The narrative texts from the books were extracted and assessed by Coh-Metrix TERA. It was found that picture storybooks are different from chapter storybooks in terms of the amount of concrete words, referential cohesion devices, and familiar words in the texts. In general, the samples’ readability is in line with the cognitive development theory. However, they can be improved in terms of cohesive devices and familiar words. In brief, Malaysian picture storybooks and chapter storybooks are suitable to be used as reading materials to learn English for Malaysian children. Nevertheless, weak readers may require adult assistance in certain parts of the books.

scholarly journals Why do women more often intend to study abroad than men?

2021 ◽  
Author(s):  
Fine Cordua ◽  
Nicolai Netz
Keyword(s):  
Gender Differences ◽  
Cognitive Development ◽  
Study Abroad ◽  
Role Theory ◽  
Social Role ◽  
Social Background ◽  
Development Theory ◽  
Linear Effect ◽  
Professional Career ◽  
Studying Abroad

AbstractIn many Western countries, women are more likely to study abroad than men. At present, there is a lack of theory-guided empirical studies searching explanations for this pattern. We address this research gap by examining gender differences in study abroad intent among first-semester students in Germany. To derive a comprehensive theoretical framework, we draw on social role theory of sex differences, cognitive development theory, new home economics and statistical discrimination theory. Using data from the nationally representative 2010 DZHW School Leavers Survey, we test our hypotheses by estimating logistic regressions and non-linear effect decompositions. We find that women more often intend to study abroad primarily because of the gender-specific interest profiles they develop throughout their early life course: Related to their subject choice at school, women tend to acquire competences (e.g., language skills) that ease later stays abroad. To some extent, women’s better educational performance during school also explains their better chances to study abroad. Once in higher education, women tend to choose fields of study in which studying abroad is considered more valuable for competence acquisition. Losing time due to studying abroad is less of an obstacle for women but—against theoretical expectations—not because of a lower labour market orientation. Finally, the expectation to interrupt the professional career for taking care of the family deters women—especially those from a low social background—from studying abroad, but not men. We do not find evidence that women understand studying abroad as a strategy to counteract this anticipated discrimination. Overall, our results underscore the particular importance of social role and cognitive development theory for explaining gender differences in the spatial mobility of students.

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