Cognitive Development Processes: Colin Powell to John F Nash - Research Paper Example

Cognitive Development Processes: Colin Powell to John F Nash Introduction Colin Luther Powell is an American statesman as well as a retired four-star army general in the U.S. Army. Powell was the 65th U.S. Secretary of State. He served under the previous President, George W. Bush, from 2001 to 2005. Powell was the first African American to serve in that rank. Throughout his military career, he also worked as National Security Advisor. This was from 1987 to 1989). Powell was also a Commander of the United States Armed Forces in 1989. Finally, he acted as the Chairman of the Joint Chiefs of Staff from 1989 to 1993, holding the last position throughout the Gulf War. Powell was the foremost, and up to now the only, African American to work at the Joint Chiefs of Staff. John Forbes Nash, on the other hand, is an American mathematician. Nash’s works in differential geometry, game theory and partial differential equations have offered insight into the forces that oversee chance, as well as actions inside complex systems in everyday life. This paper will compare Collin Powell’s and John Nash’s cognitive, physical and social-emotional development processes. It will also explain the impacts of Powell’s and Nash’s diverse views on cognitive, physical and social-emotional development processes. Cognitive development processes refers to a sub discipline of psychology that explores the internal mental processes of how individuals distinguish, think, remember, speak and solve problems. Physical and social-emotional development processes refer to the biological, psychological as well as emotional changes that take place in human beings as they develop (Deed, 2005). Colin Luther Powell and John Forbes Nash both had their views on cognitive, physical, and social-emotional developmental processes. Some of their views were similar, but others were different. Below follows a description of their similar and diverse views about cognitive, physical, and social-emotional developmental processes. Similarities between Colin Luther Powell and John Forbes Nash Powell and Nash were constructivists. Constructivist, basically, means that learning takes place from actions instead of a result of actions. Cognition, normally, refers to any intellectual procedure within the human understanding. These procedures consist of the ability to focus, attention, being aware of the human understanding, thinking, memory as well as problem solving. Powell and Nash believe that development refers to the process by which humans acquire a more sophisticated and versatile knowledge of the environment around them. They both believe that cognitive development takes care of the mental activity within the mind and the formation of ideas (Deed, 2005). The knowledge is obtained through doing instead of being given information. Also, according to Powell and Nash, human beings, especially newborn babies, do not appear to favor or experience fear for interaction with any specific individual. In a baby’s, first few months they simply experience happiness, unhappiness, plus rage. They both agree that a baby’s first smile arises between 6 to 10 weeks. Researchers refer to it as a social smile. This is because it occurs during social interactions. Powell and Nash also reason that any child from 8 to12 months, they experience a rapid change and become scared of apparent threats. They also say that babies at this stage will start to prefer recognizable people and illustrate anxiety and grief when separated from their familiar people and approached by unfamiliar persons (Deed, 2005). According to them, the capacity for sympathy and understanding of social rules starts in the preschool age and continues to grow when babies grows into adults. Middle childhood is illustrated by friendships with age-mates, plus adolescence by sentiments connected with sexuality as well as the beginnings of romantic love. Annoyance appears to be most intense during the early preschool period as well as during adolescence. With regards to physical development processes, both Powell and Nash believe that abilities for physical movement vary during childhood from the largely reflexive movement patterns of the toddler to the highly skilled voluntary movements. Nash, although, believes that older children keep some reflex movements when they develop voluntary movement. Differences between Colin Luther Powell and John Forbes Nash Powell’s and Nash’s theory in cognitive, physical, and social-emotional developmental processes differed in a number of ways. These two people mostly differ in their views of children’s interactions with their surroundings. This refers to the way children interact and relate with adults and their peers. It also refers to the way children express their emotions as well as their social ability as they grow (Roderick, 2008). According to Powell, the core traits of emotional development comprise of the capability of identifying and understanding an individual’s own sentiments and to accurately read and grasp emotional states. On the other hand, according to Nash, the core traits of emotional development comprise of the capability of managing strong emotions and their expressions in a positive manner. Nash also believes that the core traits of emotional development comprise the ability to control one’s own actions, to develop sympathy for other individuals and preserve relationships (Roderick, 2008). According to Powell, a child’s interaction and close relationships with adults who present consistent nurturance reinforce the child’s ability to learn and grow (Roderick, 2008). Powell also believes that relationships with parents, other relatives, teachers and caregivers offer the key context for a child’s social-emotional development. These extraordinary interactions influence the child’s growing sense of self and accepting of other people. Nash, on the other hand, believes that children use relationships with peers and adults in various ways. Nash believes that children use relationships for assurance that they are protected, for help in alleviating agony, for assistance with emotion regulation, as well as for social encouragement or approval. According to Nash, establishing close interactions with peers and adults is related to a child’s emotional safety, sense of self and growing understanding of the environment. Both Powell and Nash also believe that children express their emotions through vocalizations, facial expressions, plus body language. Powell, though, believes that the later capability of using words to show emotions gives young children a precious tool in gaining the social support or assistance from other people. Impacts of Powell’s and Nash’s Diverse Views on Cognitive, Physical and Social-Emotional Development Processes Both Powell’s and Nash’s views on cognitive, physical and social-emotional development processes have brought major impacts to the society (Gray, 2003). Some of the impacts follow below. Individuals, mostly educators, have realized that, in order to educate children with diverse physical, cognitive, and social-emotional development, they should employ different assessment plans. This is if they want to increase a child’s self-understanding, motivation, and skillfulness accomplishment. People after understanding what Powell and Nash consider about development processes, they now agree that authentic assessment is vital in increasing a child’s self- understanding, motivation, and skill achievement (Roderick, 2008). The different opinions regarding authentic assessment that used to exist in the past are now terminated. Psychological research takes place with the predominant theories regarding learning. People now know that knowledge in children is constructed and cumulative. People now recognize that children mostly build on earlier experiences. That, which is educated prior to schooling, has turned out to be the basis for what is educated in the early school years and also as the child grows. In this sense, knowledge that is obtained early in life remains valuable throughout life. Instead of becoming outdated, they form the foundation for refinement and further growth. Children will find out what is precise and what is imprecise. In order to correct mistakes, children are now being taught to understand the learning procedures, and be helped by parents, teachers and peers to reflect on their education (Howard, 2006). Conclusion In conclusion, people who lives revolve around children should look to strengthen the traits of emotional development of any child. These common traits are the ability to identify and understand an individual’s own sentiments and to accurately read and grasp emotional states. They also comprise of the capability of managing strong sentiments and their expressions in a positive manner. If these traits are adhered to, any child will grow up with the right morals and be of relevance to the society. References Bandura, A. (2008). Social cognitive theory of gender development and differentiation. NP. Retrieved from http://www.des.emory.edu/mfp/Bandura1999PR.pdf Deed, C. (2005). Social, emotional and cognitive development and its relationship to learning in school. NP. Retrieved from http://vels.vcaa.vic.edu.au/downloads/discusspapers/socialdeveloplearning.pdf Gray, G. (2003). What works in developing children’s emotional and social competence and wellbeing? NP. Retrieved from http://www.playfieldinstitute.co.uk/information/pdfs/publications/Flourishing_Wellbeing/What_Works_in_Developing_Childrens_Emotional_and_Social_Competence_and_Wellbeing_publication.pdf Howard, J. (2006). Social cognition. New York: The Guilford Press. Roderick, T. (2008). Children’s mental health plan social emotional workgroup. NP. Retrieved from http://ccf.ny.gov/ChildPlan/cpResources/Workgroups/social_emotional.pdf Read More