Cognitive Development throughout the Lifetime - Essay Example

Cognitive Development al Affiliation) Cognitive development is the process whereby the thought process of a child is developed. This includes the ability to remember, solve problems, and make decisions from childhood through adolescent to adulthood. Initially, people thought that infants were not able to think, form ideas and did not have cognition. However, research shows that babies are aware of the environment they are in and love to explore things. Babies begin to actively learn from birth by gathering information, sorting as well as processing information from their surroundings using data to develop perception as well as thinking skills. Cognitive development is a term used to describe how a person perceives, thinks, and understands their world through interactions of genetics and what they learn. It involves the processing of information, intellect, reasoning capability, language development, and the ability to remember things. According to Piaget a psychologists, there are four stages of cognitive development in children. The first is the sensory motor period a time between the time a child is born and the age of two. During this period, an infant knowledge of the world is limited their perceptions and motor activities. Additionally, the second stage is the preoperational stage where a child learns to use language. This takes place between the ages of two years to six. Here, children do not fully understand logic and cannot mentally control information and cannot take other people’s point of view. Moreover, the third stage is the concrete operational stage where children begin to understand themselves and the mental operations. This is usually a period between the age of seven and eleven and they now begin to think about concrete events but have a difficulty in understanding imaginary concepts. The final stage is the formal operational stage where children begin to think about concrete concepts. This is a period between the ages of twelve to adulthood. Here, people have the ability to think logically, reason as well as plan (Fernandes, 2008). According to Rick a professor in psychology, sometimes children seem to be having better memory than adults but truth is adults have better memory and have the capability to remember more information for a longer period of time and more accurately. In addition, the brains for children tend to develop fast in infancy and continue to mature through childhood. The reason why the memory for children is different from adults is that their brains change rapidly. The brains for adults change as well but not as fast as for the children. Moreover, as people grow old, they tend to keep positive emotions and decreasing negative ones. Research also shows that effort to regulate emotions has greatly influenced people’s performance on cognitive tasks. Older adults have shown to have memory for positive events but the younger adults show that they have better memory for negative material. In one survey that was conducted, children were more accurate 33% in remembering the pictures of animals they had seen earlier, while the adults were accurate only 7% of the time. In addition, the memory was brought about by the fact that adults know more than children and tend to apply the knowledge when learning new things, and not that their minds are occupied with their busy schedules and to-do lists. There are differences in memories based on age. This is because children tend to have more accuracy in memory, while the younger adults pay better attention to detail compared to the older adults. In a new conducted study, a memory contest was done for college-aged adults, the children between the age of 5 to11 and older adults. The research showed the younger contestants won by paying better attention. In the same experiment, the groups were shown a picture of a cat and told it had better cells inside the body. Then the researchers produced more pictures and cats, birds and other animals and asked if these birds had better cells. In a twist, the subjects were shown more pictures some of which they had seen before and asked if they had seen the images or not. Here the children as they have more accurate memory. The older participants grouped the animals into categories and paid attention only to the details that helped them distinguish the species. Children had not learned to categorize the animals therefore took time to decide whether it was a cat or not (Gallo, Katherine & Elizabeth, 2009). The following are some of the ways that young children and the elderly can use to improve performance. First, paying attention to information as an individual cannot learn something if they have not learned it. Individuals who do not pay attention, takes longer periods to focus and process piece f information into the memory. Individuals who feel they are easily distracted can find a quiet place to avoid interruption. Secondly, children and adults should involve in as many senses as possible and try to relate textures, colors, tastes, and smells. In addition, individuals can write down what they are learning as this helps imprint in the brain. Moreover, individuals can also recite rhythmically. Thirdly, individuals should relate the information they already know to the new information. This helps as individuals can build up to the information that is already acquired. Fourthly, if the information is complex individuals should focus on understanding the basic ideas and practicing by explaining the concept to someone else in their own words. It is also important to review what an individual has learned the same day they have learnt it and after some intervals thereafter. The spacing is effective as most of the information is retained in the brain (Goldin-Meadow, Susan, and Melissa, 2003). In conclusion, it is important to work out the brain as this helps in processing information and the ability to remember information. The best brain exercises include breaking down the normal and routine activities by challenging the brain and using other ways instead of the normal to develop the brain. For example, playing a musical instrument, juggling, and knitting are some of the activities that challenge the hand eye coordination as well as creativity. In addition, the brain activity should be something that is unfamiliar to the brain and out of the comfort zone. It should be challenging and have the capability to expand an individual’s knowledge. Moreover, it should be fun as the physical and emotional enjoyment is necessary in the learning process of the brain. References Fernandes, M., Ross, M., Wiegand, M., & Schryer, E. (2008). Are the memories of older adults positively biased?. Psychology And Aging, 23(2), 297-306. doi:10.1037/0882-7974.23.2.297 Gallo, D., Foster, K., & Johnson, E. (2009). Elevated false recollection of emotional pictures in young and older adults. Psychology And Aging, 24(4), 981-988. doi:10.1037/a0017545 Goldin-Meadow, S., & Singer, M. (2003). From childrens hands to adults ears: Gestures role in the learning process. Developmental Psychology, 39(3), 509-520. doi:10.1037/0012-1649.39.3.509 Read More