Adolescent Cognitive Development
Chapter 7 of the course textbook examines theories of cognitive development during adolescence and later adulthood. For this assignment, refer to the textbook and two peer-reviewed journal articles to compare and contrast the theories and models of two cognitive theorists with respect these stages of human development.
In your paper, account for or respond to the following:
· Briefly summarize the main elements of each theorist’s analysis of cognitive development during the transition from adolescence to early adulthood.
· Compare and contrast the two approaches to this critical and difficult stage of development, illustrating in what ways, and with respect to what issues, each approach provides insights and/or exhibits shortcomings.
· Compare and contrast cognitive development during adolescence versus early adulthood, evaluating whether and to what extent one or the other stage is more or less amenable to one of the two frameworks examined.
· Be sure to integrate terms and research associated with major cognitive theories into your analysis such as egocentrism, inductive reasoning, or fluid/crystalized intelligence.
Your paper should be 1200-1600 words in length and cite and integrate at least two peer-reviewed journal articles.
This assignment is worth 10 points of the total course grade.
Introduction: Cognitive Development from Middle Childhood throughout Early Adulthood
This week will focus on cognitive and language development and intelligence throughout the lifespan. Subject matter includes, but is not limited to, cognitive development; issues in education; and measurements for aptitude, intelligence, memory, and communication disorders.
Upon successful completion of this week, students will be able to:
1. Analyze cognitive development during childhood and adolescence, incorporating the types of learning disabilities that can occur together with understanding the essence of the Individuals with the Disabilities Education Act (IDEA), No Child Left Behind (NCLB), and the Every Student Succeeds Act (ESSA) federal laws. (Aligns with CLOs 1, 2, 3, 6)
2. Describe the differences among major cognitive theories of development with emphasis on how they are applied in practice. (Aligns with CLOs 1, 2, 3, 4)
3. Analyze the impact on the developing child’s brain from early abuse and neglect. (Aligns with CLOs 1, 2, 3)
Mossler, R. A., & Ziegler, M. (2016). Understanding development: A lifespan perspective. San Diego, CA: Bridgepoint Education, Inc.
· Chapter 7: Cognitive Development
· Chapter 8: Language Development
· Chapter 9: Intelligence
Perry, B. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential mode of therapeutics. Journal of Loss and Trauma, 14(4), 240-255. doi: 10.1080/15325020903004350 (PsychINFO: 2009-10040-002). Full text article available at http://childtrauma.org/wp-content/uploads/2013/09/TraumaLoss_BDP_Final_7_09.pdf (Links to an external site.)
Center on the Developing Child at Harvard University. (2013, Oct 31). InBrief: The science of neglect [Video file]. Retrieved from https://www.youtube.com/watch?v=bF3j5UVCSCA (Links to an external site.)
University of the Rockies. (2006). Observational learning: The research of Albert Bandura (Links to an external site.) . [Video file]. Intelecom Online Resources Network.
University of the Rockies. (2006). Use of reinforcements and punishment in shaping a child’s behavior (Links to an external site.) . [Video file]. Intelecom Online Resources Network.