The debate over how to explain and describe human behavior and mind has been entangled with the development of psychology as a separate discipline from philosophy and biology. Cognitive psychology studies mental processes, including how humans learn, perceive, think, and remember. The cognitive school of thought is related to other disciplines, such as philosophy, neuroscience, and linguistics. The essay is tailored to examine events, cultural influence, and how different schools of thought have affected the cognitive psychology school of thought development. Moreover, the paper will discuss how knowledge of cognitive psychology informs professional behavior.
Cognitive psychology is one of the primary schools of psychology study that deals with the human mental process. It includes how humans think, learn, remembers, and perceive. In the mid-1950s, several events contributed to the development of cognitive psychology. Most psychologists were unsatisfied with the behaviorist approach, which focuses on outer behavior instead of internal mental activities ( Seifert, 2013) . Scientists increased the comparison between computer processing of information and human memory. There was also the development of better experimental methods and ideas that suited cognitive psychology, such as the evolutionary paradigm. According to Seifert (2013), adopting an interactive perception of cognitive development makes clear sense for aspects of school life that are social. It is difficult to believe that a collaborative and social perspective is helpful and possible for developmental activities that may seem inherently social, including the subject of children's thinking. People tend to view cognition as a skill expressed impartially.
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Other schools of thought played a huge part in the development of cognitive psychology. Structuralism questioned the basic units and processes of the brain through the use of scientific and laboratory-controlled tests. Functionalism influenced cognitive psychology by encouraging psychologists to concentrate on larger purposes served by cognitive processes. This was later followed by behaviorism, which encouraged the development of testable hypotheses to counter unsolved debates. Gestalt psychology contributed to its development by pointing out that single units would not lead to a better understanding of the mental system and processes (Cognitive Psychology, 2018) . This information led to scientific and engineering discoveries of how information is stored, represented, and transferred in humans.
Culture plays an important role in cognitive psychology development. It emphasizes cognitive development from kin, peers, and other adult members in the society, which generates chances for learning via social psychological processes such as guidance, modeling, and communal activity. When young people participate in those cultural activities, they are initiated to conformist forms of acting and thinking ( Cole & Packer, 2019) . However, the world is dynamic, and children are actively involved in other activities. Therefore, cognitive development emerges from the interaction of children with tools, cultural members, and symbols.
Cognitive school of thought informs educators how leaners and learning setting are influenced by factors such as age, gender, culture, and social environments affect children learning. Educators leverage research and educational theory associated with human development to understand the cognitive, social aspects, and emotions of children learning ( Agarwal & Roediger III, 2018). Cognitive psychology can impact lesson development, curricula, programs, and classroom management tactics. For instance, educators can apply cognitive psychology to apprehend and address the ways changing technology help or harm children's learning abilities. Moreover, the cognitive school of thought plays a significant part in edifying teachers, administrators, and parents about the best practices for young children, especially those struggling with convectional education approaches ( Agarwal & Roediger III, 2018). Cognitive psychology advocate for professionals who work directly with children to collaborate with teachers and parents to improve children’s learning outcomes.
Cognitive psychology is a psychology discipline that studies mental processes, including how humans learn, perceive, think, and remember. In the mid-1950s, several events contributed to the development of cognitive psychology, such as the dissatisfaction of psychologists by the behaviorist approach, which focuses on external behavior instead of internal processes. Cognitive school of thought informs educators how leaners and learning setting are influenced by factors such as age, gender, culture, and social environments affect children learning.
References
Agarwal, P. K., & Roediger, H. L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. Phi Delta Kappan, 100 (4), 8-12. doi:10.1177/0031721718815666
Cole, M., & Packer, M. (2019). Culture and cognition. Cross‐cultural psychology: Contemporary themes and perspectives , 243-270.Seifert, K. L. (2013). Cognitive development and the education of young children. In Handbook of research on the education of young children (pp. 33-46). Routledge.
Seifert, K. L. (2013). Cognitive development and the education of young children. In Handbook of research on the education of young children (pp. 33-46). Routledge.
Cognitive Psychology. (2018). SAGE Publications. Retrieved from ttps://us.sagepub.com/sites/default/files/upm-assets/83356_book_item_83356.pdf
