Part 1
Compare and contrast three cognitive theories in this situation
The three main cognitive theories present in this situation were promulgated by Vygotsky and Piaget. Piaget proposed a theory of cognitive development that focuses on the development of children. The theory focuses on creating an understanding regarding the way in which children acquire knowledge as well as the nature of their intelligence (Bjorklund & Causey, 2017). In the theory, Piaget proposes four stages that include sensorimotor, preoperational, concrete operational, and formal operational stage. Piaget noted that logical thinking is dependent on the way learners interact with their environment and the schema. The process allows children to integrate new information into already existing knowledge (Bjorklund & Causey, 2017). Children are active learners with a capability of constructing knowledge from their environments through a complex cognitive process. The process is an outcome of continuous interaction with physical and social environment.
Vygotsky’s cultural-historical theory helps in explaining development of mind in human beings. Children process naturally given the mental undertakings that are transformed when learners acquire speech and other meanings (Roth & Lee, 2007). Speech allows a child to acquire a worldview that is a reflection of reality in a more comprehensible way. Education in school acts as a driving force that allows children to create new meanings within their environments (Roth & Lee, 2007). There exists differences in terms of meanings and schools. Therefore, the way of understanding in both a child and adult differ based on culture. People create meaning along their cultural practices. Vygotsky emphasized that language has an important role to play in the cognitive processes of children. Vygotsky considered social interaction as an important part of cognition development. The community has a central role in formation of meaning.
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The third cognitive theory in the situation was developed by George Miller. It is known as information processing theory. Notably, it is concerned with the sequence of events that take place in a human being’s mind (Cha & Kim, 2016). The theory is thus concerned with reception of stimuli, processing, storage, location, and how minds responds to it. When people receive new information, there is a sequence of events that take place in their minds. Information processing theory is concerned with an analysis of these sequences of events to understand the cognitive process. According to the theory, there is a fixed pattern of events that facilitates how human beings learn new knowledge (Cha & Kim, 2016). The human mind thus processes information like a computer thus allowing storage and retrieval.
Elements Unique to Each Viewpoint
The three theories have unique elements that help provide explanations to cognitive development. In Jean Piaget’s theory of cognitive development, four stages of mental development are presented. The theory delineates that language depends on thought for development, which implies that thinking comes before language. In Leo Vygotsky’s cultural-historical theory, cognitive development is seen to vary across cultures. Culture has a significant impact on cognitive development of children in providing meanings to new knowledge learned (Bjorklund & Causey, 2017). As for George Miller’s information processing theory, it explicates that the human mind processes information through a series of systems that comprise perception, attention, and short-term memory. The information processing systems transform data thus allowing human beings to make sense of it.
Elements viewed in the same manner, and ones viewed differently
The three cognitive theories explain that new information is acquired from the environment. Children begin interacting with environment thus allowing them to gain new knowledge presented by it. However, the theories differ in their explanation of information processing. According to Piaget, the cognitive development process can be divided in four stages (Cha & Kim, 2016). Piaget also notes that information processing is universal across cultures. On the other hand, Vygotsky considered the process of cognitive development as unique to cultures. Different cultures offer varied meaning to new information that is availed to children and adults by the environment. Therefore, people understand the same information differently based on their cultures. Information processing theory provides a series of information systems that help in analysis of data provided by environment.
Part 2
Application of Cognitive Theory to the two situations
Piaget’s theory of genetic epistemology delineates that how knowledge is gained affects its validity. The theory also asserts an explanation to development of children in four primary stages (Bjorklund & Causey. In this case Harry and Sasha fall in preoperational stage and concrete operational stage respectively. I would also utilize Vygotsky’s social-historical theory that emphasizes on importance of social interactions in learning.
Harry has problems in vocabulary and learning. Utilizing Piaget’s principles, the child needs to be encouraged to engage in independent explorations to learn language. In this case, I would design a pretend play with models and pictures of target items for learning as well as their names written in different cards. I would then give Harry the cards and ask him to read each card and identify the item on pictures or models before him. Such an exercise promotes a process of independent exploration that would help the learner understand meaning of the word (Bjorklund & Causey. Another activity would involve organizing the target items to be used in a play environment. The main goal of the exercise targets to promote a facilitative process of learning in a natural environment. As the instructor, I would prompt Harry to initiate conversations that include target vocabularies and participate in the process alongside other learners to facilitate further interaction that stands to improve his vocabulary. The process would help Harry gain new vocabularies from a social environment.
Sasha seems to experience problems on converting fractions into decimals and converting number to percentages. At this stage, the learner has a good mental processing capability because they can logically think on concrete events. I would provide Sasha with a slide show that indicates how to convert fractions into decimals with examples of different fraction as well as their equivalent in decimals. I will take the learner through the whole process to sharpen her skills. The slide shows and the pictures would describe the process of converting fractions to decimals and numbers to percentages. I would then determine whether the problems are within her zone of proximal development. Sasha can then be provided with exercises to solve.
Limitation
Cognitive theory has limitations that reduce effectiveness of their use in learning processes. Helping a learner through her work requires formation of a collaborative partnership. Piaget’s genetic epistemology advocates for exposing a learner to a new environment to engage in cognitive mental process. The explanation of mental processes in human mind is mainly dependent a narrow focus that makes it difficult to understand whether Sasha has mastered the concepts being taught or not.
References
Cha, H. J., & Kim, J. H. (2016). Value Structure Model of the Success Factor of ITO Transition. Journal of the Korean Operations Research and Management Science Society , 41 (1), 21-39.
Bjorklund, D. F., & Causey, K. B. (2017). Children's thinking: Cognitive development and individual differences . Sage Publications.
Roth, W. M., & Lee, Y. J. (2007). “Vygotsky’s neglected legacy”: Cultural-historical activity theory. Review of educational research , 77 (2), 186-232.
