Different theories of cognitive development have been developed to explain the progression of a person’s though development. Through these theories, one gets different perspectives on thought processes influence how humans understand and interact with the universe. There has been an ongoing debate about the role of learning in infants' cognitive development through adolescence. The cognitive theory of learning is a broad philosophical construct that aids in explaining the thinking and intellectual processes. Principally, the theory attempts to show how these processes are influenced by internal and external environmental factors ( Galotti, 2016 ). Acquisition and storage of information are dependent on the status of cognitive processes, which, in turn, are determined by both internal and external factors. Differently, other schools of thought have a different argument. The nativists opine that some knowledge is inborn ( Dastpak et al.,2017; Samet & Zaitchik, 2012 ). According to native theorists, humans are born with a programmed cognitive ability. For instance, a person is born with the ability to develop language. The differences between the two theories are more pronounced than their similarities.
Cognitive theory of learning and explanations from nativism points of view are based on different themes. As mentioned above, the cognitive theory of learning explains how external and internal affect a person's cognitive development. The theory is supported by different processes that indicate how one’s environment plays a critical role in cognitive development. These processes include observation, classification, categorization, attention, perception, interactivity, and reasoning (“ Cognitive Learning Theory," 2020 ). For example, according to this theory, if a learner is inhibited from observing their instructor, they will have problems grasping the content being taught. Distraction from both the internal and external environments will impair the learning of a child. On the other hand, the nativism theory posits that despite the complexity of cognitive development, children acquire these abilities without much systematic training ( Galotti, 2016; Hopkins, 2017 ). From this perspective, one acknowledges the argument that a child has an innate ability to grasp concepts such as those of language. One recognizes the gap in their propositions from the two the foundational themes of the two theoretical approaches.
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The point of departure of the two theories is how cognitive development in children is achieved. On one side, the cognitive learning theory recognizes the input of a child’s environment to their ability to acquire language abilities. Differently, from the nativist point of view, the environment has an inconsequential influence on an infant's cognitive progress. The nativism theory attempts to nullify the possibility of cognitive development to happen dependent on the language input alone. As such, the theory posits that people are born with the capability to develop their cognition, and an infant only has to learn words as they grow ( Samet & Zaitchik, 2012 ). Instinct is a critical supportive pillar for this theory since the philosophy insinuates that children only have to relate language sound to the inherent cognitive ability. Vital questions arise regarding the inherited structural framework that enables one to grasp, retain, and develop cognitive capacities. These questions form the big divide between the two schools of thought. Three key constructs support the cognitive theory of learning: observing, categorizing, and creating generalizations ( Galotti, 2016; Hanfstingl et al. 2019 ). It thus implies that a child has to rely on their environment to acquire language abilities. In case there is any disruption in the natural cognitive processes, behavioral problems will arise. It thus follows that the only to remedy the disruptive processes is to find a solution to them. Hence, the secret to streamlining the learning process is by eliminating the problem if there is noise in the environment.
Although not straightforward, one acknowledges that the environment is a fundamental element in the two theories. For the cognitive development theory, the aspect of internal and external environment is evident. However, for the nativism theory, the environmental aspect is hidden, but it influences a child's cognitive development. From the nativism theory, a child has inherent cognitive abilities that develop as they grow. It thus implies that the environment will significantly influence the rate at which that process progresses. If a child is not exposed to some aspects of the environment, they might delay in developing their cognitive abilities. Similarly, some environments will accelerate child learning abilities. However, the cognitive learning theory rightfully recognizes the place of both the internal and external environment to develop their cognitive faculties ( Galotti, 2016 ).
As indicated above, the two theories of cognitive development are based on different principles. The cognitive theory of learning had environmental perspectives, while the nativism theory points towards innate learning abilities. As such, one acknowledges that the departure between the two theories is more pronounced than their similarities. Principally, the cognitive learning theory recognizes that when a child is acquiring cognitive abilities, the internal and external environmental factors have a significant input. The environmental factors can enhance or derail the cognitive development process. Differently, the nativism theory opines that a child is born with learning abilities, thus negating the role of the environment. According to nativists, language input is not enough for a child to have their cognitive abilities developed. Instead, there must be some inborn qualities that influence the development process. However, nativism theory indirectly recognizes the influence of environmental factors. The theory suggests that the innate cognitive abilities of a child will become complex as they grow. It thus means that the environment will influence this process since, for example, the language abilities will have to be socially shaped.
References
Cognitive Learning Theory - The Peak Performance Center . Thepeakperformancecenter.com. (2020). Retrieved 15 May 2020, from https://thepeakperformancecenter.com/educational-learning/learning/theories/cognitive-learning-theory/.
Dastpak, M., Behjat, F., & Taghinezhad, A. (2017). A Comparative Study of Vygotsky's Perspectives on Child Language Development with Nativism and Behaviorism. Online Submission , 5 (2), 230-238.
Galotti, K. (2016). Cognitive Development: Infancy Through Adolescence 2Nd Edition . 2nd ed. SAGE Publications.
Hanfstingl, B., Benke, G., & Zhang, Y. (2019). Comparing variation theory with Piaget’s theory of cognitive development: more similarities than differences?. Educational Action Research , 27 (4), 511-526.
Hopkins, D. B. (2017). An Outline of Nativist and Behaviorist Theories of Language Acquisition. In International Conference on Literature, History, Humanities and Interdisciplinary Studies (LHHISS-17) Bangkok (Thailand) July (pp. 11-12).
Samet, J., and Zaitchik, D. (2012). Innateness and Contemporary Theories of Cognition (Stanford Encyclopedia of Philosophy) . [online] Plato.stanford.edu. Available at: plato.stanford.edu/entries/innateness-cognition/ [Accessed 15 May 2020].
