Life-Span Cognitive Development and the Soviet Theory of Self-Regulation

2017 ◽  
pp. 187-196
Author(s):  
Howard C. Eisner
Keyword(s):  
Cognitive Development ◽  
Life Span ◽  
Self Regulation

Learning as an Important Privilege: A Life Span Perspective with Implications for Successful Aging

2021 ◽  
Vol 65 (1) ◽  
pp. 51-64
Author(s):  
Rachel Wu ◽  
Jiaying Zhao ◽  
Cecilia Cheung ◽  
Misaki N. Natsuaki ◽  
George W. Rebok ◽  
...  
Keyword(s):  
Mental Health ◽  
Cognitive Development ◽  
Life Span ◽  
Social Engagement ◽  
Successful Aging ◽  
Health Benefits ◽  
Dynamic Environment ◽  
Functional Independence ◽  
Technological Advances ◽  
Mental Health Benefits

Research has demonstrated the cognitive and mental health benefits of learning new skills and content across the life span, enhancing knowledge as well as cognitive performance. We argue that the importance of this learning – which is not available equally to all – goes beyond the cognitive and mental health benefits. Learning is important for not only the maintenance, but also enhancement of functional independence in a dynamic environment, such as changes induced by the COVID-19 pandemic and technological advances. Learning difficult skills and content is a privilege because the opportunities for learning are neither guaranteed nor universal, and it requires personal and social engagement, time, motivation, and societal support. This paper highlights the importance of considering learning new skills and content as an <i>important privilege</i> across the life span and argues that this privilege becomes increasingly exclusionary as individuals age, when social and infrastructural support for learning decreases. We highlight research on the potential positive and negative impacts of retirement, when accessibility to learning opportunities may vary, and research on learning barriers due to low expectations and limited resources from poverty. We conclude that addressing barriers to lifelong learning would advance theories on life span cognitive development and raise the bar for successful aging. In doing so, our society might imagine and achieve previously unrealized gains in life span cognitive development, through late adulthood.

scholarly journals Relationship between Play Activity and Cognitive Development in Preschool Children

2018 ◽  
Vol 14 (1) ◽  
pp. 4-14 ◽  
Author(s):  
E.O. Smirnova ◽  
A.N. Veraksa ◽  
D.A. Bukhalenkova ◽  
I.A. Ryabkova
Keyword(s):  
Cognitive Development ◽  
Visual Memory ◽  
Interaction Analysis ◽  
Action Plan ◽  
Self Regulation ◽  
Preschool Age ◽  
Child Play ◽  
Internal Action ◽  
Partner Interaction ◽  
Imaginative Thinking

The aim of this study is to explore the relationship between cooperative play and cognitive development in preschool age. The study involved 56 children aged 5—6 years (29 boys and 27 girls) of Moscow kindergartens. The article describes the main parameters of the observations of peer play (indicators of substitution, implementation of plan, play interaction). Analysis of the results revealed the presence of two correlation pleiades. The first one shows significant relationships between a child’s ability to draw up a story and different play aspects associated with the development of the internal action plan and visual thinking (sustainability of play plot, subject substitution, substitution of playing space, organizing character of interaction, level of ideas). The second correlation pleiade centers around the unfolding of the play idea which is linked with the ability to understand emotions of others, with self-regulation of cognitive processes, and with visual memory. The obtained data show the presence of two sources of development in child play: one is associated with visual-imaginative thinking, and the other with partner interaction.

Reading Aloud, Self-Regulation, and Early Language and Cognitive Development in Northern Brazil

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Luciane da Rosa Piccolo ◽  
Adriana Weisleder ◽  
João B. A. Oliveira ◽  
Denise S. R. Mazzuchelli ◽  
Aline Sá Lopez ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Reading Aloud ◽  
Self Regulation ◽  
Early Language ◽  
Northern Brazil

Developmental and Life-Course Models of Crime

2019 ◽  
pp. 124-145
Author(s):  
David M. Day ◽  
Margit Wiesner
Keyword(s):  
Life Course ◽  
Life Span ◽  
Self Regulation ◽  
Human Agency ◽  
Process Models ◽  
Great Promise ◽  
Developmental Context ◽  
Interactional Theory ◽  
Developmental Science ◽  
Systems Framework

This chapter provides an overview of theoretical process models for the explanation of crime in developmental context. It introduces key propositions from leading developmental and life-course theories of offending, including the dual taxonomy of antisocial behavior, coercion theory, interactional theory, and age-graded theory of informal social control, and stresses the need for further elaboration of the role of human agency in criminal trajectories across the life span. The chapter also describes the core tenets of the relational developmental systems framework, which serves as a major metamodel that undergirds contemporary developmental science. It is argued that developmental science theories of intentional self-regulation across the life span hold great promise to enrich criminological theorizing on human agency.

Cognitive Early Education

2020 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Information Processing ◽  
Cognitive Development ◽  
Problem Solving ◽  
Executive Functions ◽  
Early Education ◽  
Self Regulation ◽  
Learning Tools ◽  
Mediated Learning ◽  
Cognition And Learning ◽  
The Mind

Cognitive early education, for children between ages 3 and 6 years, is designed to help learners develop and apply logic tools of systematic thinking, perceiving, learning, and problem-solving, usually as supplements to the content-oriented preschool and kindergarten curricula. Key concepts in cognitive early education include metacognition, executive functions, motivation, cognition, and learning. Most programs of cognitive early education are based on conceptions of cognitive development attributed to Jean Piaget, Lev S. Vygotsky, A. R. Luria, and Reuven Feuerstein. Piagetians and neoPiagetians hold that children must construct their personal repertoire of basic thinking processes on the basis of their early experience at gathering, assimilating, and reconciling knowledge. Vygotskians and neoVygotskians believe that cognitive development comes about through adults’ mediation of basic learning tools, which children internalize and apply. Adherents to Feuerstein’s concepts likewise accord a prominent role to mediated learning experiences. Followers of Luria believe that important styles of information processing underlie learning processes. Most programs emphasize, to varying degrees, habits of metacognition, that is, thinking about one’s own thinking as well as selecting and applying learning and problem-solving strategies. An important subset of metacognition is development and application of executive functions: self-regulation, management of one’s intellectual resources. Helping children to develop the motivation to learn and to derive satisfaction from information processing and learning is an important aspect of cognitive early education. Widely used programs of cognitive early education include Tools of the Mind, Bright Start, FIE-Basic, Des Procedures aux Concepts (DPC), PREP/COGENT, and Systematic Concept Teaching.

scholarly journals Más allá de Piaget: cognición adulta y educación

10.14201/2845 ◽  
2009 ◽  
Vol 11 ◽  
Author(s):  
Antonio Víctor Martín García
Keyword(s):  
Cognitive Development ◽  
Life Span ◽  
Educational Intervention ◽  
Classical Model ◽  
The State ◽  
Information Process ◽  
The Subject ◽  
Pedagogical Theory ◽  
Adult Cognition ◽  
The Way

RESUMEN: El objetivo de este artículo es intentar una aproximación a la descripción del tipo de pensamiento que utilizan los adultos. Partimos de la base en nuestro trabajo de que el conocimiento sobre el modo como piensan las personas adultas se presenta como un aspecto clave para la teoría pedagógica y especialmente para la práctica, cuando se orienta hacia este tipo de alumnos. Para ello, organizamos el texto integrando el concepto de pensamiento en un constructo más amplio y comprensivo como es el de cognición. Desde ese marco realizamos, en primer lugar, una síntesis crítica de la teoría piagetiana en lo referente al desarrollo cognitivo por cuanto representa el modelo, ya clásico, más elaborado sobre el tema, y en segundo, un análisis de algunas de las formulaciones teóricas y empíricas recientes más importantes sobre la cognición adulta, como por ejemplo las derivadas del procesamiento de la información, de la perspectiva del Life-span, o del denominado modelo de encapsulación. Terminamos intentando ofrecer el estado de la cuestión en relación con los aspectos nucleares del pensamiento adulto. Todo ello con vistas a apoyar procesos de intervención e investigación educativa en este campo.ABSTRACT: The aim this article is to attempt an approach to a description of the type of thought that adults use. We take for granted in our paper that knowledge about the way adults think is a key aspect in pedagogical, theory and especially in terms of practice when it is directed towards this type of students. With this in mind we organize the text integrating the concept of thought in a wider an more comprehensive construct which is cognition. From this framework we make, first of all, a critical synthesis of the Piaget theory related to cognitive development in as far as it represents the now classical model, but more developed on the subject and, secondly an analysis of some of the most important of the recent theoretical and empirical formulation of adult cognition, such as those derived from information process and from the Lifespan perspective. We finish attempting to offer the state of the question in relation to nuclear aspects of adult thought. The aim of all this is to support processes of educational intervention and research in this field.

The Oxford Handbook of Treatment Processes and Outcomes in Psychology

2016 ◽  
Keyword(s):  
Social Work ◽  
Life Span ◽  
Treatment Outcomes ◽  
Treatment Effectiveness ◽  
Psychological Treatment ◽  
Self Regulation ◽  
Direct Access ◽  
Treatment Processes ◽  
Clinical Counseling ◽  
Social Environmental

TheOxford Handbook of Treatment Processes and Outcomes in Psychologypresents a multidisciplinary approach to a biopsychosocial, translational model of psychological treatment across the life span. It describes cutting edge research across developmental, clinical, counseling, and school psychology; social work; neuroscience; and psychopharmacology. TheHandbookemphasizes the development of individual differences in resilience and mental health concerns, including social, environmental, and epigenetic influences across the life span, particularly during childhood. TheHandbookis a primer for practitioners and researchers, and is a guide for clinics and oversight bodies responsible for decision making regarding training of staff and the evaluation of treatment effectiveness. TheHandbookis appropriate reading for students in graduate programs in psychology, social work, and counseling. ThisHandbookpresents work by experts from multiple disciplines to readers who otherwise might have difficulty gaining direct access to the works by these authors. Detailed discussions are offered that expand on areas of research and practice that already have a substantive research base, such as self-regulation, resilience, defining evidence-based treatment, and describing client-related variables that influence treatment processes. TheHandbookalso includes chapters devoted to newer areas of research (e.g., neuroimaging, medications as adjuncts to psychological treatment, and the placebo effect). Additionally, it includes chapters that address treatment outcomes, such as evaluating therapist effectiveness, examining treatment outcomes from different perspectives, and assessing the length of treatment necessary to achieve clinical improvement. TheHandbookprovides entrée into research as well as “hands on” guidance and suggestions for practice and oversight, making it a valuable resource for graduate students, seasoned practitioners, researchers, and agencies alike.

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