Compare and contrast the information processing

Through what Vygotsky called "dialogues," we socially interact and communicate with others to learn the cultural values of our society. What kind of learning activity can you describe for each theory? By reading the book and watching the supporting videos, we can uncover more about cognitive development.

He felt that older children, having grown into a higher developmental stage, have better logical frameworks and strategies.

One of the ways that information-processing theorists account for age-related differences focuses on the increased capacity of the working memory.

These four stages are: Guided discovery involves the teacher offering intriguing questions to students and having them discover the answers through testing hypotheses Woolfolk, A.

Information processing and dynamical systems approaches are complementary

Private speech is considered to be self-directed regulation and communication with the self, and becomes internalized after about nine years Woolfolk, A. Because the child has not yet mastered mental operations, the teacher must demonstrate his or her instructions, because the child cannot yet think through processes.

Between the ages of zero and two years of age, the child is in the sensorimotor stage. This demands asking about the information processing capacities and properties of different organisms and their cognitive sub-systems, and how these relate to the dynamical control of behavior.

The child in the preoperational stage still does not have the ability to think through actions Woolfolk, A. An information processing theory of intellectual development. By physically acting the experiment out, instead of just reading about it in a book, students will understand and process the information so that they retain it and learn from it.

For the purposes of science, the two, thus understood, are pragmatically complementary, and probably conceptually inextricable Collier Finally, we discuss the constructivist theory of learning which involves not just how we respond to stimulus, learn from example, or take in information.

Likewise, all three theories support that as children develop, their understanding becomes more complex.

I believe that both Piaget and Vygotsky provided educators with important views on cognitive development in the child. Learning activities for IPT can include mnemonic devices.

Piaget Module 3 and information processing Module 4? By this time, the child learns that a "person or object remains the same over time" identity and one action can cause changes in another compensation Woolfolk, A.

Confusing information theory with these commitments means relinquishing crucial tools for rejecting them as requirements for a model of cognition for example that they demand the execution of unlikely encoding and decoding tasksand for developing the details of a distinctive alternative, insofar as these involve specifying what acts of discrimination are to take place, under what time constraints, in what ways different streams of information processing relate to one another, and how they manifest in behavior.

The child is also able to classify items by focusing on a certain aspect and grouping them accordingly Woolfolk, A. The language of a certain group of people indicates their cultural beliefs and value system. The child also begins to understand that his or her actions could cause another action, for example, kicking a mobile to make the mobile move.

Each stage serves a different purpose in cognitive development. Causation, Natural Laws and Explanation, ed. Teachers should provide short instruction and concrete examples and offer time for practice. People in the formal operations stage utilize many strategies and resources for problem solving.

As part of their cognitive development, children also develop schemes, which are mental representations of people, objects, or principles. Elaboration and rehearsal of this mnemonic uses another feature of IPT, changing short-term to long-term memory.

Piaget attributed little value to repeated exposures or the capacity of memory. I take it, for present purposes without argument, that some of our most empirically and theoretically powerful treatments of language proceed on the assumption that language is in some sense symbolic and systematic.

Advances in child development and behavior, Vol. IPT includes attention mechanisms for bringing information in, working memory for actively manipulating information, and long-term memory for passively holding information.

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The three theories that we will be comparing and contrasting are: The acquisition of meta-cognition thinking about thinking is also a defining factor of those people in formal operations. By carefully studying the textbook and watching the videos, we can make some conclusions on how different and similar these theories on cognitive development are.

Based on the previous readings of this textbook, a conclusion can be drawn that Piaget took a nature approach whereas Vygotsky had a nurture approach. Piaget stated that during this stage, the child has not yet mastered the ability of mental operations.

Child and adolescent development for educators.

Constructivism is about what we do with the information we have acquired; how we construct the knowledge we have in our brains to show what we have learned. Emotions, which are sometimes co-regulated, can be seen Ross and Dumouchel MS as strategic signals encoding preference intensities typically more difficult to infer than orderings in ways that, unlike standard commitment devices, do not require explicit construction prior to strategic interaction.

Students already have knowledge of water and what happens to it when something is placed inside it. Intellectual development is continuous, but the intellectual operations in the stages are discrete and different.Learning Theories Compare and Contrast Introduction to Information Processing Model This method has mainly developed in the last four decades.

Difference Between Compare and Contrast

It is based on the work of Canadian neuropsychologist, Donald Hebb, of McGill University. However, in contrast, Vygotsky believed that given proper help and assistance, children could perform a problem that Piaget would consider to be out of the child's mental capabilities.

The zone is the area at which a child can perform a challenging task, given appropriate help (Woolfolk, A., ). A Comparison of Human and Computer Information Processing. Article to contrast computer and human information process-ing. A. Commentary on Stuart Shanker and Barbara King 'The Emergence of a New Paradigm in Ape Language Research' to appear in Behavioral and Brain Sciences.

Information processing and dynamical systems approaches are complementary. Comparing and Contrasting What this handout is about This handout will help you first to determine whether a particular assignment is asking for comparison/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective.

Aug 03,  · The information processing theory (IPT) proposes that humans process information similar to a computer program, analyzing information from the environment through an organized system of symbol manipulation, processes and .

Compare and contrast the information processing
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