NATALIE CAGAMPANG BSED- FILIPINO 1A

THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

PIAGET'S THEORY OF COGNITIVE DEVELOPMENT

Jean Piaget's theory of cognitive development suggests that
children move through four different stages of mental
development. His theory focuses not only on understanding
how children acquire knowledge, but also on understanding
the nature of intelligence.
Piaget's stage theory describes the cognitive development of
children. Cognitive development involves changes in cognitive
process and abilities. In Piaget's view, early cognitive
development involves processes based upon actions and later
progresses to changes in mental operations.

The Concrete Operational Stage

The Sensorimotor Stage The Formal Operational Stage
The Preoperational Stage Ages: 7 to 11 Years
Ages: Birth to 2 Years Ages: 12 and Up
Ages: 2 to 7 Years Their reasoning becomes more rational
Infants and toddlers learn through At this age, the teenager or young adult
At this age, children are egocentric and and ordered, but their thinking remains
sensory interactions and manipulating starts to reason about hypothetical
have difficulty seeing things from other very concrete. Inductive inference, or
objects during this early stage of problems and think abstractly. The
people's perspectives. Although they reasoning from concrete knowledge to a
cognitive development. At the concept of abstraction arises.
are improving their language and general theory, is taught to children at
beginning of this point, a child's entire
reasoning skills, they still have a an early age.
experience is based on basic reflexes,
tendency to think in very specific terms.
senses, and motor responses.
 Many hypotheses about inner speech have been proposed.
Vygotsky's theory, which focuses on culture, language, and
internalization, is arguably the most comprehensive, original, and
cogent view currently available. Children's cognitive development is
influenced by culture in two respects, according to Vygotsky's theory.
To begin with, children gain the majority of their information
(thought contents) through culture. Furthermore, society not only
teaches children what to think, but also how to think.

Problem-solving experiences are exchanged with parents, teachers, siblings,

peers, and others in a dialectical process that leads to intellectual development.
Children may handle certain issues on their own, but more difficult problems
necessitate the assistance of social agents. The disparity between what children
VTGOTSKY’S can and cannot do on their own is known as the zone of proximal growth,
according to Vygotsky.
THEORY OF
DEVELOPMENT People who work with children should, in theory, lead the majority of the
problem-solving process at first and then hand it over to the boy. Language is
the most fundamental type of interaction that enables social agents to
communicate with children.

Children's own language gradually becomes their primary instrument for

intellectual development, first as private speech emitted aloud to direct and
monitor their own acts, and then as silent self-talk (inner speech).
Internalization, as described by Vygostky, is the process of using an instrument
of thought (inner speech) that was previously located outside of children
(social speech). Much of Vygotsky's theorizing has lead to empirical
predictions and most have received support.

Sensory memory is the first stage of

Information Processing Theory. It refers to
what we are experiencing through our
senses at any given moment. This includes
what we can see, hear, touch, taste and
smell. Sight and hearing are generally
thought to be the two most important
is a cognitive theory that focuses on how ones.
information is encoded into our memory. The
theory describes how our brains filter information,
from what we’re paying attention to in the present
moment, to what gets stored in our short-term or Information is filtered from our sensory
working memory and ultimately into our long-term memory into our short-term or working
memory. memory. From there, we process the
information further. Some of the
INFORMATION information we hold in our short-term
memory is discarded or filtered away once
PROCESSING THEORY again, and a portion of it is encoded or
stored in our long-term memory.

Repetition is a crucial factor here; if we

want our trainees to transfer crucial
information from their short-term memory
into long-term storage, we must repeat it
more than once.
Since we filter out information at each stage
of processing, trainers should employ
certain strategies to ensure your audience
understands a topic in-depth.

Spearman’s General Intelligence (g)
General intelligence, also known as g
factor, refers to a general mental
ability that, according to Spearman,
underlies multiple specific skills,
including verbal, spatial, numerical
and mechanical.
INTELLIGENCE
THEORY
It might seem useless to define such a
simple word. After all, we have all
heard this word hundreds of times
and probably have a general
understanding of its meaning.
However, the concept of intelligence
has been a widely debated topic
among members of the psychology
community for decades.
Thurstone’s Primary Mental Abilities
Thurstone (1938) challenged the
concept of a g-factor. After analyzing
data from 56 different tests of mental
abilities, he identified a number of
primary mental abilities that
comprise intelligence, as opposed to
one general factor.
Gardner’s Multiple Intelligences
He proposed that there is no single
intelligence, but rather distinct,
independent multiple intelligences
exist, each representing unique skills
and talents relevant to a certain
category.
Triarchic Theory of Intelligence
Just two years later, in 1985, Robert
Sternberg proposed a three-category
theory of intelligence, integrating
components that were lacking in
Gardner’s theory. This theory is
based on the definition of
intelligence as the ability to achieve
success based on your personal
standards and your sociocultural
context.