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Essay / Research Paper Abstract
A 7 page paper that discuses cognitive development, specifically information processing according to two theorists: Case, a neo-Piagetian, and Siegler, who proposed an evolutionary theory. Siegler uses the metaphor of the wave, as in overlapping strategies for processing information. Case uses a more traditional approach of stages. No doubt, there is merit in both approaches and both have been show to have at least some validity. Bibliography lists 6 sources.
Page Count:
7 pages (~225 words per page)
File: MM12_PGinfo.doc
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Unformatted sample text from the term paper:
combining information-processing and developmental theories and then including in his position, a consideration for the interaction of both emotional and cognitive factors (Case, et.al., 1988). The assumptions underlying this theory
have to do with the nature of the basic intellectual structures of children, the stages through which these structures are developed and the process of stage transition, or how they
move from one stage to the next. One of the differences in opinion regarding information processing among cognitive development theorists is directly related to the stages of transition. While most,
like Case, assert that the child moves through specific stages, as in a step-by-step process, Siegler is one theorist who holds to a theory of overlapping strategies rather than a
set of steps that occur one after the other. In 1985, Case proposed that beginning at the age of one month, children are capable of at least a modicum
of voluntary control over their own emotional and cognitive experiences. Cognitive structures underlying this voluntary control have to do first, with the representation of a current problem, or state, then
with the representation of a state with a higher affective value to the child, and finally, the representation of a sequence of operations that can take the child from one
state to another, which could be considered the strategies used. In other words, there is something similar to a hierarchy and the child travels through these different steps in their
cognitive development. The second step relates to the value of the problem the child is voluntarily transitioning through. Case identified four primary age-related stages of voluntary development: 1. Sensorimotor
2. Relational 3. Dimensional 4. Vectorial operations (Case, 1988). Each of the four stages, in turn, has a sequence of three substages that are universal to all children and that become more and
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