Cognitive Development Essay

Pages: 7 (2051 words)  ·  Bibliography Sources: 4  ·  File: .docx  ·  Level: College Senior  ·  Topic: Psychology

SAMPLE EXCERPT . . .
The first study focused on racial attitudes and socially acceptable beliefs for children from 6 -- 16 years of age; researchers manipulated the children's perceptions of accountability for their beliefs and their expressed attitudes were measured explicitly and implicitly. The second study used the same methodology but the focus was on national attitudes between groups. Among other findings, the studies concluded that: children ages 6 -- 9 were highly motivated by external pressures to inhibit their biases; children ages 10 -- 16 were internally motivated to inhibit their biases; children in the racial study you had poor internalization of norms were more controlled by external pressures than were children in the nationalism study; early social cognitive development and social adult cognition are linked (Rutland, Cameron, Milne, & McGeorge, 2005, pp. 462-466).

The strength of the article is its application of separate normative principles across a broad range of ages and with uniform methodology; however, the studies are weak in that they fail to identify, collect data and measure the cognitive processes by which children attain and then self-consciously inhibit their biases. A more thorough study of cognitive processes would be a valuable addition to these limited attempts.

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Essay on Cognitive Development May Appear to Assignment

The reviewed articles show various approaches to the study of human cognitive development. Harris et al.'s approach is the broadest and most generous acceptance of multiple methods of study; as a result, it is a comprehensive, well-supported examination of the effects of advertising on children and adolescents, and offers a logically acceptable method of defending targeted audiences from the negative effects of mass media food advertisements. Lieberman's article is strong in its acknowledgement of a disconnection between social psychologists and neuroscientists and does attempt to bridge the chasm between those two disciplines; however, Lieberman's article is weak in its cursory review of principles, processes and puzzles of social cognition and behavior. Olson's and Dweck's article appears confusing and unduly splintered in its approach to social development, social cognition and cognitive development; however, my more organic sense of these disciplines may be due to considerably less true experience. In any event, Olson and Dweck are intent on bridging any gaps between fields of study and showing their potentially beneficial collaboration. Finally, Rutland et al.'s article focuses on measuring manifestations of attitudes and the inhibition of those attitudes, depending on a child's age and ability to internalize social norms. While the authors have gathered some useful data, they have not examined the internal cognitive processes that may shed considerably greater light on the causes of the subjects' responses. The four reviewed articles show a surprising number of approaches to a vital area of human study. While each author must, of course, limit his/her subject matter, it does appear that the more impressive and useful articles are written by authors who are more open to the use of multi-disciplinary sources.

Works Cited

Harris, J.L., Brownell, K.D., & Bargh, J.A. (2009). The Food Marketing Defense Model: Integrating Psychological Research to Protect Youth and Inform Public Policy. Social Issues and Policy Review, 3(1), 211-271.

Lieberman, M.C. (2005). Principles, Processes and Puzzles of Social Cognition: An Introduction for the Special Issue on Social Cognitive Neuroscience. NeuroImage, 745-756.

Olson, K.R., & Dweck, C.S. (2008). A Blueprint for Social Cognitive Development.… [END OF PREVIEW] . . . READ MORE

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