DOCSLIB.ORG

INFLUENCE of COGNITIVE NEUROSCIENCE on CONTEMPORARY PHILOSOPHY of SCIENCE Fang Ren

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
INFLUENCE of COGNITIVE NEUROSCIENCE on CONTEMPORARY PHILOSOPHY of SCIENCE Fang Ren Research Article • DOI: 10.1515/tnsci-2019-0007 • Translational Neuroscience • 10 • 2019 • 37-43 Translational Neuroscience INFLUENCE OF COGNITIVE NEUROSCIENCE ON CONTEMPORARY PHILOSOPHY OF SCIENCE Fang Ren Abstract Xi’an Jiaotong University, Xi’an 710049, China The study of contemporary philosophy of science based on cognitive neuroscience has strongly promoted the philosophy study of brain cognitive problems. It has pointed out the research direction for human to explore the relationship between the traditional mind and brain while systematically reflecting and investigating the theoretical basis and research method of cognitive neuroscience. Therefore, this study explores the influence and the significance of cognitive neuroscience on contemporary philosophy of science. Keywords Received 04 December 2018 Cognitive neuroscience • Contemporary philosophy of science • Implications accepted 28 January 2019 1. Introduction for scientific philosophers to solve the problem namely, how the human brain mobilizes its of philosophy of science. components at all levels, including molecules, Cognitive science is an emerging In the 1980s, cognitive scientists realized cells, brain regions and the whole brain, to interdisciplinary subject including cognitive that neuroscience was the foundation of achieve various cognitive activities” [1]. The psychology, artificial intelligence, philosophy, cognitive science. Because the brain’s thinking traditional ability of solving epistemological linguistics, anthropology and cognitive process was not clarified, artificial brain problems is not enough to reveal the riddle neuroscience. Its birth and development have simulation of the brain was fundamentally of human cognition, so it is necessary to had a profound impact on contemporary impossible. Functionalism’s view of studying discuss and construct the mechanism, philosophy of science. Cognitive science is an the mind without relying on the brain is model and reason of human cognition in an emerging interdisciplinary subject involving increasingly in trouble, and cognitive scientists empirical way and a naturalistic way from the cognitive psychology, artificial intelligence, are paying more attention to the research inside of cognitive science. Thus, the derived philosophy, linguistics, anthropology, of neuroscience. After the emergence of contemporary philosophy of science based and cognitive neuroscience. Its birth and cognitive neuroscience in the 1990s, cognitive on cognitive neuroscience has become the development have had a profound impact neuroscience is a new-born that combines the hottest research field of philosophy of science on contemporary philosophy of science. The compelling cognitive science and neuroscience at present [2]. Therefore, this study explores study of the formation of scientific theory in scientific development. It is not only loved the influence and the significance of cognitive from the perspective of cognitive psychology by both parents, but also by computers. The neuroscience on contemporary philosophy of has become a new trend in contemporary concern of the scientific community, because science. philosophy of science. Cognitive psychologists the thorny problems encountered in intelligent 1.1 Introduction to cognitive generally oppose the practice of logical computer research are all related to cognitive positivism and behaviourism against neuroscience. The research task of cognitive neuroscience psychology, emphasizing the study of human neuroscience is to clarify the brain mechanism The study of the formation of scientific psychological processes, and treating cognitive of cognitive activity. In other words, how does theory from the perspective of cognitive processes as a series of information processing the human brain call it? The various levels psychology has become a new trend in that can symbolize external environmental of components, including molecules, cells, contemporary philosophy of science. Cognitive events and themselves. Knowledge brain tissue regions, and brains to achieve psychologists generally oppose the practice of representation, problem solving and reasoning, their own cognitive activities are fundamental logical positivism and behaviourism against pattern recognition, memory learning, and propositions that cognitive neuroscience psychology, emphasizing the study of human language problems are not only important needs to answer.” psychological processes, and treating cognitive research topics in psychology, but also issues The integration of various disciplines processes as a series of information processing in the study of philosophy of science. The provides support for the study of contemporary that can symbolize external environmental knowledge, concepts, and thinking of cognitive philosophy of science which aims at “clarifying events and themselves process. Knowledge psychology research provide a new perspective the brain mechanism of cognitive activities, representation, problem solving and reasoning, * E-mail: [email protected] © 2019 Fang Ren, published by De Gruyter. This work is licensed under the Creative Commons Attribution 4.0 Public License. 37 Translational Neuroscience pattern recognition, memory learning, and science, which is highly interdisciplinary and the role of the individual’s internal cognitive language problems are not only important trans-disciplinary. Cognitive neuroscience factors in forming scientific theories. Scientific research topics in psychology, but also attaches great importance to rigorous philosophers must not only analyse linguistic, issues in the study of philosophy of science. experimental research and the application of logical, historical, and cultural sciences, but also The knowledge, concepts, and thinking of scientific research methods and technologies. conduct cognitive analysis. The combination cognitive psychology research provide a new The emergence of various brain function image of cognitive analysis and linguistic analysis, perspective for scientific philosophers to solve technology has laid a solid methodological logical analysis, historical analysis and cultural the problem of philosophy of science. Scientific foundation for the rapid development of analysis reinforces the cognitive function of philosophers began to draw on the research cognitive neuroscience [4]. The main research scientific philosophy. For example, Sagad results of cognitive psychology. For example, methods and technologies are shown in combines cognitive and social factors to Kuhn used psychology’s Gestalt to transform Table 1. study new models of science, and illustrates the paradigm shift of analogical science theory. its effectiveness through case studies of the Gonick applied the results of human individual 1.2 Current status and development chemical revolution. cognitive development of cognitive psychology trend of contemporary philosophy Nowadays, philosophy of science is in a “non- to scientific theory. The evolution of Nassian of science breakthrough” period as a whole, that is, there explains the development of physics theory Cognitive science makes cognitive problems is no major breakthrough theory. However, no from the perspective of cognitive psychology. the focus of scientific philosophy research. matter how the philosophy of science develops, Jill studies the cognitive structure of scientific Logical empiricism and falsifications focus on the core of its scientific methodology can’t be theory from the perspective of psychology. As the logical structure of scientific knowledge. changed for the reasons shown in Table 2. Sagard said that at present, the philosophy of Historicism pays attention to the social and At present, pluralism is standing on the science has undergone a cognitive shift, and it historical investigation of scientific knowledge, standpoint of cultural analysis to appeal to the attempts to study the development of science while ignoring the essence of science and cultural explanation of scientific development. from the perspective of cognitive psychology the cognitive phenomenon of the core. The Although this explanation expands the and artificial intelligence. philosopher of science always pays attention perspective and scope of contemporary Cognitive neuroscience is a discipline to to the objective content reflected by scientific philosophy of science on a certain level, it study cognition from the level of cranial nerve, theory and ignores the relationship between has the tendency of pan-culturalism and the and is an important field of learning science. this content and the cognitive subject. tendency of dispelling scientific rationality. It mainly focuses on the neural mechanisms Cognitive science requires studying the The philosophy of technology itself is of perception, selective attention, memory, cognitive ability of the examiner to study inherently endowed with more cultural traits language, emotion and consciousness. Cognitive neuroscience has a history of nearly Table 1. Main methods and techniques of cognitive neuroscience 20 years. It began to come into people’s view in Event-related brain A series of brain waves formed by a brain reaction that has a fixed time potential (ERP) relationship with actual or expected stimuli (sound, light, and electricity). the 1980s and became a new branch of science recognized by international academic circles in Positron Emission Using a large number of radioactive isotopes present in the natural elements Tomography (PET) of the human body, multi-level cross-sectional imaging is performed
Load more

Recommended publications
  • What Is That Thing Called Philosophy of Technology? - R
    HISTORY AND PHILOSOPHY OF SCIENCE AND TECHNOLOGY – Vol. IV - What Is That Thing Called Philosophy of Technology? - R. J. Gómez WHAT IS THAT THING CALLED PHILOSOPHY OF TECHNOLOGY? R. J. Gómez Department of Philosophy. California State University (LA). USA Keywords: Adorno, Aristotle, Bunge, Ellul, Feenberg, Habermas, Heidegger, Horkheimer, Jonas, Latour, Marcuse, Mumford, Naess, Shrader-Frechette, artifact, assessment, determinism, ecosophy, ends, enlightenment, efficiency, epistemology, enframing, ideology, life-form, megamachine, metaphysics, method, naturalistic, fallacy, new, ethics, progress, rationality, rule, science, techno-philosophy Contents 1. Introduction 2. Locating technology with respect to science 2.1. Structure and Content 2.2. Method 2.3. Aim 2.4. Pattern of Change 3. Locating philosophy of technology 4. Early philosophies of technology 4.1. Aristotelianism 4.2. Technological Pessimism 4.3. Technological Optimism 4.4. Heidegger’s Existentialism and the Essence of Technology 4.5. Mumford’s Megamachinism 4.6. Neomarxism 4.6.1. Adorno-Horkheimer 4.6.2. Marcuse 4.6.3. Habermas 5. Recent philosophies of technology 5.1. L. Winner 5.2. A. Feenberg 5.3. EcosophyUNESCO – EOLSS 6. Technology and values 6.1. Shrader-Frechette Claims 6.2. H Jonas 7. Conclusions SAMPLE CHAPTERS Glossary Bibliography Biographical Sketch Summary A philosophy of technology is mainly a critical reflection on technology from the point of view of the main chapters of philosophy, e.g., metaphysics, epistemology and ethics. Technology has had a fast development since the middle of the 20th century , especially ©Encyclopedia of Life Support Systems (EOLSS) HISTORY AND PHILOSOPHY OF SCIENCE AND TECHNOLOGY – Vol. IV - What Is That Thing Called Philosophy of Technology? - R.
    [Show full text]
  • Wiser PDF Sample
    Wiser THE SCIENTIFIC ROOTS OF WISDOM, COMPASSION, AND WHAT MAKES US GOOD DILIP JESTE, MD with SCOTT LAFEE BOULDER, COLORADO Contents Introduction: Seeking Wisdom of the Ages at All Ages ix PART I: What Is Wisdom? Chapter 1: Defining Wisdom 3 Chapter 2: The Neuroscience of Wisdom 17 Chapter 3: Wisdom and Aging 39 Chapter 4: Measuring Wisdom: The Jeste- Thomas Wisdom Index 57 PART II: Components of Wisdom Chapter 5: Cultivating Compassion 77 Chapter 6: Emotional Regulation with Happiness 105 Chapter 7: Balancing Decisiveness with Acceptance of Uncertainty 139 Chapter 8: Self- Reflection, Curiosity, and Humor 165 Chapter 9: Spirituality 189 vii CONTENTS PART III: Enhancing Practical and Societal Wisdom Chapter 10: Becoming Wiser Faster 211 Chapter 11: Wisdom Boosters: Drugs, Gadgets, and Artificial Wisdom? 247 Chapter 12: The Future of Wisdom: Moving from Individual to Societal Wisdom 259 Acknowledgments 285 Notes 289 Index 313 About the Authors 317 viii Part I What Is Wisdom? Part I: What IS WISDOM? ere’s the first rule of improvement, whether the matter at hand is installing a new sink, rebuilding a car engine, Hor becoming wiser: you need to know what you’re work- ing with, how it (the plumbing, car engine, or in this case, your brain) works, and how to know that what you’ve done is actually an improvement on the original. Part I addresses these requirements and lays the groundwork for the chapters that follow. I recount the enduring constancy of the concept of wisdom, which surprisingly hasn’t changed much in meaning over millennia, the neuroscience of wisdom (where in the brain its traits reside), and the emerging tools of science that have moved investigation and discussion beyond the salons of philoso- phy and into the lab.
    [Show full text]
  • Cognitive Neuroscience 1
    Cognitive Neuroscience 1 Capstone Cognitive Neuroscience Concentrators will additionally take either a seminar course or an independent research course to serve as their capstone experience. Cognitive neuroscience is the study of higher cognitive functions in humans and their underlying neural bases. It is an integrative area of Additional requirements for Sc.B. study drawing primarily from cognitive science, psychology, neuroscience, In line with university expectations, the Sc.B. requirements include a and linguistics. There are two broad directions that can be taken in greater number of courses and especially science courses. The definition this concentration - one is behavioral/experimental and the other is of “science” is flexible. A good number of these courses will be outside of computational/modeling. In both, the goal is to understand the nature of CLPS, but several CLPS courses might fit into a coherent package as well. cognition from a neural perspective. The standard concentration for the In addition, the Sc.B. degree also requires a lab course to provide these Sc.B. degree requires courses on the foundations, systems level, and students with in-depth exposure to research methods in a particular area integrative aspects of cognitive neuroscience as well as laboratory and of the science of the mind. elective courses that fit within a particular theme or category such as general cognition, perception, language development or computational/ Honors Requirement modeling. Concentrators must also complete a senior seminar course or An acceptable upper level Research Methods, for example CLPS 1900 or an independent research course. Students may also participate in the an acceptable Laboratory course (see below) will serve as a requirement work of the Brown Institute for Brain Science, an interdisciplinary program for admission to the Honors program in Cognitive Neuroscience.
    [Show full text]
  • Annual Report 2018 Contents
    ANNUAL REPORT 2018 CONTENTS 2 Corporate Information 3 Financial Highlights 4–8 Management Discussion and Analysis 9–18 Corporate Governance Report 19–31 Environmental, Social and Governance Report 32–33 Biographical Details of Directors and Senior Management 34–41 Report of the Directors 42–46 Independent Auditor’s Report 47 Consolidated Statement of Profit or Loss 48 Consolidated Statement of Comprehensive Income 49–50 Consolidated Statement of Financial Position 51–52 Consolidated Statement of Changes in Equity 53–54 Consolidated Statement of Cash Flows 55–143 Notes to Financial Statements 144–145 Particulars of Investment Properties 146 Five Year Financial Summary CORPORATE INFORMATION BOARD OF DIRECTORS PRINCIPAL BANKERS Executive directors Bank of Beijing Mr Cheung Shuen Lung (Chairman) China Merchants Bank Mr Shao Xing (President) DBS Bank (China) Limited Professor Xiao Jian Guo DBS Bank (Hong Kong) Limited Ms Zuo Jin Industrial and Commercial Bank of China (Asia) Limited Mr Hu Bin Ms Liao Hang REGISTERED OFFICE Canon’s Court Independent non-executive directors 22 Victoria Street Mr Li Fat Chung Hamilton HM12 Ms Wong Lam Kit Yee Bermuda Mr Chan Chung Kik, Lewis HEAD OFFICE AND PRINCIPAL PLACE COMMITTEES OF BUSINESS IN HONG KONG Audit Committee Unit 1408, 14th Floor Mr Li Fat Chung (Chairman) Cable TV Tower Ms Wong Lam Kit Yee 9 Hoi Shing Road Mr Chan Chung Kik, Lewis Tsuen Wan New Territories Remuneration Committee Hong Kong Mr Li Fat Chung (Chairman) Mr Cheung Shuen Lung Ms Wong Lam Kit Yee SHARE REGISTRARS AND TRANSFER OFFICE Nomination
    [Show full text]
  • Cognition and Development
    Cognition and Development A mosaic of axial brain images composed of photographs from different laboratories in Psychology. Social Sciences Cognition and Development The Program in Cognition and Development at Emory approaches the study of cognition from multiple The Cognition and Development program’s multi-faceted training features the following: perspectives including adult and child behavioral The program covers six primary areas of study: perspectives, neuroimaging and neuroscientific Memory, Language, Grounded Cognition, Emotion, Social/Cultural Processes, and Plasticity. perspectives, computational perspectives, and Students and faculty attend and participate in a variety of talks and research groups designed to emotional/social/situated perspectives. foster interaction across labs and experimental approaches We train students for research and teaching at the fore- front of cognition and its development. Our goal is to ground students in an interdisciplinary understanding of the basic issues in cognition from the perspectives of cog- nitive psychology, developmental psychology, cognitive and affective neuroscience, and computational model- ing. Through research training, coursework, and teach- ing, students acquire the professional skills necessary for careers in academic research and teaching institutions, as well as in other public and private research settings. Research The primary research areas across the faculty and stu- dents within the program include conceptual processing and the perceptual grounding of knowledge representa- tion, plasticity, language, social and emotional cognition, and memory. We employ a wide range of techniques and methodologies including observational, interview/ques- tionnaire, forced-choice, reaction time, looking time, perceptual discrimination, psychophysiology, functional magnetic resonance imaging (fMRI), Transcranial Mag- netic Stimulation (TMS), and event related potentials CREATE NEW KNOWLEDGE COGNITION AND DEVELOPMENT (ERP).
    [Show full text]
  • The American Board of Behavioral and Cognitive Psychology
    The American Board of Behavioral and Cognitive Psychology Manual for Applicants (Revised January 1, 2017) Page 2 of 20 TABLE OF CONTENTS WELCOME ............................................................................................................................. 3 DEFINITION OF THE SPECIALTY OVERVIEW OF THE APPLICATION PROCESS ............................................................................ 4 COMPETENCIES CHARACTERIZING THE SPECIALTY .................................................................. 4 FOUNDATIONAL COMPETENCIES FUNCTIONAL COMPETENCIES ELIGIBILITY FOR CANDIDACY .................................................................................................. 6 GENERIC DEGREE AND PROGRAM REQUIREMENTS SPECIALTY REQUIREMENTS FOR BEHAVIORAL AND COGNITIVE PSYCHOLOGY APPLICATION FORMS AND STEPS ........................................................................................... 8 OVERVIEW OF THE THREE STAGE PROCESS ............................................................................ 8 WRITTEN DOCUMENTS THE ORAL EXAMINATION NOTIFICATION AND AWARD OF THE DIPLOMA .................................................................... 15 APPEALING AN UNSUCCESSFUL EXAM PERSONAL AFFILIATION AND STANDARDS OF PRACTICE ...................................................... 16 MAINTENANCE OF CERTIFICATION……………………………………………………………………………………….16 MAINTENANCE OF CERTIFICATION APPEAL PROCEDURE CLOSING STATEMENT .........................................................................................................
    [Show full text]
  • Artificial Intelligence/Artificial Wisdom
    Artificial Intelligence/Artificial Wisdom - A Drive for Improving Behavioral and Mental Health Care (06 September to 10 September 2021) Department of Computer Science & Information Technology Central University of Jammu, J&K-181143 Preamble An Artificial Intelligence is the capability of a machine to imitate intelligent human behaviour. Machine learning is based on the idea that machines should be able to learn and adapt through experience. Machine learning is a subset of AI. That is, all machine learning counts as AI, but not all AI counts as machine learning. Artificial intelligence (AI) technology holds both great promises to transform mental healthcare and potential pitfalls. Artificial intelligence (AI) is increasingly employed in healthcare fields such as oncology, radiology, and dermatology. However, the use of AI in mental healthcare and neurobiological research has been modest. Given the high morbidity and mortality in people with psychiatric disorders, coupled with a worsening shortage of mental healthcare providers, there is an urgent need for AI to help identify high-risk individuals and provide interventions to prevent and treat mental illnesses. According to the publication Spectrum News, a form of AI called "deep learning" is sometimes better able than human beings to spot relevant patterns. This five days course provides an overview of AI approaches and current applications in mental healthcare, a review of recent original research on AI specific to mental health, and a discussion of how AI can supplement clinical practice while considering its current limitations, areas needing additional research, and ethical implications regarding AI technology. The proposed workshop is envisaged to provide opportunity to our learners to seek and share knowledge and teaching skills in cutting edge areas from the experienced and reputed faculty.
    [Show full text]
  • Kant's Definition of Science in the Architectonic of Pure Reason And
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Institutional Research Information System University of Turin 372DOI 10.1515/kant-2014-0016Gabriele Gava KANT-STUDIEN 2014; 105(3): 372–393 Gabriele Gava Kant’s Definition of Science in the Architectonic of Pure Reason and the Essential Ends of Reason Abstract: The paper analyses the definition of science as an architectonic unity, which Kant gives in the Architectonic of Pure Reason. I will show how this defini- tion is problematic, insofar as it is affected by the various ways in which the rela- tionship of reason to ends is discussed in this chapter of the Critique of Pure Rea- son. Kant sometimes claims that architectonic unity is only obtainable thanks to an actual reference to the essential practical ends of human reason, but he also identifies disciplines that do not make this reference as scientific. In order to find a solution to this apparent contradiction, I will first present Kant’s distinction be- tween a scholastic and a cosmic concept of philosophy. This distinction expresses Kant’s foreshadowing of his later insistence on the priority of practical philos- ophy within a true system of philosophy. Then, I will present a related distinction between technical and architectonic unity and show how Kant seems to use two different conceptions of science, one simply attributing systematic unity to science, the other claiming that science should consider the essential practical ends of human beings. I will propose a solution to this problem by arguing that, if we give a closer look to Kant’s claims, the unity of scientific disciplines can be considered architectonic without taking into consideration the essential practi- cal ends of human reason.
    [Show full text]
  • Perspectives on Ethical Leadership: an Overview Drs Ir Sophia Viet MTD
    Perspectives on ethical leadership: an overview drs ir Sophia Viet MTD Paper submitted to the International Congress on Public and Political Leadership 2016 Draft version. Do not site or quote without the author’s permission Abstract There is a growing scientific interest in ethical leadership of organizations as public confidence in organizational leaders continues to decline. Among scholarly communities there is considerable disagreement on the appropriate way to conceptualize, define and study ethical leadership. This disagreement is partly due to the ontological and epistemological differences between the scholarly communities, resulting in different views of organizations, on the role of organizational leadership in general, and on ethical leadership of organizations in particular. Because of the differences in their ontological and epistemological assumptions scholars endlessly debate the concept of ethical leadership. This paper provides a comprehensive overview of the academic concepts of ethical leadership by classifying these concepts in terms of their ontological and epistemological assumptions and views of organizations into the modern, symbolic and the critical perspectives of postmodernism and communitarianism. Each category represents a particular set of perspectives on organizations, business ethics, and ethical leadership. The overview can serve as a guide to decode the academic debate and to determine the positions of the scholars participating in the debate. In addition it can serve as a multi-perspective-framework to study lay concepts of ethical leadership of (executive) directors of contemporary organizations. In this article the overview serves as a guide of how to classify some of the most common concepts in the debate on ethical leadership. Introduction There is a growing scientific interest in ethical leadership of organizations as public confidence in organizational leaders continues to decline.
    [Show full text]
  • Philosophy of Science Reading List
    Philosophy of Science Area Comprehensive Exam Reading List Revised September 2011 Exam Format: Students will have four hours to write answers to four questions, chosen from a list of approximately 20-30 questions organized according to topic: I. General Philosophy of Science II. History of Philosophy of Science III. Special Topics a. Philosophy of Physics b. Philosophy of Biology c. Philosophy of Mind / Cognitive Science d. Logic and Foundations of Mathematics Students are required to answer a total of three questions from sections I and II (at least one from each section), and one question from section III. For each section, we have provided a list of core readings—mostly journal articles and book chapters—that are representative of the material with which we expect you to be familiar. Many of these readings will already be familiar to you from your coursework and other reading. Use this as a guide to filling in areas in which you are less well- prepared. Please note, however, that these readings do not constitute necessary or sufficient background to pass the comp. The Philosophy of Science area committee assumes that anyone who plans to write this exam has a good general background in the area acquired through previous coursework and independent reading. Some anthologies There are several good anthologies of Philosophy of Science that will be useful for further background (many of the articles listed below are anthologized; references included in the list below). Richard Boyd, Philip Gasper, and J.D. Trout, eds., The Philosophy of Science (MIT Press, 991). Martin Curd and J.
    [Show full text]
  • Cognitive Psychology
    COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology
    [Show full text]
  • Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms
    Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 59 - 67 Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms Barbara Blake and Tambra Pope In today’s society, there is disagreement of their students’ cognitive development, which will among researchers and educators as to the role of lead to the needs of the whole child being satisfied. developmental psychology and its application in the Cognitive psychology is a branch of psychology elementary classrooms. It is widely accepted in the that focuses on studies mental processes, which educational field that children must go through the include how people think, perceive, remember, and process of learning to think and thinking to learn. learn. Its core focus is on how people acquire, Therefore, teachers, who can incorporate the process, and store information. It is advantageous theories of Piaget and Vygotsky into their teaching for teachers to understand cognitive psychology strategies, will be better able to increase student because it can help them improve their teaching and achievement. student learning. Teachers become more cognizant Developmental Psychology, the study of to how people process, learn, and remember age-related changes in behavior, examines the information, which helps them plan more effective psychological processes of development, which lessons and create positive learning environments means it describes the sequence of biological, for their students. By using appropriate cognitive, and socio-emotional changes that humans developmental instructional techniques, teachers undergo as they grow older. It describes the growth have been able to increase the test scores of children of humans, which consists of physical, emotional, in public schools (Black & Green, 2005).
    [Show full text]