UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City, Cagayan

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

Department of Social and Behavioral Sciences

CHILD AND ADOLESCENT LEARNERS AND LEARNING DEVELOPMENT

FINAL COVERAGE
Module Number: 01
Title/Topic/Reading: Continuation of Cognitive Development of Children
and Adolescents
Overview/Introduction: It was once believed that infants lacked the ability to
think or form complex ideas and remained without
cognition until they learned language. It is now
known that babies are aware of their surroundings
and interested in exploration from the time they are
born. From birth, babies begin to actively learn. They
gather, sort, and process information from around
them, using the data to develop perception and
thinking skills.
Cognitive development refers to how a person
perceives, thinks, and gains understanding of his or
her world through the interaction of genetic and
learned factors. Among the areas of cognitive
development are information
processing, intelligence , reasoning, language
development , and memory.
Learning Objectives: 1. Identify the theories of cognition
2. Explain the various theories of intelligence and
learning styles
3. Describe the factors affecting development
4. Categorize exceptional development
Discussion/Analysis:
D. Bio-cultural Theories
BIO- CULTURAL THEORIES
• One of the most current trends in developmental psychology is the established link between
physiological processes and development explained through universal changes and individual
differences.

DIFFERENT THEORIES:
1. NATIVISM
• Views human as endowed with genetic traits seen in all members of the species, regardless of
differences in their environments. Example, a child learns to speak the language in the absence of
formal instructions from adults at home, he learns by imitating and by hearing. Actually, no
evidence has been found of grammatical language in non- human species.
2. ETHOLOGY
• Points to genetically survival behaviors assumed to have evolved through natural selection.
• Ethologists say that nature has equipped birds with nest- building genes which is imperative for
survival.
• Likewise, as claimed by exponents of ethology even emotional relationships are important for
infants’ survival.
• Emotional bonding is achieved between the infant and the mother every time she attends to the
needs of the infant.
3. SOCIOBIOLOGY
• Focuses on the study of society using the methods and concepts of biological science.
• Like the ethologists, sociobiology emphasizes genes that aid group survival.
• Living in groups affords humans better chances of survival.
• As claimed by the exponents of sociobiology even the concept of cooperation is genetically
programmed.
• Sociobiologist look for social rules and behaviors that exist in all cultures.
 • For example, any society has to put up a set of rules to regulate conduct of human behavior.
• Respect for other people’s right is deemed an imperative to an orderly society.
• Where laws/rules are wantonly disregarded, conflicts arise and people cannot live in peace and in
harmony with others.
• Sociobiologist claim that respect for people’s lives is genetically programmed.

BROFENBRENNER’S ECOLOGICAL THEORY

• This theory explains developmental in terms of relationships between people and their
environments, or contexts.
• He attempts to classify all the individual and contextual variables that affect development and to
specify how they interact.

MACROSYSTEM (or the cultural context)

• Contains the values and beliefs of the culture in which a child is growing up.
• For example, a society’s beliefs about the importance of education exist in the cultural context.

EXOSYSTEM (the socioeconomic context)

• Are the cultural institutions which have indirect influence on the child’s development.
• For example, institutions acknowledge that it is the duty of government to provide the basic
services (cultural context) but the inability of the government to provide its citizens the basic
services is hampered by the economic slowdown and budget deficits (socioeconomic context).

MICROSYSTEM (or the immediate context)

• Includes those units that have directly influence on the children.
• Examples are: families, schools, religious institutions, and neighborhoods.

MESOSYSTEM
• Consists of the interconnections between these components.
• For example, the specific schools a child attends and her own family are part of the microsystem.
• The parents’ involvement in the school and the response of the school to their involvement are part
of the mesosystem.

CHRONOSYSTEM
 Is the time-based dimension that can be alter the operation of all other systems.

II. INDIVIDUAL DIFFERENCES: theories of Intelligence that influence Individual differences

• Information-processing specialist believe that to understand intelligence, we must supplement
traditional IQ tests with procedures that assess the components of information- processing, such as
memory and problem- solving abilities people use in performing intellectual tests.

A. TRIARCHIC THEORY OF INTELLIGENCE BY STERNBERG

• This theory points to three major components of intelligence behavior: information processing
skills; experience with a given task or situation; and ability to adjust one’s behavior to the demands
of a context.
• Sternberg has developed a theory of successful intelligence as an extension of his triarchic theory.
This states that man can mold, shape environment to meet his needs as well as that of society
through analytical, creative, and practical abilities.

ANALYTICAL ABILITIES
• Refer to the power to apply logical reasoning to arrive at the best answer to a question.

CREATIVE ABILITIES
• Involve imagining and devising new ways of addressing issues and concerns including present
demands.

PRACTICAL ABILITIES
• Involve the use of tacit knowledge or common sense. These are day-to-day activities people used in
process of social and professional interaction within the family and in the work place.
B. GENDER SCHEMA THEORY OF SANDRA BEM
• Has evolved from the social learning approach and is a variation of the cognitive development
theory.
• This theory postulates an organizational pattern of behavior that enables children to sort out
perceived information.
• The organized information revolves around what the society defines and classifies in terms of
accepted behavior patterns and individual differences and the principle of gender.

C. HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES

• The exponent of the theory of multiple intelligences.
• After 1999, he added a new intelligence which he called as naturalist intelligence.
• He claimed that the number of intelligences can even be greater than eight and possibly be nine
which he called spiritually or existential intelligence.

8 MULTIPLE INTELLIGENCES

1. LINGUISTIC
• The ability to use language effectively. There are people who are proficient in the use of the
language, can speak and write, and possess knowledge about grammar and therefore are better off
in oral and written communication. They are those who show greater linguistic intelligence.
2. LOGICAL – MATHEMATICAL
• Facility with numbers and logical problem solving. Logical- mathematical intelligence affords
individuals to learn the science of numbers more easily and come up with logical solutions to
different problems.
3. VISUAL – SPATIAL
• Ability to appreciate works of art like painting and sculptures.
4.BODILY KINESTHETIC
• The ability to move in a coordinated way usually common among athletes and those involved in
athletes.
5. MUSICAL
• The ability to appreciate and produce music.
• This intelligence is seen among musicians, singers, composers, and conductors who have an ear
for rhythm and melody.
6. INTERPERSONAL
• Sensitivity to the behavior, moods, and needs of others. People who have this intelligence are
called “helping” professionals. Examples, are counselors, social workers, minister, and the like.
7. INTRAPERSONAL
• The ability to understand oneself. This intelligence is manifested by people who are able to identify
their strengths. They are good at choosing their goals in life.
8. NATURALIST
• The ability to be attached to the natural worlds, being able to discriminate between the flora and
fauna, patterns and designs of human artifacts.

PSYCHOLOGIST ARTHUR JENSEN

• As early as 1969, he claimed that as much as 80 percent of difference in IQ were attributable to
genetic or inherited factors. Only a small portion of differences comes from social environmental
factors.

TYPES OF LEARNING (by Jensen)

1. ASSOCIATIVE LEARNING
• (Level 1 learning) involves short term memory, rote learning, attention, and simple associative
skills.

2. COGNITIVE LEARNING
• (Level 2 learning) a child as he moves on to a higher level of learning can engage in abstract
thinking, analyzing symbols, learn concepts, and even use language in problem solving.
• The ability to answer questions is an example of cognitive learning such as:
How is a male different from a female?
What does a knife symbolize for teenagers?
• Cognitive learning abilities are mostly measured by intelligence tests.
• Jensen opines (speak out) that cognitive learning predicts school achievement for its manifests the
amount of knowledge one is able to acquire and therefore is a measure of performance.