Unit 3 - Cognitive Development

UNIT 3:
COGNITIVE
DEVELOPMENT
GROUP 3 BSED-ENGLISH 2
01
CONTENTS
COGNITIVE DEVELOPMENT THEORIES
A. Piaget
B. Vygotsky
02 INTELLIGENCE AND INDIVIDUAL DIFFERENCES

A. Concept of Intelligence (Binet)
B. General Intelligence (Spearman)
C. Primary Mental Abilities (Thurstone)
D. Multiple Intelligences (Gardner)
E. Triarchic Theory of Intelligence (Sternberg)
F. Cognitive Information Processing Theory (Atkinson and Shiffrin)
03 FACTORS AFFECTING COGNITIVE DEVELOPMENT
04 LANGUAGE DEVELOPMENT
05 FACTORS AFFECTING COGNITIVE AND LANGUAGE DEVELOPMENT
06 CURRENT RESEARCH AND PEDAGOGICAL APPLICATIONS

COGNITIVE
01
DEVELOPMENT
THEORIES
KRISTIAN JED RABO
The cognitive development theory is based on
the development of human intelligence. The
central concept of the theory is that children
actively construct their own cognition or
LESSON 1:
knowledge as a result of their independent
explorations.
The main argument of the theory is that the

human mind, also known as cognitive
structures, is an adaptation which ensures that
our chances of survival are high by providing us
with the right ‘fit’ for the world.
JEAN PIAGET

Jean Piaget's theory of cognitive
development suggests that children move
through four different stages of learning.
His theory focuses not only on

understanding how children acquire
LESSON 1:
knowledge, but also on understanding the
nature of intelligence.
Piaget's stages are:
➢ Sensorimotor stage: Birth to 2 years

➢ Preoperational stage: Ages 2 to 7
➢ Concrete operational stage: Ages 7 to 11
➢ Formal operational stage: Ages 12 and up
SCHEMAS ASSIMILATION
LESSON 1:
➢ A schema describes both the ➢ The process of taking in new
mental and physical actions information into our already
involved in understanding and existing schemas is known as
knowing. Schemas are assimilation. The process is
categories of knowledge that somewhat subjective because
help us to interpret and we tend to modify experiences
understand the world. and information slightly to fit
in with our preexisting beliefs.
ACCOMMODATION EQUILIBRATION
➢ Another part of adaptation is ➢ As children progress through
LESSON 1:
the ability to change existing the stages of cognitive
schemas in light of new development, it is important
information; this process is to maintain a balance
known as accommodation. between applying previous
New schemas may also be knowledge (assimilation) and
developed during this changing behavior to account
process. for new knowledge
(accommodation).
LEV VYGOTSKY

According to his theory, the child learns
by observing and imitating adults. When
a child sees someone else doing
LESSON 1:
something, he or she tries to imitate the
behavior. As the child continues to
observe and imitate, he or she begins to
understand the concept behind the
behavior. This process of imitation and
observation is called internalization.
Internalization allows us to transfer
knowledge from one person to another.
ZONE OF PROXIMAL DEVELOPMENT
Zone of Proximal Development (ZPD)

is the most famous mental
development concept proposed by
L.S. Vygotsky. According to this
LESSON 1:
theory, ZPD indicates the wide variety
of cognitive processes a child
demonstrates under the supervision
of an expert but is unable to perform
on his own.
According to L. S. Vygotsky theory of

development here, the expert may
decrease the level of difficulty and
look for more appropriate tasks
according to the mental development
and skill level of the learner.
SCAFFOLDING
LESSON 1:
➢ Scaffolding refers to the structure provided by other learners
while learning a skill. When someone learns a new skill, they
usually follow a series of steps to master it. These steps are
called "scaffolds," and they provide a foundation upon which
the learner builds his or her skills.
02
INTELLIGENCE AND
INDIVIDUAL
DIFFERENCES
ERIKA JOY TABUCOL
A. CONCEPT OF
INTELLIGENCE (BINET)
ALFRED BINET HIS EARLY LIFE

Alfred Binet was born Alfredo Binetti on
July 8, 1857, in Nice, France. His father, a
physician, and his mother, an artist,
divorced when he was young and Binet
then moved to Paris with his mother.
After graduating from law school in 1878,

Binet planned to follow in his father's
footsteps and enroll in medical school. He
began to study science at Sorbonne but
soon began educating himself in
psychology by reading works by
individuals such as Charles Darwin and
John Stuart Mill.
THE BINET-SIMON TEST

Binet and colleague Theodore Simon Psychologist Lewis Terman later revised
developed a series of tests designed to the test and became known as the
assess mental abilities. Rather than focus Stanford-Binet. While Binet's original
on learned information such as math and intent was to use the test to identify
reading, Binet instead concentrated on children who needed additional academic
other mental abilities such as attention and assistance, the test soon became a
memory. The scale they developed became means to identify those deemed "feeble-
known as the Binet-Simon Intelligence minded" by the eugenics movement.
Scale.
This shift in how the test was used is
A person's mental age by their chronological notable since Binet himself believed that
age and dividing the total by 100. The the intelligence test he had designed had
average IQ score on the Binet-Simon test limitations. He believed that intelligence
was 100. Scores higher than 100 was complex and could not be fully
represented above-average intelligence, captured by a single quantitative
while scores below 100 represented below- measure. He also believed that
average intelligence. intelligence was not fixed.
BINET’S CONTRIBUTIONS TO PSYCHOLOGY

Today, Alfred Binet is often cited as one of
the most influential psychologists in
history. While his intelligence scale serves
as the basis for modern intelligence tests,
Binet himself did not believe that his test
measured a permanent or inborn degree of
intelligence.
According to Binet, an individual's score

can vary. He also suggested that
motivation and other variables can affect
test scores.
GABRIELLE RITARITA
B. GENERAL INTELLIGENCE
(SPEARMAN)
GENERAL INTELLIGENCE
➢ Refers to the existence of a broad
mental capacity that influences
performance on cognitive ability
measures. Other terms such as
intelligence, IQ, general cognitive
ability, and general mental ability are
also used interchangeably to mean
the same thing as general
intelligence.
CHARLES EDWARD SPEARMAN’S THEORY OF

GENERAL INTELLIGENCE
SPEARMAN
TWO-FACTOR THEORY
General Intelligence (g)

➢ Represents the common factor
underlying various cognitive tasks.
Specific abilities (s)

➢ They are unique to particular tasks.
SPEARMAN’S THEORY OF ➢ Fluid reasoning: This involves the ability to
GENERAL INTELLIGENCE think flexibly and solve problems.

➢ Knowledge: This is a person's general
FACTOR ANALYSIS
understanding of a wide range of topics and
can be equated with crystallized intelligence.
– Spearman used factor analysis
to support his theory. He ➢ Quantitative reasoning: This is an individual's
analyzed correlations between capacity to solve problems that involve
scores on different cognitive tests numbers.
and found that there was a
consistent underlying factor (g) ➢ Visual-spatial processing: This relates to a
that explained these correlations. person's abilities to interpret and manipulate
visual information, such as putting together
In 1994, Spearman suggested puzzles and copying complex shapes.
that this G Factor was responsible
for overall performance on mental ➢ Working memory: This involves the use of
ability tests. short-term memory such as being able to
repeat a list of items.
HOW GENERAL INTELLIGENCE
The Stanford-Binet, which is
IS MEASURED
one of the most popular
intelligence tests, aims to
Many modern intelligence tests measure the g factor. In
measure some of the cognitive addition to providing an
factors that are thought to make up overall score, the current
general intelligence. Such tests version of the test also offers
propose that intelligence can be a number of score
measured and expressed by a composites as well as
single number, such as an IQ score. subtest scores in ten
different areas.
ROCELLE JEWEL HUFANA
C. PRIMARY MENTAL
ABILITIES (THURSTONE)
C. PRIMARY MENTAL ABILITIES
LOUIS LEON THURSTONE
Louis Leon Thurstone (1887-1955) was
(THURSTONE)
an American psychologist known for his
significant contributions to the fields of
psychometrics and psychophysics.
Thurstone made substantial

advancements in the measurements of
human abilities and developed
influential theories related to
intelligence and human psychology.
THURSTONE'S PRIMARY MENTAL

ABILITIES THEORY
Thurstone's Primary Mental Abilities He later expanded this list to
(THURSTONE)
Theory challenged prevailing beliefs by nine abilities, shaping cognitive
rejecting the idea of a single functioning.
overarching intelligence factor or a
collection of distinct abilities.
Thurstone conducted an extensive

empirical study involving 57
psychological tests, using factor
analysis to identify seven primary
mental abilities forming the foundation
of human intelligence.
PRIMARY MENTAL ABILITIES
Verbal Comprehension: This ability refers to

a person's skill in understanding the
(THURSTONE)
meanings of words, concepts, and ideas,
reflecting their proficiency in language and
communication.
Word Fluency: Word fluency assesses an

individual's capacity to use words with ease,
including the ability to quickly rhyme words,
solve anagrams, and excel at crossword
puzzles, revealing linguistic agility.
Numerical Ability: Numerical ability signifies one's

aptitude for working with numbers, enabling them
to swiftly solve mathematical problems and
quantitative challenges.
(THURSTONE)
Perceptual Speed: This ability characterizes a
person's skill in rapidly and accurately perceiving
visual details, discerning similarities and
differences among stimuli in their environment.
Memory: Memory, as a primary mental ability,

demonstrates an individual's proficiency in recalling
information, whether it's a list of words,
mathematical formulas, or definitions, showcasing
their ability to retain and retrieve knowledge.
Spatial Visualization: Spatial visualization involves
the ability to mentally picture and manipulate
patterns, shapes, and structures in three-
dimensional space, a crucial skill for tasks like
(THURSTONE)
geometry and design.
Inductive Reasoning: Inductive reasoning reflects

a person's ability to derive rules and principles from
provided information, demonstrating their capacity
to identify patterns and make generalizations
based on observations.
Problem Solving: The ability to independently
tackle and solve complex problems is
indicative of an individual's problem-solving
(THURSTONE)
skills, showcasing their capacity to navigate
challenges and devise effective solutions.
Deductive Reasoning: Deductive reasoning

is the skill of applying generalized principles
to specific situations accurately, revealing a
person's logical thinking and deduction
abilities.
ALTHEA FERRER
D. MULTIPLE
INTELLIGENCES (GARDNER)
MULTIPLE INTELLIGENCES (GARDNER, 1983)
D. MULTIPLE INTELLIGENCES
➢ Howard Gardner initially introduced the concept of multiple intelligences in his
(GARDNER)
seminal work titled "Frames of Mind: The Theory of Multiple Intelligences" published
in 1983. In this influential book, Gardner expands the conventional understanding
of intelligence and delineates various discrete categories of cognitive abilities.
➢ Gardner defines intelligence as a “biopsychological potential to process information
that can be activated in a cultural setting to solve problems or create products that
are of value in a culture” (Gardner, 2000).
➢ The Theory of multiple intelligences encompasses a broad spectrum of cognitive
abilities, including linguistic, logical-mathematical, spatial, musical, interpersonal,
intrapersonal, bodily-kinesthetic, and naturalistic intelligences. He also suggested
the possible addition of a ninth known as "existential intelligence."
MULTIPLE INTELLIGENCES (GARDNER, 1983)
D. MULTIPLE INTELLIGENCES
➢ Gardner posits that while it is possible for all individuals to possess
(GARDNER)
these intelligences, the specific composition of these intelligences
within each person may vary according to genetic factors or personal
experiences.
➢ The concept of multiple intelligences pertains to a theoretical
framework that elucidates the diverse modalities through which
students engage in learning and assimilate knowledge. The different
intelligences challenge conventional perspectives on intelligence that
prioritize IQ as the sole measure of cognitive abilities. It underscores
the need of acknowledging and fostering a wide range of abilities.
D. MULTIPLAE INTELLIGENCES
Howard Gardner initially
(GARDNER)
proposed seven
intelligences but later
expanded the list to
include a total of nine.
D. MULTIPLE INTELLIGENCES (GARDNER)
The current list consists of:
Linguistic Intelligence Interpersonal

Intelligence
Logical-Mathematical
Intelligence Intrapersonal
Intelligence
Spatial Intelligence
Naturalistic Intelligence
Bodily-Kinesthetic
Intelligence
Existential Intelligence
Musical Intelligence
1. Linguistic Intelligence (Word Smart)
➢ Linguistic Intelligence is a part of Howard Gardner’s multiple
intelligence theory that deals with sensitivity to the spoken and
written language, ability to learn languages, and capacity to use
language to accomplish certain goals.
2. Logical-Mathematical Intelligence (Number/Reasoning Smart)

➢ Logical-mathematical intelligence refers to the capacity to
analyze problems logically, carry out mathematical operations,
and investigate issues scientifically.
3. Spatial Intelligence (Picture Smart)

➢ Spatial intelligence features the potential to recognize and
manipulate the patterns of wide space (those used, for
instance, by navigators and pilots) as well as the patterns of
more confined areas, such as those of importance to sculptors,
surgeons, chess players, graphic artists, or architects.
4. Bodily-Kinesthetic Intelligence (Body Smart)
➢ Bodily-Kinesthetic intelligence is the potential of using
one’s whole body or parts of the body (like the hand or

the mouth) to solve problems or to fashion products.
5. Musical Intelligence (Music/Sound Smart)

➢ Musical intelligence refers to the skill in the
performance, composition, and appreciation of musical
patterns.
6. Interpersonal Intelligence (People Smart)

➢ Interpersonal intelligence is the capacity to understand
the intentions, motivations, and desires of other people
and consequently to work effectively with others.
7. Intrapersonal Intelligence (Self Smart)
➢ Intrapersonal intelligence is the capacity to understand oneself,
to have an effective working model of oneself-including own’s
desires, fears, and capacities—and to use such information
effectively in regulating one’s own life.
8. Naturalist Intelligence (Nature Smart)
➢ Naturalistic intelligence involves expertise in the recognition and
classification of the numerous species—the flora and fauna—of
his or her environment.
9. Existential Intelligence (Life Smart)
➢ Existential intelligence is the ninth type of intelligence suggested
as an addition to Gardner's original theory. Existential
intelligence is an ability to delve into deeper questions about life
and existence. People with this type of intelligence contemplate
the "big" questions about topics such as the meaning of life and
how actions can serve larger goals.
"Anything that is worth
teaching can be presented
in many different ways.
These multiple ways can
make use of our multiple
intelligences.
- Howard Gardner
TRISHA LEYANNE ALVIAR
E. Triarchic Theory of
Intelligence (Sternberg)
Robert Sternberg developed another
E. Triarchic Theory of Intelligence

theory of intelligence, which he titled the
Triarchic Theory of Intelligence because
it sees intelligence as comprised of
three parts:
(Sternberg)
Practical
Intelligence
Analytical Creative
Intelligence Intelligence
PRACTICAL

INTELLIGENCE
➢ This is the ability to adapt to and
shape one's environment. It
(Sternberg)
involves applying knowledge and
skills in practical, everyday
situations.
➢ It's about "street smarts" and
knowing how to navigate real-
world challenges.
Example:
➢ Navigating through a busy city
using public transportation.
CREATIVE

INTELLIGENCE
➢ This component involves the
ability to think creatively,
(Sternberg)
generate novel ideas, and
approach problems in innovative
ways.
➢ It's about thinking outside the
box and coming up with unique
solutions.
Example:
➢ Coming up with an innovative
marketing campaign for a
product.
ANALYTICAL

INTELLIGENCE
➢ This involves the ability to
(Sternberg)
analyze, evaluate, and solve
problems using logical and
critical thinking skills.
➢ It's the kind of intelligence that
is typically measured by
traditional IQ tests.
Example:
➢ Solving a complex math
problem or logical puzzle.
JOMARIE LOPEZ
F. Cognitive Information
Processing Theory
(Atkinson and Shiffrin)
F. Cognitive Information Processing Theory
RICHARD ATKINSON
CIP theory applies general principles of
cognitive information processing to making

and implementing career choices. Originally
known as the cognitive information
processing approach to career problem
solving and decision making (Peterson,
Sampson, & Reardon, 1991; Sampson,
Reardon, Peterson, & Lenz, 2004; &
Sampson, 2008), the theory’s name has
evolved over time to simply “CIP theory” and
includes both a theory of vocational behavior
and a theory of career intervention
(Sampson, 2017).
ROBERT SHIFFRIN
The cognitive information processing

model portrays the mind as possessing
a structure consisting of components
for processing (storing, retrieving,
transforming, using) information and
procedures for using the components.
Like the behaviorism, the cognitive
information processing model holds
that learning consists partially of the
formation of associations between new
and stored information.
In cognitive psychology, humans are seen as a data
processor, similar to how a computer receives data and

processes it according to a program to generate an
output. It rests on the assumption that a sequence of
processing systems transforms the information received
from the environment. The processing system converts or
alters information systematically. The goal of the research
is to identify the processes and structural elements that
underpin cognitive performance in order to improve it.
Limitation of CIP Model. The human Implications of CIP for Learning Organize your
brain’s analogy to a computer is instruction. Graphic representations have been
relatively restricted. Our capacity to shown to be especially useful in aiding information
encoding and memory storage. The use of graphic

acquire and remember knowledge as tools in gaining structural information, which
humans are influenced by a range of displays connections between ideas in a content
things, ranging from our degree of domain Arrange a wide range of practice
desire to our emotions — opportunities. The purpose is to assist the learner
characteristics that have no effect on in generalizing the idea, theory, or technique so that
machines. Computers also have the it may be used outside of the context where it was
finite processing power; however, first introduced. Assist students in becoming self-
regulated. Help students in choosing and
human memory capacity is limitless. implementing effective learning tactics including
Humans, on the other hand, have an eliciting and questioning. Recognize the limitations
enormous ability for parallel of short-term memory. Make use of the chunking
processing or digesting numerous bits concept. Instead of presenting 49 individual things,
of information at the same time. divide them into seven groups. Make use of
elaboration and a variety of circumstances.
For example, a student is
listening to his teacher's lecture,
he is in the attending stage of

information processing.
Examples of cognitive processes

involved in learning include
attention, perception, memory,
and problem-solving skills.
Through these processes,
individuals can take in new
information, process it, and make
connections to existing
knowledge in order to generate
new understanding and insights.
Information processing 1. Attend to
theories focus on how people: environmental events.

2. Encode information
to be learned and relate
it to knowledge in
memory.
3. Store new knowledge

in memory.
4. Retrieve it as needed.
BRIEF DESCRIPTIONS OF THE THREE STAGES
OF MEMORY FOLLOW:

➢ Sensory memory holds information associated with the senses
(e.g., vision, hearing) just long enough for the information to be
processed further (mere seconds).
➢ STM functions as a temporary working memory, whereby

further processing is carried out to make information ready for
long-term storage or for a response.
➢ Working memory holds information for a limited amount of

time and holds a limited amount of information. LTM
represents our permanent storehouse of information, capable
of retaining an unlimited amount and variety of information.
FACTORS AFFECTING
COGNITIVE DEVELOPMENT
DIANA FAYE GUZMAN

03
LESSON 3: FACTORS AFFECTING
Cognitive development, a
crucial aspect of human growth,
is influenced by a combination
of biological and environmental
factors (nature and nurture).
These factors are essential in
shaping the mental capabilities
of both children and adults.
BIOLOGICAL FACTORS

(Nature) GENETICS
BRAIN STRUCTURE AND
FUNCTIONING
SENSORY ORGANS
Biological factors are inherent aspects
that significantly influence cognitive
development. Understanding these
biological factors helps us comprehend NUTRITION
the intricate interplay between nature
and nurture in shaping cognitive abilities.
They include:
1. BIOLOGICAL FACTORS (Nature)

GENETICS
Genetic factors contribute to the development and

functioning of the brain, influencing cognitive processes
such as memory, attention, and language skills. Inherited
genes can lead to individual differences in cognitive
abilities, as certain genetic variations are associated with
specific cognitive functions.

BRAIN STRUCTURE AND FUNCTIONING
The intricate structure and functioning of the brain

significantly impact cognitive development. Different brain
regions are responsible for specific cognitive functions,
and variations in brain structure and connectivity can
contribute to individual differences in cognitive abilities.

SENSORY ORGANS
Sensory organs, such as the visual and auditory systems,

play a crucial role in cognitive development. These organs
enable the reception and processing of sensory
information, facilitating learning, memory, and language
acquisition. Impairments in sensory organs can impede
cognitive development in these domains.

NUTRITION
Adequate nutrition is essential for optimal brain

development and cognitive functioning. Proper nutrient
intake, including vitamins, minerals, and essential fatty
acids, supports neurodevelopment and cognitive
processes. Nutritional deficiencies can hinder cognitive
development and impair cognitive abilities.
ENVIRONMENTAL FACTORS

(Nurture) ECONOMIC STATUS
EXTERNAL STIMULI
FAMILY AND SOCIETY

Environmental factors encompass various
external influences that significantly impact
cognitive development. By understanding and
optimizing these environmental factors, we PLAY
can create a nurturing and stimulating
environment that supports healthy cognitive
development in children. They include:
2. ENVIRONMENTAL FACTORS (Nature)

ECONOMIC STATUS
Socioeconomic status, including income, education, and

occupation, can impact cognitive development. Children
from higher socioeconomic backgrounds often have
access to better educational resources, stimulating
environments, and opportunities for cognitive enrichment.

EXTERNAL STIMULI
The external environment, including the availability of

stimulating experiences, educational materials, and
exposure to diverse cultures and ideas, can significantly
impact cognitive development. Providing a rich and varied
environment promotes curiosity, critical thinking, and
cognitive growth.

FAMILY AND SOCIETY
The family and social environment play a crucial role in

cognitive development. Supportive and nurturing
relationships with parents, caregivers, and siblings
provide emotional security and intellectual stimulation.
Cultural values, expectations, and parenting practices
also influence cognitive development.

PLAY
Play is a powerful tool for cognitive development.

Engaging in imaginative play, problem-solving activities,
and interactive games helps children develop cognitive
skills such as creativity, problem-solving, and social
cognition. Exploration of the physical and social
environment fosters cognitive growth and learning.
04
LANGUAGE
DEVELOPMENT
PATRISHA JOY AGAPAN
LESSON 4: LANGUAGE DEVELOPMENT
Language development in
children and adolescents is a
multifaceted process
encompassing the acquisition
and refinement of spoken and
written language skills, which
progresses as they transition
from early childhood through
adolescence.
➢ Children rapidly acquire new
STATES OF LANGUAGE

words. For example, a child might
DEVELOPMENT learn words like "dog," "cat," "car,"
"ball," and "mom" during this
stage.
Kids begin to understand and use

Childhood (Ages 2 to 6) ➢
basic grammatical rules. For

instance, they progress from
saying "I goed" to "I went" and start
forming more complex sentences
like "I have a red ball.“
➢ Pronunciation and articulation

improve. A child may start saying
"spaghetti" instead of "pasghetti"
and refine their speech sounds.
STATES OF LANGUAGE

➢ Vocabulary continues to grow, and
DEVELOPMENT children acquire more specialized
words. They learn words like
"photosynthesis," "volcano," and
"symphony.“
Middle Childhood
(Ages 7 to 11) ➢ Grammar and syntax become more
sophisticated. Children can
construct complex sentences like
"The majestic mountain stood tall in
the distance.“
➢ Literacy skills advance, and children

become proficient readers and
writers. They can read books and
write stories and essays.
➢ Adolescents refine their vocabulary.
STATES OF LANGUAGE They might learn words related to

their academic interests, like
DEVELOPMENT "biochemistry," "sociopolitical," and
"philosophical.“
Adolescence ➢ Language becomes a tool for

advanced cognitive processes. They
(Ages 12 and up)
can engage in abstract discussions,
such as debates about ethics or
political ideologies.
➢ Adolescents are influenced by their

peers and may develop unique
language patterns and slang. For
example, they might use slang
terms like "lit," "savage," or "FOMO"
(fear of missing out).
FACTORS AFFECTING
05
COGNITIVE AND LANGUAGE
DEVELOPMENT
DIANA FAYE GUZMAN

COGNITIVE AND LANGUAGE DEVELOPMENT
Cognitive Development has
two major factors:

BIOLOGICAL
FACTORS
ENVIRONMENTAL
FACTORS
BIOLOGICAL
1. Heredity
FACTORS

2. Sensory Organs
3. Nutritional Factors
4. Intelligence
4. Maturation
ENVIRONMENT
AL FACTORS
1. Learning Opportunities
2. Economic Status
3. External Stimuli
4. Family and Society
4. Play
LANGUAGE DEVELOPMENT

A child’s language development
SOCIAL depends on social interactions.
Affects the child’s language and

EDUCATIONAL through development.
Some children are slow in

BIOLOGICAL language and speech
development due to a biological
problem.
06
CURRENT RESEARCH
AND PEDAGOGICAL
APPLICATIONS
JOMABELL GARCIA
PEDAGOGICAL APPLICATIONS
CURRENT RESEARCH AND
Cognitive development is a fundamental aspect of
human growth and learning. It encompasses the
processes of acquiring knowledge, understanding,
problem-solving, and critical thinking. To optimize
educational outcomes and promote effective
teaching practices, it is essential to stay informed
about the latest research findings and their
pedagogical applications in cognitive development.
1. The Interconnection between Pedagogical
Approaches and Cognitive Development:
1.1 The Role of Active Learning:
➢ By engaging students in hands-on activities, encouraging
critical thinking, and fostering curiosity, educators can
promote cognitive processes such as metacognition,
creativity, and higher-order thinking skills.
1.2 Cultivating Self-Regulated Learning:

➢ By providing students with opportunities to set goals,
monitor their progress, and reflect on their learning,
educators can promote metacognitive awareness and
self-control.
2. Applying Cognitive Psychology in
Pedagogical Practices:
2.1 Cognitive Load Theory:
➢ By managing the cognitive load, educators can present
information in a way that optimizes learning and
reduces cognitive overload.
2.2 Retrieval Practice:

➢ By incorporating regular opportunities for students to
retrieve information from memory through quizzes,
practice tests, and spaced repetition, educators can
strengthen cognitive processes such as encoding,
storage, and retrieval.
3. Enhancing Cognitive Skills
through Pedagogical Methods:
3.1 Problem-Based Learning:
➢ By presenting students with authentic, real-world
problems, PBL engages learners in active inquiry,
promotes collaboration, and encourages the application
of cognitive skills to find solutions.
3.2 Metacognition and Reflective Practices:

➢ By encouraging students to think about their thinking,
set goals, monitor their progress, and evaluate their
learning strategies, educators can foster self-regulation,
self-awareness, and cognitive flexibility.
4. The Importance of Early Childhood Education in
Cognitive Development:
4.1 Play-Based Learning:
➢ Play-based learning approaches provide young children
with opportunities to explore, experiment, and engage in
imaginative activities.
4.2 Executive Function Development:

➢ Educators can support executive function development
through activities that promote working memory,
inhibitory control, and cognitive flexibility.
5. Integrating Neuroscience and Pedagogy:
5.1 Neuroplasticity and Enriched Learning Environments:
➢ Educators can leverage this knowledge by creating
enriched learning environments that stimulate neural
connections and promote cognitive growth.
5.2 Mindfulness and Brain Development:

➢ Research suggests that mindfulness training can
enhance attention, self-regulation, and cognitive
flexibility. By incorporating mindfulness exercises into
daily routines, educators can support students' cognitive
well-being and promote optimal brain development.
Current research provides valuable insights into the

interplay between pedagogical approaches and
cognitive development. By applying evidence-based
practices in the classroom, educators can optimize
learning experiences, foster cognitive growth, and
empower students to become lifelong learners.
Staying informed about the latest research findings
and their pedagogical implications is crucial for
creating effective teaching strategies that promote
cognitive development in educational settings.
THANK YOU FOR LISTENING
ALVIAR, TRISHA LEYANNE
AGAPAN, PATRISHA JOY
FERRER, ALTHEA
GARCIA, JOMABELL
GUZMAN, DIANA FAYE
HUFANA, ROCELLE JEWEL
LOPEZ, JOMARIE
RABO, KRISTIAN JED
RITARITA, GABRIELLE
TABUCOL, ERIKA JOY
ONLINE SOURCES
● https://www.structural-learning.com/post/vygotskys-theory
● https://edge.sagepub.com/galotticogpsych6e/student-
resources/chapter-13/discussion questions
● https://psychologywriting.com/topics/lev-vygotsky-research-topics/
● Factors Affecting Cognitive Developments#education #psychology –
YouTube
● https://www.verywellmind.com/piagets-stages-of-cognitive-development-
2795457
● https://www.studocu.com/ph/document/bulacan-agricultural-state-
college/bachelor-of-secondary-education/thurstone-primary-mental-
abilities/74777586
● https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-
2795161
● https://www.simplypsychology.org/multiple-intelligences.html

Unit 3 - Cognitive Development

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Unit 3 - Cognitive Development

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UNIT 3:

02 INTELLIGENCE AND INDIVIDUAL DIFFERENCES

03 FACTORS AFFECTING COGNITIVE DEVELOPMENT

05 FACTORS AFFECTING COGNITIVE AND LANGUAGE DEVELOPMENT

06 CURRENT RESEARCH AND PEDAGOGICAL APPLICATIONS

The main argument of the theory is that the

COGNITIVE DEVELOPMENT THEORIES

His theory focuses not only on

Piaget's stages are:

➢ Sensorimotor stage: Birth to 2 years

COGNITIVE DEVELOPMENT THEORIES

Zone of Proximal Development (ZPD)

According to L. S. Vygotsky theory of

A. Concept of Intelligence (Binet)

After graduating from law school in 1878,

A. Concept of Intelligence (Binet)

A. Concept of Intelligence (Binet)

According to Binet, an individual's score

B. General Intelligence (Spearman)

General Intelligence (g)

Specific abilities (s)

B. General Intelligence (Spearman)

Thurstone made substantial

C. PRIMARY MENTAL ABILITIES

Thurstone's Primary Mental Abilities He later expanded this list to

Thurstone conducted an extensive

Verbal Comprehension: This ability refers to

Word Fluency: Word fluency assesses an

C. PRIMARY MENTAL ABILITIES

Memory: Memory, as a primary mental ability,

Inductive Reasoning: Inductive reasoning reflects

Deductive Reasoning: Deductive reasoning

Linguistic Intelligence Interpersonal

2. Logical-Mathematical Intelligence (Number/Reasoning Smart)

3. Spatial Intelligence (Picture Smart)

one’s whole body or parts of the body (like the hand or

5. Musical Intelligence (Music/Sound Smart)

6. Interpersonal Intelligence (People Smart)

E. Triarchic Theory of Intelligence

E. Triarchic Theory of Intelligence

E. Triarchic Theory of Intelligence

E. Triarchic Theory of Intelligence

(Atkinson and Shiffrin)

(Atkinson and Shiffrin)

(Atkinson and Shiffrin)

(Atkinson and Shiffrin)

(Atkinson and Shiffrin)

Examples of cognitive processes

(Atkinson and Shiffrin)

3. Store new knowledge

(Atkinson and Shiffrin)

➢ STM functions as a temporary working memory, whereby

➢ Working memory holds information for a limited amount of

DIANA FAYE GUZMAN

LESSON 3: FACTORS AFFECTING

LESSON 3: FACTORS AFFECTING

Genetic factors contribute to the development and

LESSON 3: FACTORS AFFECTING

The intricate structure and functioning of the brain

LESSON 3: FACTORS AFFECTING

Sensory organs, such as the visual and auditory systems,

LESSON 3: FACTORS AFFECTING