Cognitive Development: The Complications Of Cognition And Child Development

2162 Words 9 Pages
Introduction
Development can be described as growth or change over time. Child development is a field that studies how biological predispositions, environment, and other factors affect children over the lifespan. A child 's development is often thought to begin at birth; however, while the child is still in the womb, there are months of development occurring. Parents are the primary influences over the life of a child and subsequently impact the child 's development. Moreover, events or conditions that take place while the mother is pregnant have a direct effect on the child and are more readily seen once the child is born. This fact demonstrates how the mother 's environment can begin to have implications for the child. Some factors that contribute
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All of these factors contribute to the parent 's socioeconomic status (SES). It is widely believed that being born into a high SES family is ideal because “high SES families afford their children an array of services, goods, parental actions, and social connections” (Bradley & Corwyn, 2002) compared to low SES families who don’t have access to such resources. Some research supports the theory that low SES “manifest poor cognitive performance” (Kaplan et al., 2001). In addition, past research has evidenced that there is a correlation between low socioeconomic status and low achievement in school. Achievement is a broad yet complex product of the interaction between cognition and brain development (Noble et al., 2015). Poor cognitive development may promote developmental delays that makes it hard for some students to perform typically as their peers who come from higher SES families. In this paper, I will compare and contrast two empirical articles that investigate the effects of low SES on cognitive development in the first few years of a …show more content…
The Preschool Language Scale-4 (PLS) is a language test that assessed a child’s expressive and receptive language. (Noble et al., 2015). Additionally, infants were assessed using the Auditory Comprehension subscale, which tested an infant 's ability to comprehend and make responses to oral communication. Similarly, infants were assessed using the Expressive Communication subscale, which measured the infant’s expression of their needs (Noble et al., 2015). In order to assess memory, researchers utilized the Visual Paired Comprehension (VPC) task that presented a familiar stimulus and novel stimulus and the length of time in which the infant stared at the screen with familiar stimuli indicated their memory. In addition, researchers employed Deferred Imitation (DI) tasks that assessed how much infants could remember by letting them observe a series of actions, a time delay, then imitating those

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