Information-Processing Theory Of Cognitive Development

Describe the information-processing theory of cognitive development.
According to K. Berger (2008), the information-processing theory is a “vew of cognition as comparable to the functioning of a computer and as best understood by analyzing each aspect o the functioning” (pg 310). The information-process are comprised of three important components, sensory memory, working memory, and long-term memory. The sensory memory is the component that allows stimulas information to be stored for a split second. The working memory (which is also known as short-term memory) is where recent and current mental activities take place. Sensory and working memory helps individuals to regulate particular amounts of recieved information during initial processing.
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The most influential in my opinion is the peer group because this is where an individual learns how to get along with those outside of the immediatel household. While evaluating a peer group aspect, it seems that one starts to discover the “rules to being a kid”. One measuring stick that is used within this apsect is the ablility to make social comparision. According to K. Berger (2008), social comparison is” the tendency to assess one’s abilities, achievements, social status and other attributes by measuring them against those of other people, especially one’s peers” (pg 333). Peer group aspect also facilatates the learning of the culture of children. Culture of children focuses on the independence for adult society. Basically, culture of childern outlines a set of rules as to being a kid. An example of this would be someone being called a momma’s boy or a boy jumproping with girls being teased for doing so. Children moral codes are an ongoing process in which children values effect their immediate reaction towards a given situation. The younger the child, the more unreasonable reasoning will occur. This is explained as the stages of moral reasoning, which Lawrence Kohlberg broke down into three levels of moral reasoning. These three stages include preconventional moral reasoning, conventional moral reasoning and postconventional moral reasoning. During the preconventional phase, kohlberg states that emphasis it catered towards rewards and punishment. The next stage states that children start to develop social rules as a means to measure morals. The third level of postconvential is a more mature matter in which moral principles are utilized as a measuring

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