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Abstract Reasons behind why children think in different ways have been established in various theories Jean Piaget advanced a greatly influential theory that reflected his prior studies in the fields of biology and genetic epistemology It is a theory that has been contended by many others including that of the information-processing approach to cognitive development It will be shown where these theories compare and where they contrast in conclusion explaining why Marys children think differently WORD COUNT - 1573 Introduction Body Discussion 1651 Including Abstract Introduction The cognitive abilities of children have long been an issue for developmental psychologists The development of a childs mental processes such as thinking remembering learning and using language has been interpreted by many psychologists and explained in a number of theories Of these theories Jean Piagets cognitive developmental theory has been a major influential model since its origination in the 1920s Beard 1969 Piagets theory has a biological perspective to cognitive development and focuses on broad qualitative stages Another acknowledged theory is the information- processing theory which approaches cognitive development from a computer accentuated perspective and focuses on the more narrow continuous quantitative changes Westen 1996 Though these theories approach cognitive development from different angles their advancements into how a child constructs thought and thinks are not totally at odds with one another as they similarly compare in some aspects This essay will discuss how these two theories compare and contrast and in conclusion elucidate why Marys seven-year-old son sometimes thinks very differently to his three-year-old brother Body of Evidence The Piagetian theory of cognitive development emphasises the relationship between biological and physiological functioning Hughes and Noppe 1990 and the individual and the environment Piaget developed his theory following observations conducted with children of varying ages that deduced that children of different age groups gave consistently different answers from children in other age groups Beard 1969 The reasoning
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