Chat with us, powered by LiveChat Resources for this week, please use sourcesFlavell, J. H. ( - BonPapers

Resources for this week, please use sourcesFlavell, J. H. (

Resources for this week, please use sourcesFlavell, J. H. (1982). On cognitive development. Child Development, 53(1), 1. doi:10.1111/1467-8624.ep8587504Note: You will access this article from the Walden Library databases.Galotti, K. M. (2017). Major theories of cognitive development. In Cognitive development: Infancy through adolescence (2nd ed.) (pp. 18–45). Thousand Oaks, CA: Sage.Galotti, K.M. (2017) Cognitive Development: Infancy through Adolescence. Copyright 2017 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center. Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/piaget.html Kuwabara, M., & Smith, L. B. (2012). Cross-cultural differences in cognitive development: Attention to relations and objects. Journal of Experimental Child Psychology, 113(1), 20–35. doi:10.1016/j.jecp.2012.04.009Note: You will access this article from the Walden Library databases.Document: Piaget Stages (PDF)Optional ResourcesFischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87(6), 477–531. doi:10.1037/0033-295X.87.6.477Note: You will access this article from the Walden Library databases.Discussion: Cross-Cultural Application of TheoryAll humans share some common genetics and have the same basic needs (food, water, shelter), but beyond these basic commonalities, there arise many differences. A great deal of differences in behaviors and beliefs comes from the socialization process that humans undergo, which is heavily influenced by culture. Everything from conceptions of love and friendship to whether members of a cultural group tend to use formal logic when reasoning may all be shaped by social interactions in a culture. What are the implications of these differences, if any, on cognitive development?Traditionally, theories of cognitive development assumed that this development was universal for humans; after all, all humans have the same “hardware” (i.e., central nervous system). In recent decades, many theorists have called into question this universality, positing that, like other facets of thought and behavior, cognitive development may be influenced by culture. For example, a 2012 study found that children in the United States and Japan differed in the way they related to objects to complete a visual task. The U.S. children were more object focused, while the Japanese children contextualized objects relationally (Kuwabara & Smith, 2012). It is important to note that cross-cultural studies are not suggesting superiority of one preference over the other, only pointing out that they are, in fact, different paths of development. For this Discussion, you will select one theory of cognitive development and consider its applicability cross-culturally. You will need to complete your own research in the library to locate resources to support your argument. To prepare:· Search the Internet or Walden Library and select a resource related to any cognitive theory and identify any limitations of this theory when applied to a non-Western culture.With these thoughts in mind:By Day 4Post a brief summary of the resource you found. From the resource, identify and explain any limitations of this theory when applied to a non-Western culture. Use proper APA format and citations.Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.

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