Piaget s Theory Of Cognitive Development - 1401 Words

Piaget’s Theory Piaget’s theory of cognitive development is named after Jean Piaget, the Swiss clinical psychologist who came up with it. As the name suggests, the theory focuses on the nature of knowledge and how human beings acquire it, construct, and later use it for a particular purpose. According to Piaget, mental development is a progressive reorganization of conceptual process that results from the environment experiences and biological maturation. The theory focuses on the cognitive of children and how their thinking changes as they grow from their infancy, to young adult age, and into adult age. The theory is also referred to as genetic epistemology which is generally the study of the origins of knowledge. Piaget did not focus on how well the children could solve problems, count, or spell words as the measure for their IQ; he focused more on how fundamental concepts emerged such as the idea of quantity, time, and numbers. Since the theory was invented, it has had a great impact on th e nature of education that the children receive. However, it has also been faced with criticism from critics who argue that some of the ideas that Piaget uses lack concrete basis. This essay discusses the strengths, limitations, implications to personal life, and how it compares to other closely related theories. One of the major strengths of this theory is that it has had a great impact on education. For instance, the theory has helped to develop instructional strategies. It isShow MoreRelatedPiaget s Theory Of Cognitive Development1289 Words   |  6 Pagesare many great cognitive theorists, but the one that comes to mind is a development psychologist by the name of Jean Piaget. One of his prized declaration was in 1934, where he declared that education is capable of saving our society from collapsing whether its violent or gradual. Piaget had a key effect on education and psychology, and because of that effect he made many contributions to learning and to cognition. One of most important contribution was a model that was made by Piaget. This modelRead MorePiaget s Cognitive Development Theory1077 Words   |  5 PagesAccording to Piaget (1957), cognitive development was a continuous restructuring of mental processes due to varied situations and experiencing the world and maturing biolog ically. His view of cognitive development would have us look inside a child’s head and glimpse the inborn process of change that thinking goes through. â€Å"He was mainly interested in the biological influences on â€Å"how we come to know’† (Huitt and Hummel, 2003). Piaget’s views helps us to have appropriate expectations about children’sRead MorePiaget s Theory Of Cognitive Development1813 Words   |  8 Pages ECH-130 Sociocultural Tables LLlllll Cognitive Development Definition Examples of Application of Concept Strategies to Support and/or Assess Learning Birth to Age 5/Pre-K Piaget Sensorimotor stage: :the first stage Piaget uses to define cognitive development. During this period, infants are busy discovering relationships between their bodies and the environment. Researchers have discovered that infants have relatively well developed sensory abilities An infant who recently learned how to rollRead MorePiaget s Cognitive Theory And Cognitive Development1494 Words   |  6 Pages 1) Examine how Piaget’s cognitive theory can help to explain the child’s behavior. Piaget confirms â€Å"Each cognitive stage represents a fundamentally new psychological reorganization resulting from maturation of new functions and abilities† (as in Greene, 2009, p.144). The case Vignette describes Victors’ stages of development through Piaget’s stages of cognitive development as exhibited behavior that occurred during the sensorimotor, preoperational, as established areas. Victor experienced a normalRead MorePiaget s Theory On Cognitive Development1449 Words   |  6 Pagesstrengths and weaknesses of Piaget’s theory on cognitive development. It will focus on Piaget’s work highlighting positive attributes and how they’re being applied in modern day and also delve on key limitations of the theory. Piaget was a Swiss psychologist who was interested on why children would give similar but wrong answers in an intelligence test (Vidal, 1994). Based on his observations, he concluded that children undergo sequential cognitive d evelopment patterns which occur in defined stagesRead MorePiaget s Theory Of Cognitive Development969 Words   |  4 Pages20th century, the development of psychology is constantly expanding. Erikson and Piaget are two of the ealier well known theorist, both being significant in the field. Their belief s are outlined in Piaget s Cognitive Development Theory and Erikson s Psychosocial Development Theory. These theories, both similar and different, have a certain significance as the stages are outlined.Erikson and Piaget were similar in their careers and made huge progressions in child development and education. WithRead MorePiaget s Theory Of Cognitive Development1519 Words   |  7 Pagesrelates to both Piaget and Vygotskian theories in the sense that they describe how the child s mind develops through different forms of stimuli that occur during early childhood. Piaget s theory focuses mainly on things such as; how children think; how the world around them is perceived and how th e newly found information is explained through the language they use. Vygotsky s theory however differs as the effects of different forms of social interaction occur in cognitive development such as; internalisation;Read MorePiaget s Theory Of Cognitive Development1111 Words   |  5 PagesPiaget’s theory of cognitive development Piaget’s theory of cognitive development was based around his belief that children will develop their intelligence through a series of stages: Sensorimotor (birth – 2yrs), Preoperational (2-7yrs), Concrete Operational (7-11yrs) and Formal Operational (11+). He believed these stages to be invariant, the same stages taking place in a fixed order, and universal, the same for every child regardless of their background or culture. (McLeod, 2015) Piaget believedRead MorePiaget s Theory Of Cognitive Development Essay1790 Words   |  8 PagesCognitive developmental theories provide a framework for understanding about how children act and perceive the world. However, every theory has both strengths and weaknesses. A certain theory may explain one aspect of cognitive development very well, but poorly address or completely ignore other aspects that are just as important. Two well known theories of cognitive development are Piaget’s stage theory and Vygotsky’s sociocultural theory. As I plan to be a pediatric nurse, these two theories willRead MorePiaget s Theory Of Cognitive Development1325 Words   |  6 PagesJean Piaget developed a systematic study of cognitive development. He conducted a theory that all children are born with a basic mental structure. He felt that their mental structure is genetically inherited and their learning evolved from subsequent learning and knowledge. Piaget’s theory is differ ent from other theories and he was the first to study a child’s learning by using a systematic study of cognitive development. His theory was only concerning the learning of children, their development

Nobody Understands Terrorism Better Than The Citizens Of...

Nobody understands terrorism better than the citizens of Pakistan do. It’s been plaguing us since the soviet invasion of Afghanistan in 1979, and Pakistan’s significant role in it, and more so, after the 9/11 fiasco that we won’t ever live down, it would seem. While terrorism happens to be a global issue, Pakistan has had to bear the brunt of it a lot of the times. A quick research on this topic will invariably bring about the same results, papers, thoughts, etc. those being; the last decade or two has seen a rise in the instability, insecurity and political violence in Pakistan, thanks to it being the frontline state in the global war on terror. Owing to this, there is no dearth of people with the opinion that Pakistan suffers from an†¦show more content†¦It’s a universally accepted fact that education is the cornerstone of development, progress and all that sought after stuff. Unfortunately, we are slightly preoccupied; fighting the war on terror, and paying a huge price for it. Stats on the casualties we’ve incurred would agree; according the Institute of strategic studies; in terms of human losses more than 52,000 people, including civilians, personnel of law enforcement agencies, and troops have been killed in terrorist attacks from 2002-2013. Since the education sector is being focused on, an incident of terrorism that really put us on the global pedestal was that of Malala Yousafzai - the very recently youngest ever Nobel peace prize winner - getting shot at by a Taliban gunman. And in this case – sadly - the showbiz adage, ‘there is no such thing as bad publicity’ really didn’t apply †¦ While it’s not the absolute truth that the education sector of Pakistan has terrorism only to blame for the debilitating condition it is in in some areas, it is safe to assume that terrorism did lend a very generous hand in not letting education become the government or the masses first priority, and threatening to bomb educational institutions and following through with the threats every now and then probably didn’t help matters much. Searching for information pertaining to education and terrorism shows that it is areas like FATA and Swat that have been afflicted with the terrorism epidemic the most. The

Linguistics Classes, Verb and Noun Free Essays

â€Å"Discuss and contrast some of the main features of the classes VERB and NOUN in English and any other language. † In this essay I will make an attempt to discuss differences between two classes of lexemes, which are verb and noun. In order to conduct that analysis in a detailed manner I will refer to two languages, English and Polish (minor references to French will also help my studies). We will write a custom essay sample on Linguistics Classes, Verb and Noun or any similar topic only for you Order Now I will start from defining what one can refer to as class in linguistics. I will to refer to certain shadows of doubt that may be casted on that categorization. This will be followed by elaborating subtleties of what constitutes a verb providing examples and showing contrasts between two languages examined. With the help of studying materials I’ll manage to outline empirical criteria for how the concept of verb can be understood by a linguist. Then, I will implement similar methodology to clarify the concept of a noun class. Finally I will arrive at a conclusion that beyond any doubt those two categories are distinctly different and minor similarities emphasized by two drastically different languages simply make the case more interesting. A scholar is able to divide every language into two diverse, but mutually supplementing, categories. Grammar is a set of closed system that determines how items of the language interact with each other. Lexicon, on the other hand provides a glossary of lexemes. Lexeme is more than a word, as it refers to all possible variations of linguistic items used within language. Its relation to the meaning can sometimes proves difficult to define without implementing a variety of terms in the definition. To fully explain what a given lexeme means it has to be placed in a variety of contexts and supported with examples. An alternative to lexicon is called a thesaurus and it groups words accordingly to their semantic similarities. Lexicon can be further divided into classes of lexemes. Unlike grammar, these systems of lexical concepts are open, which means their content varies depending on the language. Before drawing the line between nouns and verbs I’d like to draw attention to possible blurs of that line. In English language words such as [walk] relate to both a noun and a verb. This is not exactly a homonym (lexeme that has the same form but varies in its meaning) as both words refer to the same activity. Interesting comparison with the Polish language is that it never uses verbs as noun but still has large variety of verb derived nouns such as zapalenie (inflammation) or skojarzenie (association). Despite that fact verb derived noun in Polish such as bieg (a run) is not its noun form of the verb – bieganie (running). It also contains a significantly smaller number of homonyms, most of which either differs in spelling (kot-kod) or has a foreign origin (pilot – tv remote and pilot – one that steers a plane) and is usually a noun. English uses multiple homonyms within different classes and semantic distances: pitch, division. As no universal differentiation can be drawn for classes of verb and noun they are most commonly identified by several categories of lexemes. Verb in every language refers to motion, rest, giving, affect, corporeal, attention and speaking. Some languages allow further distinction to nuclear and non-nuclear verbs. Nuclear verb of rest in Polish would be lezec (means to lay, applied to either an object or a person) and the non-nuclear item that can be defined only by a reference to the nuclear verb – zalegac (to lay somewhere for a long time/to stand in the way of everyday activities). English, on the other hand cannot provide a good example of such a lexical item. A scholar can also mark off verbs to be transitive or non-transitive. A transitive verb needs to be completed by an object of the action (We left John. ) while the intransitive is complete without any object to follow (We could not stand it so we left. ). In Polish transitive (przesuwac – to move an object) are entirely different words than intransitive verbs (skakac – to jump). Categories that will only refer to verbs class are modality and tense aspect. Both in Polish and English future past and present tenses occur, however in Polish perfect tenses are only implied by the context: Patrze na niego od godziny – I’ve been watching him for an hour. What’s also fascinating is that in past and future continuous tense Polish verbs suddenly have gender. Discussing modality it’s worth mentioning that in Polish imperative mode of a verb is always a different form any regular conjugation (which wouldn’t be the case in French). English modality is most likely to be contained within the context of the sentence. Comparing these languages from the perspective of verbs scholar should also bear in mind that while English has phrasal verbs (put it off) that are quite different from their lexeme of origin (put) Polish does not. I’d risk a statement that this function is associated with a complex system of prefixes (wlaczyc, wylaczyc – turn on, turn off). Following the applied logic one ought to explain the lexical class of noun with its typical references. Nouns describe parts of the human body and components of other things, fauna, flora, sun moon and stars, elements, and artefacts. They also stand for abstract terms such as emotions, colour or time. Latter one often leads to interesting observations when examined from a linguistic perspective. In Polish and French instead of asking for the time, one asks for the number of the hour. A noun could be derived from verbs or adjectives (swim, hatred) or underived (beauty, fish). Dixon stated that transitivity value of verbs is equally important to the gender of the noun. In English nouns don’t have gender, while in Polish and French even objects have gender. Distribution of gender qualities within these lexemes can be conditioned by the context of culture. It’s also often implied by vowel suffix in French and Polish (e in French and a in Polish). Nouns can take singular form or plural form when added a suffix (s in English and i in Polish). There are exceptions both grammatical (fish) and mass-nouns (mud). Some languages include use of a possessive suffix, however neither English nor Polish would be an example. Class of nouns also includes generic terms, which mean a word that can mean a variety of things depending on the implied intention. An example that is close to perfection is the noun â€Å"thing† which can stand for any other noun. It can as well be a feature of speech style. Curious detail is, when translated, the word thing in Polish can take two forms (cos/rzecz), both have a similar meaning but are used in different context and the latter one has a female gender. Less obvious example would be a Polish word wiersz, which can refer to a poem as well as to a single text line. According to scholars like Marantz certain lexical items can be used in a variety of syntactic structure and implementation of any lexicon, therefore classes such as nouns or verbs are entirely futille. I beg to differ as the summary of my analysis shows multiple differences and distinctive features of each class. Verbs and nouns are defined with a variety of different concepts. Every additional term that refers to categories within a class is like an additional dimension, which outline boundaries of semantic field necessary for understanding the concept. Therefore, provides a valuable methodology for linguistic studies. Blake Lezenski Word Count: 1235 Bibliography: R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA. Erkelens, M. A. , 2009. Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication ——————————————– [ 1 ]. Dixon R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA, p. 290. [ 2 ]. Ibid 291. [ 3 ]. Ibid 291. [ 4 ]. Ibid 300. [ 5 ]. Ibid 293. [ 6 ]. Ibid 300. [ 7 ]. Ibid 305. [ 8 ]. Ibid 291. [ 9 ]. Ibid 302. [ 10 ]. Ibid 301. [ 11 ]. Erkelens, M. A. , 2009. Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication, p. 26. How to cite Linguistics Classes, Verb and Noun, Papers

Macbeth Macbeth The Tragic Hero Essay Example For Students

Macbeth: Macbeth The Tragic Hero Essay Macbeth: Macbeth The Tragic HeroThe most recent meaning of the word Tragic Hero as defined by MicrosoftWorks dictionary is A hero of noble stature whose fortunes are reversed as aresult of weakness. Many characters in the play were affected by tragedy fora number of reasons, but without argue, Macbeth and his reverse of fortunes aredue to his own actions, and the rest of the cast were merely victims of this. Macbeths actions lead to his very nemises. From the beginning of the play thistragedy of his was manifested through forces beyond human; the supernatural ifyou will. These forces were that of the witches. The next factor in determininghis fate was his own decisions and actions. Lady Macbeth is the second reasonfor Macbeths tragedy; without her support in aiding his decision, Macbeth wouldhave never had the strength to lie, scheme, and destroy to such extremes. Thelast, and most devastating to Macbeth, was his cripled conscious which made himact out of selfeshness and lust. The sequence of these factors were mostdefenitely provoked by the evilness and twisted nature of the witches, for if itwerent for their influence, then Macbeth would have never turned his desiresinto reality. At the very beginning of the play Macbeth is nothing but a generalfighting for his country. His fellow fighters admire Macbeth, for in theireyes, and even in the eyes of the highest of authority, his nobility andcouragousness is looked up to. His success for his acheivement is rewarded, andhis confidence is made stronger because of this. But this is only the beginning,and soon these good fortunes will come to a tragic end. The audience is thenintroduced to a group of witches. Three witches who appear as wicked andrepulsive. They seem to signify all that is wrong and corrupt. Macbeths over-confident attitude is the first characteristic the witches detect, and they takeadvantage of this trait to make his life as miserable as they possibly can. Heencounters the witches in Act1, scene1, and from this point he is now a stepcloser to realising what his future holds so he thinks. The witches firstaddress Macbeth as king, and Banguo as one Lesser than Macbeth.(1.2.65) Infact,Macbeth isnt kin g, never the less, the witches insist in prophecising that heis and will be. The witches are already planting seeds of persuation into hishead which are made to bloom into tragedy. These destructive and manipulativeforces the witches have power over alter his viewpoints about his values andmorals beyond the point of no return. Already, it is a tragedy in itself thatMacbeths invulnarability lead him to believing such evilness. Macbeth may have listened and considered what may be true about thewitchs prophecies, but he should be credited with the fact that he did havedoubt. It is true that Macbeth thought about what he had to do in order to everbecome king, and he could never imagined himself going as far as killing kingDuncan: Why, if fate will have me king, fate may crown me.(1.7.14) In otherwords, he hasnt established his decision yet. But now we are introduced to Lady Macbeth. She is very pleased to hearof Macbeths victory and she is very supportive once hes successfullyconsidered thane of Cawdor. She sees the horizon for her husband is now broader,and she wants only the best for him. Macbeth tells her what the witches see inhis future, and this gives her scope to an even grander possibilty; they cankill the king and make the vision actuality. So at this point it is LadyMacbeths to encourage Macbeth into following his dreams, despite what is rightor wrong. She doesnt allow Macbeth to be coward and she makes it very clear tohim that he lacks manhood:What beast wast then/ That made you break this enterprise to me?/ Whenyou durst do it, then you were a man;/ And, to be more than what you were,you would Be so much more the man. Nor time nore place Did then adhere,and yet you would make both;/They have made themselves, and that theirfitness now/ Does unmake you. I have given suck, and konw How tender tisto love the bab e that milks me:/ I would, while it was smiling in my face,/Have pluckd my nipple from his boneless gums,/ And dashd the brainsout, had I so sworn as you/ Have done to this.(1.7.48-59)Lady Macbeth convinces Macbeth to follow through with the killing of King Duncan. .uef4e04970cfa277da6c355476424eec5 , .uef4e04970cfa277da6c355476424eec5 .postImageUrl , .uef4e04970cfa277da6c355476424eec5 .centered-text-area { min-height: 80px; position: relative; } .uef4e04970cfa277da6c355476424eec5 , .uef4e04970cfa277da6c355476424eec5:hover , .uef4e04970cfa277da6c355476424eec5:visited , .uef4e04970cfa277da6c355476424eec5:active { border:0!important; } .uef4e04970cfa277da6c355476424eec5 .clearfix:after { content: ""; display: table; clear: both; } .uef4e04970cfa277da6c355476424eec5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uef4e04970cfa277da6c355476424eec5:active , .uef4e04970cfa277da6c355476424eec5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uef4e04970cfa277da6c355476424eec5 .centered-text-area { width: 100%; position: relative ; } .uef4e04970cfa277da6c355476424eec5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uef4e04970cfa277da6c355476424eec5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uef4e04970cfa277da6c355476424eec5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uef4e04970cfa277da6c355476424eec5:hover .ctaButton { background-color: #34495E!important; } .uef4e04970cfa277da6c355476424eec5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uef4e04970cfa277da6c355476424eec5 .uef4e04970cfa277da6c355476424eec5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uef4e04970cfa277da6c355476424eec5:after { content: ""; display: block; clear: both; } READ: Karl Marx Essay PaperShes now the second persuasive factor which aids Macbeth into the tragicdemise which is soon to come. Now it is up to Macbeth to analyze his thoughtsand decide his fate. He great hero of noble stature, Macbeth, chose the wrong path forhimself; he chose to follow his greed as well the depraved influences around him. These components lead to his killing the king, killing innocent people likewomen and children, which is cruel in itself, the loss of his morals and sanity,the lose of love for his wife, and at the end of the play, the loss of his verylife. All that he worked for was reversed as a result of his weakness, asdefined by the word tragic hero. His conversion from bad to good ultimatelyaffected his fortunes.