The Role of Cognitive Development, Logic, and Emotionality.

Critical Thinking: The Role of Cognitive Development, Logic, and Emotionality Definitions of leave-takingicular thought process cut back from simple statements reflecting ones powerfulness to create logical conclusions based on ratiocination to to a greater extent complex definitions which take into consideration a persons emotions, individualized feelings, and ethnical biases. According to the U.S. Department of Education, National plaza for Education Statistics, slender thinking is a broader term describing reasoning in an unrestricted manner, with an unlimited number of solutions (Erwin, 2000, p. 11). Critical thinking requires that the thinker mitigate the quality of his or her thinking by skillfully fetching charge of its very structures and by majestic noetic standards upon them(University of Phoenix, 2003). The structures of vital thinking include cognitive skills, emotion, personal feelings, judgments, argument, and logic. Cognitive destination plays a sig nificant role in a persons skill to think critically. Jean Piaget proposed the idea that cognitive increment consisted of the growth of logical competence, and that the development of this competence consists of four major degrees(University of Alberta, 2003). It is not until early adolescence, around age 11 or 12, that a person enters the Formal Operations Stage and becomes satisfactory of more sophisticated logical thought. This, according to Piaget is the final stage in human cognitive development. Other theorists contend that Piagets sign theories be either flawed or incomplete. Vygotsky, a Russian psychologist, believes that an individuals high mental functions develop through social interaction.

In others words, public learn from their interactions with others. Vygotsky asserted that development is complex and is complete by social and cultural contexts. Biological and cultural development are interrelated and do not develop in isolation (Emory University, 2003). In contrast to Piagets four finite stages of development, Vygotsky believed that intellectual development was continually evolving without an end point (Emory University). Proposing a fifth part stage... Thanks - this was very helpful in clarifying a nerve difference between Piaget and Vygotsky. Just what I need! If you take to get a full essay, order it on our website: BestEssayCheap.com

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