“Concepts are fundamental to human cognition because of their use in many forms of thinking, such as problem-solving, categorization, and inductive inferences” (Farrar & Montgomery, 2015, p. 186). To apply your understanding of cognitive and conceptual development, it is important to first understand the three different theories of concept development that are commonly used. Chapters 5 in your primary text discuss the following theories: the classical view of conceptual development (the ideas that all concepts are defined by a set of necessary and sufficient features), prototype or probabilistic view (concepts are compared to a prototype based on family resemblance or similarity), and the theory-based concept view (explanatory principles, such as an object’s origins, are a component of conceptual representation) (Farrar & Montgomery, 2015). In this discussion, you will apply your understanding of these three theories by examining the relationship between cognitive and conceptual development.
Case Study: Please refer to the case study in the Introduction section of Chapter 5 of your textbook for this week’s discussion. Address the following points they relate to the case study:
- Explain which theories of conceptual development are present in the case study. Provide an example to support your thinking.
- Examine the relationships between cognitive and conceptual development that are present in the case study.
- Discuss which theory of cognitive development would support Ms. Serrano’s experience with her students. Support your response with evidence from the text.
- Consider your current or future work setting. Provide two strategies you can use to support conceptual development in the children with whom you currently work or will work with. Support your response with at least one scholarly source.
This assignments should be at least 350 words in APA format.
Farrar, M.J. & Montgomery, D. (2015). Cognitive Development of Children: Research and Application. San Diego, CA; Bridgepoint Education
Autism Speaks. (2010). Executive functioning and theory of mind. Retrieved from https://www.autismspeaks.org/sites/default/files/documents/as-hfa/ef_tm_as-hfa_tool_kit.pdf This article discusses the development of executive functions and Theory of Mind in children with Autism Spectrum Disorders and may assist you with your Theory of Mind discussion.
Gelman, S. A. (2009). Learning from others: Children’s construction of concepts. Annual Review of Psychology, 60, 115–140. doi:10.1146/annurev.psych.59.103006.093659 Go to http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2829654/ to access the full-text version of this article. This article focuses on Piaget and how his stages of cognitive development relate to conceptual development and may be beneficial for your Cognitive and Conceptual Development discussion.
Lugo-Gil, J., & Tamis-LeMonda, C. S. (2008). Family resources and parenting quality: Links to children’s cognitive development across the first 3 Years. Child Development, 79(4), 1065-1085. doi:10.1111/j.1467-8624.2008.01176.x
Wright, B. C., & Mahfoud, J. (2014). A teacher-centered exploration of the relevance of social factors to theory of mind development. Scandinavian Journal of Psychology, 55(1), 17-25. doi:10.1111/sjop.12085
The “false belief” test: Theory of mind [Video file]. Retrieved from https://www.youtube.com/watch?v=8hLubgpY2_w This video shows an example of a children engaging in a false belief task and may be beneficial for your Theory of Mind discussion.