Cognitive development theory - Essay Example

? ADULT DEVELOPMENT ANALYSIS Cognitive development theory Cognitive development refers to changing of thinking patterns over time (Dunkel & Sefcek, n.d). Jean Piaget came up with four stages in cognitive development, which are related to age. The theories focus in childhood, but they have had considerable influence on further research conducted on adult theories. There are two perspectives in adult cognitive development. These are contextual and dialectical thinking. Dialectical thinking is shown, by reasoning and discussion, to create a meaning of the complexities and contradictions adults has to deal continually with them. It holds that dialectical sense thinking enables acceptance of alternative ways or truths of thinking on similar phenomena, which, in everyday life, abounds. Dialectical thinking involves a process of logical thought through which adults can take what, on the surface, may seem contradictory positions. Contextual approach shows how cultural, social, political and economic forces play a role in shaping adult thinking development (Dunkel & Sefcek, n.d). This approach argues that the contextual factors may constitute what affects cognitive development of an adult. I carried an interview on a respondent who showed various issues. I asked questions such as what is your name? How old are you? Have you a spouse? Do you have a house? Do you have problems paying fees? Do you drink? Do you have children? The respondent was 30 years and was married. He lived in a rented house and claimed that he had not enough income to settle his expenses including rent, electricity bill and payment of school fees. He also confessed that he occasionally did drink. I had to analyze this situation using contextual approach in order to understand my client. My client had issues in learning which were due to the situation he was undergoing. He could not concentrate because his focus shifted from time to time on the problems he was facing. Such a person needs help in learning to concentrate on issues at hand. I advised him to learn to avoid the thoughts about his problems whenever they came as he engaged other activities. While taking a contextual approach one should consider these social, economic, political and cultural factors rather than taking chronological factors as guiding tools for comparison. Contextual approach would argue consideration of contextual factors that have influenced behaviors rather than just evaluating behavior on its surface. Contextual approach plays a critical role in understanding issues and life events in a person’s life. Background, including family of origin, school, friends and place where raised determines the thinking pattern of an individual. For instance, an adult may be truant because of influence from peers. Family situation and a person’s age are also contextual factors that determine an individual’s decisions. For example, a married individual would take different courses from that of unmarried one. When a person reaches some age, he or she would like to act in some way according to what applies most to that stage. Consideration of prior and current learning experiences is a factor worth considering. An individual who has undergone formal learning would not act the same way as one who has not. An individual undergoing formal learning at present such as a college student will make decisions mostly as per his or her status quo. For instance, a woman would choose not to have children until she finishes her degree education. Similarly, a young adult man might not marry until he has employment in order to get some economic stability. Current life issues also play a role in an individual’s thinking. An individual experiencing adverse social issues may resort to certain behaviors in order to get relieve. For instance, a person can resort to drinking in an attempt to do away with disturbing thoughts. Past life issues and how the individual confronted them also matter in this case. Lifespan Ego Development Erikson’s stages of development act as a model for the thinking stages and child learning (Bornstein, 2011). Here, one finds that each stage contains opportunities relevant for development of ego in a positive manner. It also consists of deficits on the development in an individual’s character, not only in children below 20 years, but also throughout an individual’s life. I had a chance to interview a young girl to learn on how learning goes on through thinking stages. I asked her questions such as how old are you? Do you have a boyfriend? What level of education are you? Do your parents talk to you about choosing a friend of the opposite sex? While young, did you attend a day or boarding school? Do you have a child? Are you employed? The young girl answered that she was 25 years, had a boyfriend, was a second year in a university and not employed. She also said that her parents have never talked to her concerning the choice of a boyfriend. She had a child, two years whose father was the boyfriend she had. This girl was still pursuing education and thus she had not been married. The silence of parents on relationship issues leaves children at risk of choosing wrong paths. This girl has a child but not married and is struggling with education. This case also shows a stage of need for fulfilling relationship. In most cases, girls at the age of around 22 to 27 have a strong need for satisfying relationships. In young adulthood, the outcome of ego development is intimacy and solidarity versus isolation. The basic strengths are love and affiliation. We seek one or more companions and love in the initial stages of being an adult. We also begin the process of starting a family as we try to find satisfying relationships via friends and marriage (Bornstein, 2011). However, this age, for many couples, has been pushed back thus; they do not start families until when they are in late thirties. One can experience intimacy on a deep level if he or she negotiates this stage successfully. However, if one is unsuccessful there may be distance and isolation from others. Lack of satisfying relationships means one’s world shrinking as, in defense, the person may consider himself/herself superior to others. The interview I conducted dwells much on young adulthood. The girl was at the age of making love relationship and marriage. However, her choices seem not the best. She had difficulties fending for the child. She seemed not to pass through this stage well owing to lack of parent’s closeness in this crucial stage. Middle adulthood has outcomes of ego development as generativity versus stagnation or absorption. The basic strengths include production and care. At this stage, an individual tends to dwell much on meaningful and creative work and with family issues. Middle adulthood stage has individuals taking charge of roles they have anticipated for long. Strength comes about by production and care of others. People’s relationships or goals undergo reforms as their children leave home. Major life changes termed mid-life crisis take place and people struggle to find new purposes and meanings (Bornstein, 2011). Late adulthood is a stage with integrity versus despair outcomes. Erikson’s feeling was that late adulthood was recovering from middle adulthood, and much of life was preparing for the middle adulthood stage (Bornstein, 2011). This is so because, at old age one is content and happy having contributed to live well. Erikson calls this a feeling of integrity. Wisdom that the world is extremely large results in strength. Erikson’s lifespan ego development touches on various topics. For example, individuals’ age and related activities. Early adulthood has individuals strive for love and relationships. Some get married at this stage. Marital status thus influences the lives of individuals. This stage also witnesses successes and failures such as heart broken individuals. Employment history is a factor in this development theory. This takes place in late years of young adulthood and early mid adulthood. Individuals are through with college and university education and thus they can now seek employment. With or lack of employment may be associated with certain behaviors. Meaningful employment may mean success while lack of employment may mean undesirable effects of young adults and mid-adulthood individuals. References Bornstein, M. H., & Lamb, M. E. (2011). Cognitive Development: An Advanced Textbook. Psychology Press, Taylor & Francis Group. Dunkel, C., & Sefcek, J. (n.d). Eriksonian Lifespan Theory and Life History Theory: Integration Using the Example of Identity Formation. Review Of General Psychology, 13(1), 13-23. Read More