Communication Is The Preeminent Intellectual Species On Planet Earth

Since the early 1900’s psychologists have developed theories about how the human brain develops and how humans learn. Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood (Wells, 2011). There are many factors that play vital roles in how we learn, some of which are intelligence, reasoning and memory.

Nice post. In regards to your statement: “a good leader understands that even the smallest things need to be communicated to the team.” Do you think that there could be an over-inundation of a team with information? If they receive numerous “less important” updates or emails, they may overlook communications containing critical information. I think I would lean to providing more information as well, the onus is on them to read the updates a project leader provides.

Long ago when humans haven't even came about their was a brain as long as time can remember, how the brain worked and what were the functions it could do was a question all together. I will be writing on the neurological evolution of the human brain from Homo Habilis to Homo Erectus to finally Homo Sapiens. Brain evolution is the primary topic but nevertheless the topic is so vast I will also have sub topics that I would write about as well. The development of the brain and certain sectors of the brain is a sub topic that I will be explaining for all three Homo Habilis, Homo Erectus, and, Homo Sapiens. The brain thoughts that allowed all three to survive by developing cultures, society or ideas is another sub topic that I will explain more

Piaget worried that the development of knowledge representation and manipulation is not genetically programmed into the brain. He perceived children as young scientists who are motivated to understand the world and realize the mistakes that others have made about the world. Piaget believes that “Changes in knowledge structures drive changes in fundamental cognitive capabilities. The seemingly natural

Theorists and researchers have many ideas about the development of cognition in humans. The ideas and questions range from the start of core knowledge, origins of knowledge, dynamic systems, which views depicts a substantial and accurate interpretation about cognitive development, and the list continues. As an educator, it is important to understand the basis of cognitive development, and be able to connect the varying ideas and scenarios about cognition to the many situations and encounters we face in the classroom.

Humans are distinguished by their relatively larger brain with its, prefrontal cortex and temporal lobes, which enable high levels of reasoning, language, problem solving, and culture through social learning. Human uses tools to a much higher degree of complexity than any other animal, and are the only known species to build fires and cook their food, as well as using cloths and also creating numerous other technologies and arts.

On planet earth, there are a lot of smart animals and primates, however, none of them can talk to each other in the way that human beings do. The biggest distinction between humans and animals, is language (The Children of the Code Project, 2012). Language is a shared symbolic system, it is a means to expressing ideas and concepts, it is inquisitive, and it is also the link between the past and the future (Woolfolk & Margetts, 2013, p. 97). Language consists of groups and combinations of words and is the prime means of communication between humans (Fellowes & Oakley, 2014, p. 17). Many linguists question whether language is a naturally inherited process, or whether it emerges and develops through instruction. Others however, like Noam Chomsky, an American linguist and cognitive scientist, believe that with more than 4000 languages existing today, some are too complex to the learned through formal instruction and that children possess an inborn “language acquisition device” (O'Donnell et al., 2016, p. 127). Chomsky believed that language is made of words, nouns, verbs and subsequently, the rules on how those are moved around for example syntax and grammar (O'Donnell et al., 2016, p. 127); this is also known as a cognitive phenomenon (Gee & Hayes, 2011, p. 6). During his / her career, a teacher will have in the classroom a vast variety of students with diverse linguistic backgrounds, and it is imperative that educators use language as the social bridge that connects his /

Jean Piaget studied processes, and how children change with age. Piaget’s ideas are what serve as our guide to cognitive theory because of his extensive studies, and thoroughness of his work. He became the foremost expert on development of knowledge from birth to adulthood. He studied children, and became fascinated with children’s incorrect responses. Focusing on the children’s wrong answers, he noticed that the children gave similar kinds of wrong answers at certain ages. Because of this, Piaget launched a lifelong study of intelligence, and he believed that children think in fundamentally different ways from adults. Piaget’s theory relies on both maturational and environmental factors. Piaget also believed that all species inherit

Conversely, there is research depicting a distinct difference with minimal to nonexistent correlations between neuroscience and education. Twardosz (2012, p. 107) has expressed that many researchers have rather fervent opinions about the relevancy of neuroscience in relation to ECE; accordingly, there have been studies that have concluded developmental neuroscience with respect to ECE did not concur with current practices (Hannon, 2003; Twardosz, 2012, p. 107). Concurrently, Baily (2002) and Twardosz (2012, p. 108) disregarded the idea that data pertaining to critical periods should be utilized to vindicate the importance of ECE; furthermore, their belief is ECE should be justified simply by the fact that all learning begins at birth. Neither disagrees that the foundation for future learning is during the early childhood years, albeit both fervently insist this timeframe does not constitute a critical period for development.

The structure of development of brain has always been interesting to study. There are various theories to how the brain has evolved since ancient times. Scientists consistently try to find new researches that helps us understand our past. Humans have much in common with animals biologically. We, humans share similar properties with animals, and of the many factors, morality and ethics are the driving forces that makes us humans unique to other animals. Although it has long been a debate to weather animals too have a sense of morality and ethics, or share a similar level of consciousness, it is widely recognized that humans have a greater level of language acquisition and emotional feelings. Many scientists have tried to prove such

Children are exceptional cognitive learners. They have the ability to observe, mimic and retain information by way of their senses. From zero months to five years of age, children are dependent on their cognitive skills to develop and learn within their environment. In my opinion, children are the prime example of the unbound potential that humans to learn. I will be discussing what cognitive learning is and how it contributes to learning and if right versus left-brain dominance impacts how we use our cognitive skills.

The human brain has always been a subject of great interest to psychologists and researches. Over the years, many theorists have developed different models and approaches on how the mind works and what happens behind the scene when learning occurs. Scientifically speaking, learning theorists have been concerned about areas of ’psychology of learning which emphasizes human cognition or intelligence as a special endowment enabling man to form hypotheses and develop intellectually" in other words cognitivism which is also known as cognitive development (Teachinglearningresources.pbworks.com, 2011). Therefore, cognitive development is concerned about how learning, problem solving and memory works along with ‘how cultural differences affect the way we view our own academic achievements, language development, and much more’ (Feldman, 2010). Two famous influential theorists of cognitivism are Jean Piaget (1896-1980) and Jerome Bruner (1915-2016). They both consider how cognitive development takes place at different stages but their theories are also fundamentally different.

Cognitive development refers to gaining knowledge from childhood right through to adulthood. This includes problem solving, thinking and remembering. Jean Piaget applied the basic principles of biology to the study of development of knowledge in children. According to (Bee, H. 199) Piaget’s main assumption was that the child plays an active part in the development of knowledge and

People are not born with an intrinsic knowledge of themselves or others. Rather, as the theoretical insights of Charles H. Cooley, George H. Mead, and Jean Piaget demonstrated, people develop reasoning skills, morality, personality, and a sense of self through social observation, contact, and interaction. Through observations of and experiments with young children, Piaget detailed four stages by which children typically develop the ability to reason: the sensor motor stage (from birth to about age two), the preoperational stage (from about age two to age seven), the concrete operational stage (from about age seven to about

Everyone has been in that situation that requires them to be professional but also still show their personality. It is not easy trying to balance them either. One could decide to just be strictly professional or entirely show one’s personality. In some workplaces one need’s to show clients they can always be professional. Certain workplaces have dress codes and policies of what one can or cannot wear. Trying to figure out can be hard and sometimes impossible. This paper explains the nonverbal communication with the artifacts one wears. Clothing has its own purpose and can affect one’s behavior, social status, and success. Rank and job roles can be shown by accessories such as jewelry, make-up, and smoking. Eye glasses’ frames and gestures