The Cognitive theory is concerned with the development of one's thought processes or basically how the mind acquires knowledge. There are many ideas that make up the cognitive theories—from the developmental theories of Piaget to relatively more recent theories like Gardner's Multiple Intelligences Theory.
Jean Piaget's Genetic Epistemology theory has profoundly affected our knowledge of child development. With his background on Biology and Philosophy, he came up with his theoretical framework consisting of stages of cognitive development. The main assumption of Piaget's theory is that there are cognitive structures called schemas which are “patterns of physical or mental action that underlie specific acts of intelligence and correspond to stages of child development (Genetic Epistemology: J. Piaget, 2008).”
[...] Recent reports show that there seems to be a relationship between music and academic achievement. Schools in Netherlands, Hungary, and Japan have integrated music into their curricula as early as 1960s. All schools have outstanding academic achievements, especially in math and science (Dickinson, 1993). Other reports include American schools following suit and investing on music and arts program resulting in improved academic performances and that the foremost technical designers and engineers in Silicon Valley are musically inclined (Dickinson, 1993). A group of researchers from the University of California, Irvine (UCI) published a study stating that there is a connection between music affects cognitive development. [...]
[...] Retrieved April from Explorations in Learning & Instruction: The Theory into Practice Database: http://tip.psychology.org/gagne.html Dickinson, D. (1993). Music and the Mind. New Horizons for Learning. Experiential Learning: C. Rogers. (2008). Retrieved April from Explorations in Learning & Instruction: The Theory into Practice Database: http://tip.psychology.org/rogers.html Genetic Epistemology: J. Piaget. (2008). Retrieved April from Explorations in Learning & Instruction: The Theory into Practice Database: http://tip.psychology.org/piaget.html Gestalt Theory: Wertheimer. (2008). Retrieved April from Explorations in Learning & Instruction: The Theory into Practice [...]
[...] It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction.” There are also negative reinforces which are stimulus that results in the increased frequency of a response when it is withdrawn (Operant Conditioning: BF Skinner, 2008).” His theory has applications in classroom management and conditions on how students could best learn—through appropriate incentives. Another important cognitive theory is Carl Roger's Experiential Learning Theory. According to Rogers, there are two kinds of learning: cognitive—essentially meaningless; and experiential—significant. [...]
[...] In a research conducted by Hodges and O'Connell, several points regarding the relationship of music to academic achievement were noted: some music experiences have a positive impact on academic performance under certain circumstances; and none of the studies took into account the capabilities of teachers in integrating music in the curriculum—logically, excellent and enthusiastic teachers may contribute to the success of the methods used in learning (Hodges & O'Connell, 2005). Though some researches suggest that music act as a catalyst for cognitive abilities in other disciplines and the relationship between music and spatial-temporal reasoning is particularly compelling,” there is however certain aspects that remains unanswered. [...]
APA Style reference
For your bibliographyOnline reading
with our online readerContent validated
by our reading committee
