Running head: COGNITIVE PSYCHOLOGY
Cognitive psychology is the systemic study of the mental processes as information
processors, these processes include language use, attention, problem-solving, creativity, memory,
consciousness and thinking (Matlin, 2014). The discipline has broader areas such as mental
imagery, attention, decision making, reading comprehension, and social cognition among others.
My final project will be based on cognitive psychology area of learning and comprehension
using the mental imagery and hence my final project topic will be, "the analysis of children's
learning from the Disney junior cartoons.” In this paper, I will document the existing literature
review and research on the aforementioned topic, as well as laying out a synopsis of the project.
Cognitive learning is the mental activity or processes of obtaining knowledge and
comprehending via thoughts, senses and even experiences. This cognitive learning not only uses
brain and intelligence but also incorporate things like emotions, movements, specific brain-based
learning tools and intrigue to fully enhance an individual's cognitive development. According to,
Meshova (2017), cognitive learning involves the knowledge and development of intellectual
skills of the, which include remembering or acknowledging reality, patterns, systems, concepts
that help develop cognitive capabilities. According to, Medeshova, Bloom found out that there
are six cognitive learning processes which include, knowledge, comprehension, application,
synthesis, analysis, and evaluation (Medeshova, 2017).
Types of Cognitive Learning
There are various types of cognitive learning, these include implicit learning where an
individual acquire information without realizing that he/she is learning; explicit learning where
the individual is conscious and willing to learn; collaborative and cooperative learning where
individual learns in a group such as student learning from classmates; meaningful learning
whereby an individual connects their personal experience and emotions with their learning;
associate learning where an individual relates a determined stimulus with a precise behavior;
discovery learning where an individual seeks for the information and learns it; imitational
learning where an individual imitates from a model; emotional and experiential learning,
whereby the individuals use their emotions and experiences to learn and receptive learning where
an individual only receives the information about what they want to know(Wittrock, Levin &
Cognitive Learning in Children
Various theories have been postulated about the process of cognitive learning in children.
According to Piaget, there are four stages of childhood cognitive development, which include;
sensorimotor stage, this stage is for babies from 2 years and below and at this stage the babies
begin to learn the universe through object manipulation and senses; Comes a second stage,
preoperational stage for babies between 2 and 7 years and in this stage the babies begin to
develop memory and imagination; a third concrete operational scale for children between 7 and
11, in this stage the children become more aware of the external world and the feelings of other
people other than theirs; finally comes a fourth and last stage called formal and operational stage
for the children with 11 years and above, at this stage the children are capable of solving the
problems with logic and view the world in a completely different manner (Piaget, 1952).
Also, the Information Processing Model came up with another perspective of looking at
the cognitive learning process of the children. Under this model there are two define stages; first
is the stage between 2 and 5 years, where children start developing a short memory, attention
skills, and long-term memory. The second stage is between 5 and 7 years, where the children in
this stage start developing a better control over attention, memory, and problem-solving skills
Assessing Cognitive Development of Children
Imagine a situation where your child is really struggling to learn, remember, read or even
be attentive to certain things, the obvious step is to try and find out what or why is that
happening. Assessing child cognitive development is very important as it will provide a full
information of how the child is performing cognitively as well as discovering the strengths and
weaknesses of the child (Tahriri, Divsar & Ashouri, 2014).
In conclusion, my final project will be about examining the cognitive development of the
children by assessing the cognitive learning from the Disney Junior Cartoons. I will specifically
assess two groups of children, the first group will be 10 children between 5 and 7 years and the
second group will be 10 children between 7 and 11 years. The important parts that affect the
cognitive learning are the areas that usually stores the short term memory, long term memory,
and the procedural based memory. These include the cerebellum, limbic and cortical systems,
and the frontal lobe of the cerebral hemisphere.
Halford, G. (2011). Information-processing models of cognitive development. In U. Gosami.
Retrieved from http://old.nbu.bg/cogs/events/1_1_D_ch27.pdf
Matlin, M. (2014). Cognitive psychology. Hoboken, N.J: John Wiley & Sons.
Medeshova, A. (2017). THE TAXONOMY OF BLOOM AND THE ORGANIZATION OF
STUDENT LEARNING ACTIVITIES. Slavonic Pedagogical Studies Journal, 6(2), 218225. doi: 10.18355/pg.2017.6.2.3
Piaget, J. (1952). Theory of Cognitive Development. Retrieved from
Tahriri, A., Divsar, H., & Ashouri, F. (2014). The relationship between EFL learners’ personality
types and their cognitive learning styles. International Journal Of Research Studies In
Language Learning, 4(2). doi: 10.5861/ijrsll.2014.843
Wittrock, M., Levin, J., & Allen, V. (1976). Cognitive Learning in Children. American
Educational Research Journal, 13(3), 235. doi: 10.2307/1162437
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