Casey, B. J., Cannonier, T., Conley, M. I., Cohen, A. O., Barch, D. M., Heitzeg, M. M., … & Dale, A. M. (2018). The adolescent brain cognitive development (ABCD) study Imaging acquisition across 21 sites. Developmental cognitive neuroscience, 32, 43-54.
Casey et al. (2018) argue that neuroimaging offers a tool for assessing the biological creation of the human brain in vivo. The researchers utilized the ABC study to track human brain development among children and adolescents to determine the biological and environmental variables that influence or change the developmental trajectories. They recruited 10,000 participants ranging from 9 to 10 years across all regions of the United States. The authors acknowledge that Big data is an effective tool for recognizing the optimized MRI acquisition to evaluate the brain structure and roles that can be harmonized across numerous platforms. The researchers argue that ABCD task-based functional evaluation of the brain comprises numerous tasks such as the Stop Signal Task, the Monetary Incentive Delays, and an emotional version. An essential motivating variable for the study is to ensure the recognition of the development factors and neural symptoms for adolescent emotional wellbeing. They ensure that the research has the analytical strengths to characterize unique development factors. The authors utilized 50% of the sampling population of kids who demonstrated the earliest symptoms of externalization and internalization. The authors found that neuroimaging helps detect the early signs of mental health among adolescents. The utilization of custom oils for every age would accommodate the set-up across numerous sites. The author transparently utilized randomization of the order of trials to assist in managing the impacts of numerous processing requirements of a single procedure on a subsequence trial. This will enable the author to evaluate the generalizability of the outcomes. Also, before the procedure, there is simulation and motion compliance training. This will enable the desensitization of the participants to produce the valid results.
Meadows, S. (2019). Cognitive development. In Companion encyclopedia of psychology (pp. 699-715). Routledge.
Meadows (2019) argues that a huge among of studies and theories have been produced to analyze and elaborate on the aspect of cognitive development. The major techniques for cognitive development originate from the work of Piaget, the information-processing theories of cognitive studies, and Vygotsky. Piaget’s theory argues that children’s intelligence undergoes variations as they develop. Cognitive development in a kid is not associated with obtaining understanding. Kids require developmental models of their environment. Piaget’s work is taken as the basis of developmental psychology. The researchers found that Piaget’s theories have the assumption that children think uniquely and view the environment differently from that of the adult population. Also, children are active leaders because they rapidly develop their understanding of the environment.
Additionally, the most significant way to comprehend children’s reasoning is to think from a kid’s perceptive. On the other hand, the author argues that Vgothsky suggests that each individual has two phases of skill creation: what they can attain themselves and what they can attain with the assistance of others. It is mainly referred to as the zone of proximate development. It is grounded on the aspect that when teaching a kid new techniques, they learn from the best in circumstances where they can almost find tasks independently. Therefore, teachers or parents need to offer less assistance to children until they master their skills themselves. From this analysis, the author also proposes a need to acquire cognitive areas that are minimally logical or sequential. The researcher proposes that cognitive development must be a personal construction of internal mental models of external realities.
Lehalle, H. (2020). Cognitive development in adolescence: Thinking freed from concrete constraints. In Handbook of adolescent development (pp. 71-89). Psychology Press.
Lehalle (2020) offers a comprehensive understanding of the new cognitive skills transitioning from childhood to adolescence. The authors argue that developmental changes in societal guidelines, scientific understanding, and identity construction from the cognitive dimension assist in understanding cognitive changes among adolescents. Lehalle (2020) defines cognitive development as the successive levels of intellectual adaptation from birth to adulthood. This assists in understanding the coordination between children between the age of 6 and 7 or from 11 or 12 years. Compared to that of children, it is known as abstract thinking. The numerous functional aspects are commonly supposed to lie in a comprehensive cognitive-developmental variable partly. The author argues that some adolescents face life challenges that may disturb their cognitive development. Trauma may cause adolescents to see the living environment as unjust and unfair. Additionally, social learning also influences cognitive development. The adolescent may have seen adults making adverse decisions without considering other people’s rights and welfare. Therefore, the adolescent will start developing cognitive skills opposite to the rest of society. Therefore, older people have the greatest role in supporting the moral development of children and adults. While parents may argue that the procedure of cognitive development tends to be problematic, it is essential to understand that the development steps are important to adolescents’ wellbeing and success in life.
Quist-Adade, C. (2019). Symbolic interactionism: The basics. Vernon Press.
The author explores the philosophical foundation of symbolic interactionism, such as pragmatism, social behaviorism, and neo-Hegelianism. The intellectual foundation of symbolic interactions can be accounted for by the works of William James, George Simmel, John Deway, Max Weber, and George Herbert Mean. Quist-Adade (2019) argues that pragmatics is the philosophical movement that entails people claiming that ideologies or propositions are trusted if it works effectively. The author found that the meaning of proposition in the practical impacts of accepting it and non-satisfactory ideologies are to be declined. The concept originates in the USA at the end of the 19th century. The author suggests that the concept is significant in numerous areas of law, education, politics, sociology, and psychology. Another concept that is highlighted in the book is social behaviorism. It is believed that a person’s mind could only be present because of the same interpretations created by numerous minds. The author’s idea is that the human mind is distinct from the human body, only a component of biology. Another concept proposed by the researcher is neo-Hegelianism, which was popular in Great Britain in the United States between the 1800s and 1900s. The proponents of the concept were opposed to materialism and naturalism. In the political arena, they rejected the idea of individualism that tended to view the country as a living community instead of a mutual-benefit community. Also, the proponents offer a rational alternative to religious assumptions that were increasingly hard to balance with the latest scientific understanding and the theory of evolution. The religious challenges within the concept stopped being the fundamental preoccupation, and fewer requirements were found to be substitutes for religious claims. In the end, the author analyzes the concepts of consciousness regarding sensation and the relationship of ideas.
Bandura, A., & Hall, P. (2018). Albert bandura and social learning theory. Learning theories for early years’ practice, 63.
Bandura and Hall (2018) analyze the explanation of why individuals behave as they do. The authors use social learning theory to explain the phenomenon. The social learning theory proposed by Albert Bandura argues that individuals learn from one another through observation, imitation, and modeling. The author argued that there should be a bridge between behaviorists and cognitive learning, which mainly entails attention, memory, and attention. Bandura and Hall (2018) argue that individuals learn through observing other people’s behaviors, attitudes, and the results of such behaviors. Most people’s habits are adopted observationally via modeling, which entails learning from others, developing new habits, and later events. This coded information act as a way of guiding. Social learning theory analyzes human behaviors through the continuous reciprocal interactions between cognitive, behavioral, and environmental factors. For a person to adopt the behaviors of others, there should be an aspect of attention. This includes numerous variables to increase o reduce the amount of attention. This entails uniqueness, affect factors, prevalence and complexities. Another aspect is retention which is the capability of a person to pay attention to the surrounding environment. This entails symbolic coding, mental picture, cognitive arranger, symbolic rehearsals, and motor rehearsal. Another concept is the reproduction of developing pictures which encompasses physical abilities and self-observation. Another concept of social learning theory is motivation. This is a concept of having a relevant reason to copy others. This means that a person should have a motive to copy, promise, and be vicarious, viewing and reinforcing models. Therefore, the authors concluded that social learning could be used in understanding how children learn from adults. Also, it can be used to modify the behaviors of adolescents to be positive.
Bhambra, G. K., Medien, K., & Tilley, L. (2020). Theory for a global age: From nativism to neoliberalism and beyond. Current Sociology, 68(2), 137-148.
Bhambra et al. (2020) argue that the primary reason for mass displacement and expropriation is military aggression, global warming, resource exhaustion, and settlement of the colonial. They found that mass displacement has become rampant in the current years the political atmosphere has become hostile to many individuals. Crucial aspects, authoritarianism, enable global politics to result in the placeless of people both at the political and social levels. These concepts have become rampant in numerous countries such as Turkey, Brazil, India, numerous European nations, the United States, and other countries across the globe. The authors also found that there is numerous renewal of political violence that result in racism, ethnicity, exclusion, and uncertainties of democracy. Racists have persisted, especially among the migrant population and other internal displacement individuals. These challenges can be experienced to explore how they can be adapted and responded to. The authors asked themselves essential questions if the theories can be used to solve current challenges and social justice. The question also assists in understanding why the rapid increase in authoritarianism. The authors propose the social theory to understand the global age. This includes the significance of tackling the legacy of claims and empire. The conceptual techniques such as haunting and reactionary inter-communalism assist in assessing the challenges of the global age. Also, it is essential to apply such theories to understand the struggle for justice in the past. Also, the authors argue that it is important not to depend on national and class sovereignty that are bound to authoritarianism. The author names the concept the connected sociologies to assist navigate the challenging and historical-informed political areas. The authors concluded that social theory only depends on effectively diagnosing the current and past injustice and cultivating useful dimensions of political solidarity and resistance that revolve around people who have the victims of imperial and racial violence.
References
Bandura, A., & Hall, P. (2018). Albert bandura and social learning theory. Learning theories for early years’ practice, 63.
Bhambra, G. K., Medien, K., & Tilley, L. (2020). Theory for a global age: From nativism to neoliberalism and beyond. Current Sociology, 68(2), 137-148.
Casey, B. J., Cannonier, T., Conley, M. I., Cohen, A. O., Barch, D. M., Heitzeg, M. M., … & Dale, A. M. (2018). The adolescent brain cognitive development (ABCD) study Imaging acquisition across 21 sites. Developmental cognitive neuroscience, 32, 43-54.
Lehalle, H. (2020). Cognitive development in adolescence: Thinking freed from concrete constraints. In Handbook of adolescent development (pp. 71-89). Psychology Press.
Meadows, S. (2019). Cognitive development. In Companion encyclopedia of psychology (pp. 699-715). Routledge.
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