A report on Cognition and Developmental psychology

A cognitive model, as illustrated by Robert Fludd (1619)
Special methods are used in the psychological study of infants.
When the mind makes a generalization such as the concept of tree, it extracts similarities from numerous examples; the simplification enables higher-level thinking (abstract thinking).
Piaget's test for Conservation. One of the many experiments used for children.
Charles Darwin
Erik Erikson
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Jean Piaget was one of the most important and influential people in the field of developmental psychology.

- Cognition

It involves the study of both the genetic and environmental mechanisms that underlie the development of social and cognitive competencies, as well as the epigenetic (gene-environment interactions) processes that adapt these competencies to local conditions.

- Developmental psychology
A cognitive model, as illustrated by Robert Fludd (1619)

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Lev Vygotsky

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Lev Semyonovich Vygotsky (Лев Семёнович Выго́тский; Леў Сямёнавіч Выго́цкі; November 17 1896 – June 11, 1934) was a Soviet psychologist, known for his work on psychological development in children.

His work covered topics such as the origin and the psychology of art, development of higher mental functions, philosophy of science and the methodology of psychological research, the relation between learning and human development, concept formation, interrelation between language and thought development, play as a psychological phenomenon, learning disabilities, and abnormal human development (aka defectology).

Piaget at the University of Michigan, c. 1968

Jean Piaget

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Swiss psychologist known for his work on child development.

Swiss psychologist known for his work on child development.

Piaget at the University of Michigan, c. 1968
Bust of Jean Piaget in the Parc des Bastions, Geneva
Photo of the Jean Piaget Foundation with Pierre Bovet (1878–1965) first row (with large beard) and Jean Piaget (1896–1980) first row (on the right, with glasses) in front of the Rousseau Institute (Geneva), 1925

By repeating this process across a wide range of objects and actions, the child establishes a new level of knowledge and insight. This is the process of forming a new "cognitive stage". This dual process allows the child to construct new ways of dealing with objects and new knowledge about objects themselves.

Developmental psychology