{"id":7529,"date":"2019-05-22T15:57:51","date_gmt":"2019-05-22T15:57:51","guid":{"rendered":"http:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/cognitive_development\/"},"modified":"2019-05-22T15:57:51","modified_gmt":"2019-05-22T15:57:51","slug":"cognitive_development","status":"publish","type":"post","link":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/cognitive_development\/","title":{"rendered":"Cognitive development"},"content":{"rendered":"<p>In very general terms, the development of abilities necessary for understanding and organizing the world and including, for example, the acquisition of those required for discrimination, memory and problem solving. &nbsp;<a href=\"http:\/\/www.cambridge.org\/aus\/catalogue\/catalogue.asp?isbn=9780521651172\" class=\"cc-route-enabled\" data-editable-link=\"http:\/\/www.cambridge.org\/aus\/catalogue\/catalogue.asp?isbn=9780521651172?target=_self\" target=\"_self\" rel=\"noopener noreferrer\">Piaget<\/a>&#8216;s genetic epistemology had a major impact on conceptualising and studying cognitive development, with his functional universals of assimilation and accommodation interacting in the process of equilibration. &nbsp;In more recent times, the theory of embodiment is beginning to have an impact on theorising about the nature of cognitive development: the acquisition of knowledge is attained through exploratory cycles of perception and action that result from a brain interacting with a body and the body interacting with the external world.<\/p>\n<p>See <a href=\"accommodation\">Accommodation<\/a>, <a href=\"assimilation\">Assimilation<\/a>, <a href=\"bourbaki\">Bourbaki<\/a>, Category learning; Cognition, <a href=\"cognitive_immaturity_hypothesis\">Cognitive immaturity hypothesis<\/a>, <a href=\"cognitive_structures\">Cognitive structures<\/a>, <a href=\"constructivism\">Constructivism<\/a>, <a href=\"cognitive_structures\">Cognitive structures<\/a>, <a href=\"developmental_epistemology\">Developmental epistemology<\/a>, <a href=\"embodied_cognition\">Embodied cognition<\/a>, <a href=\"embodiment\">Embodiment<\/a>, <a href=\"equilibration\">Equilibration<\/a>, <a href=\"iterative_cycle_of_construction\">Iterative cycle of construction<\/a>, <a href=\"m--thode_clinique\">M\u00e9thode clinique<\/a>, <a href=\"modularity\">Modularity<\/a>, <a href=\"neo-piagetian_theories_of_cognitive_development\">Neo-Piagetian theories of cognitive development<\/a>, <a href=\"perceptual_development\">Perceptual development<\/a>, <a href=\"reflective_abstraction\">Reflective abstraction<\/a>, <a href=\"sensorimotor_actions\">Sensorimotor actions<\/a>, <a href=\"sensorimotor_realm\">Sensorimotor realm<\/a>, <a href=\"stage_of_cognitive_development\">Stage of cognitive development<\/a><\/p>\n<p><\/body><\/html><\/p>\n","protected":false},"excerpt":{"rendered":"<p>In very general terms, the development of abilities necessary for understanding and organizing the world and including, for example, the acquisition of those required for discrimination, memory and problem solving. &nbsp;Piaget&#8216;s genetic epistemology had a major impact on conceptualising and studying cognitive development, with his functional universals of assimilation and accommodation interacting in the process &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/cognitive_development\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Cognitive development&#8221;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[2],"class_list":["post-7529","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-glossary","entry"],"_links":{"self":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/7529","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/comments?post=7529"}],"version-history":[{"count":0,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/7529\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/media?parent=7529"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/categories?post=7529"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/tags?post=7529"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}