Cognition and Instruction in Psychology
Introduction
My study emphasis in psychology is Cognition and Instruction. This is a branch of psychology that is rooted in Cognitive psychology, whereas some scholars have argued that the cognitive view of learning is somehow vague and abstract. In other words, learning as premised on Cognitive Psychology is lacking a supportive database (Kellogg, 2015). It is significant to note that Cognition and instruction attempt to explain one of the significant concerns in general psychology: language acquisition.
An Overview of Language Acquisition
Language acquisition is an area of study in psychology that many scholars have attempted to explain using various theories, from Piaget’s theory of cognitive development, that argues that children’s cognitive development as a result of brain maturation to Vygotsky, who argued that social constructs influence cognitive development. Language acquisition, therefore, has been an area of concern in the field of psychology (Kellogg, 2015). Thus, the study of cognition and instruction provides a basis for understanding how language is acquired from an early stage of child development.
The History of Language Acquisition
Language acquisition history can be traced to early philosophers such as Plato, who believed that some word-meaning acquisition was innate. In other words, Plato argues that language was inherently built in the system of human beings. Some scholars also weighed in on the matter and debated whether the communication was in-born or socially constructed. These scholars included Sanskrit grammarians (Mishra, 2017). These early philosophers used critical thinking to explain how abstract concepts like language acquisition. This was way before empirical theorists developed means of testing these assumptions.
It is critical to note that language acquisition and usage are fundamental factors that distinguish humans from other primates. Several theories have been used to explain language acquisition. Such assumptions include symbolic interactionism. This theory asserts that children’s cognitive development as a result of language development and interaction with significant others and the environment (both physical and human-made). Meaning, according to this theory, is socially constructed. In other words, human beings assign meaning to objects from their previous experiences and interactions (Burr, 2015).
There is a need for researchers in the field of cognitive psychology and education to test further various assumptions made to validate if such findings are accurate. For example, the advancement in technology and related areas like Artificial intelligence and neuroscience can guide cognitive psychologists in refining the tests and establishing the concern of language acquisition. The current body of knowledge in the field of cognitive psychology has attracted several debates ranging from “nature versus nurture” debates where some scholars have argued that language acquisition is somehow related to the natural way in which humans are “wired,” (Sternberg & Sternberg, 2016). The proponents of this assertion argue that the natural inherent in humans developing language is unique and not found in other forms of life. Because of this, language acquisition to these scholars cannot be socially constructed, as Piaget and Vygotsky argued (Burr, 2015).
Scholars will require an intellectual discourse based on the empirical findings to conduct further research to unmask the truth vigorously. However, as it stands at the moment, it is clear that language acquisition incorporates both aspects of inherent (in-born) and nurtured (socially constructed). The latter can be explained through the human learning process of a second language (non-native). It is also evident in the way young children lack mastery and style usage at a tender age. The children get better at communication partly due to interaction with the significant others at home and school alike.
In conclusion, language acquisition is still an area of concern for cognitive psychologists and instructional educators. Further comprehensive research is inevitable.
References
Burr, V. (2015). Social constructionism. Routledge.
Kellogg, R. T. (2015). Fundamentals of cognitive psychology. Sage Publications.
Mishra, S. (2017). Language Acquisition: In Perspective of English Language in India. Asian Journal of Research in Social Sciences and Humanities, 7(5), 243-248.
Sternberg, R. J., & Sternberg, K. (2016). Cognitive psychology. Nelson Education.