Post your definition of cognitive creativity. Then explain how Piaget characterized cognitive creativity compared to Vygotsky. Provide examples and references to your articles to support your response.
Required Readings
Galotti, K. M. (2017). Other frameworks relevant to cognitive development. In Cognitive development: Infancy through adolescence (2nd ed.) (pp. 46–78). Thousand Oaks, CA: Sage.
Galotti, K.M. (2017) Cognitive Development: Infancy through Adolescence. Copyright 2017 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.
Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30(3), 281–295. doi:10.1016/j.newideapsych.
2011.12.006
Note: You will access this article from the Walden Library databases.
Sundararajan, L., & Fatemi, S. M. (2016). Creativity and symmetry restoration: Toward a cognitive account of mindfulness. Journal of Theoretical and Philosophical Psychology, 36(3), 131–141. doi:10.1037/teo0000027
Note: You will access this article from the Walden Library databases.
Megalakaki, O., Craft, A., & Cremin, T. (2012). The nature of creativity: Cognitive and confluence perspectives. Electronic Journal of Research in Educational Psychology, 10(3), 1035–1055. Retrieved from http://investigacion-
psicopedagogica.org/revista/n. ..
Note: You will access this article from the Walden Library databases.
Optional Resources
Daniels, H. (2010). Vygotsky and psychology. In Goswami, U. (Ed.), The Wiley-Blackwell Handbook of Child Cognitive Development (pp. 673–696). Malden, MA: John Wiley & Sons. Retrieved from http://site.ebrary.com/lib/
waldenu/reader.action?p…
Note: You will access this book from the Walden Library databases.
Müller, B. C. N., Gerasimova, A., & Ritter, S. M. (2016). Concentrative meditation influences creativity by increasing cognitive flexibility. Psychology of Aesthetics, Creativity, and the Arts, 10(3), 278–286. doi:10.1037/a0040335
Note: You will access this article from the Walden Library databases.
This approach, however, illustrates that children are not in a position to use their mental functions beyond their biological development stages. For instance, for children in the preoperational stage, Piaget argues that such children cannot use their creativity because they have not mastered the art of mental operations (Sundararajan, & Fatemi, 2016). According to Piaget, the child is still in egocentrism whereby the child is still decentralized in his or her mental position. Based on Vygotsky argument, he argues that culture helps in determining the type of memory strategy which the children develop. For instance, note taking helps in enhancing the memory abilities. Also, other cultural activities such as carrying pebbles, the tying of knots on a rope helps children to remember things. Such intellectual tools help children to use their basic mental capabilities in a more effective manner.
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