COGNITIVE DEVELOPMENT

Part 1

Neurological Development

Q1

Cognitive development refers to the child’s development in relation processing, language learning, intangible resources, perceptual skills and brain development. Neurological development refers to the course that creates shapes and re-modifies the nervous system.

Q2

 An example of this case is when a boy is probated by an office that if he is caught in a fight he will go to a group home. The boy uses recalls this information and restrains him from getting into a fight.

Q3

 In shows an interesting pattern of the brain to achieve break taking milestones. It tends to establish how culture influences brain structures which in return affect the influence of the culture interpretation. Numerous prolonged developmental transformations in tardy teenage years transpire within neural circuitry from and to the PFC (Iselin, Coster & Salekin, 2008). PFC amplifies steadily with age which later decreases and it is considered to be an indication of connectivity within the circuit that is more focused and refined.  PCF is unswervingly accountable to cognitive control abilities that include inhibition, awareness, and memory. The cognitive skills such as executive functioning and intelligence relate to psychosocial maturity which is defined by problem behavior, work orientation, self-reliance and identity (Iselin, Coster & Salekin, 2008).

Part 2

Dual Process Theory

Q1

The dual process theory founded on cognitive psychology conceptualizes on two distinct processes where an individual chooses whether the information is relevant in order to be processed further and abandon the irrelevant information in the current situation. This enhances reasoning that helps the individual to overcome obstacles as they have better reasoning power (Iselin, Coster & Salekin, 2008).

Q2

An example of this case is an individual who has high criminal maturity have advanced proactive control in adult prison, the use of alcohol and drugs more frequently.

Q3

Criminal maturity is related directly to perceive the cues without necessarily engaging in a number of cognitive resources as there is no mental maintenance required. This enhances decision making which is mostly required for the criminally adult actions that seeks the capability to conclude successful suggestions in a given circumstance. Distancing maturity enables specific information about the way to intervene and interact with the individual offenders. Maturity model indicates that criminal offenders with a high criminal adulthood skills and low prosocial skills can be considered to be an individual who possesses some level of suitable maturity skills (Iselin, Coster & Salekin, 2008).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reference

Iselin, A.,Coster, J.,& Salekin, R. (2008). Maturity in Adolescent and Young Adults Offenders: The Role of Cognitive Control. Springer