The Impact of Cognitive Theory on Human and Computer Development

Copyright © 2015 by Dr. Kamara.

Library of Congress Control Number:   2015901845

ISBN:      Hardcover      978-1-5035-3166-6

               Softcover      978-1-5035-3167-3

               eBook           978-1-5035-3168-0

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Rev. date: 02/27/2015

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Contents

Preface

Breadth Component

Chapter 1 —Theories Of Human Development

Introduction

Theorists

Conscious And Unconscious Motivation

Physiological And Psychological Needs For Mankind

Intrinsic And Extrinsic Motivation

Cognitive Motivation

Chapter 2 —Vicarious Reinforcement

Introduction

Symbolic Activities

Forethought Activity

Learning By Reinforcement

Chapter 3 —Self-Regulation and Goal Setting

Introduction

Self-Reflection And Self-Evaluation

Self-Efficacy And Confidence

Self-Reinforcement

Cognitive Development

Breadth Summary

Depth Component

Chapter 4 —Current Research In Human And Computer Development

Depth Annotations

Literature Review Essay

Cognition And Motivation To Change

Chapter 5—Self-Regulation

Introduction

Forethought

Vicarious Reinforcements

Self-Efficacy

Theory Of Planned Behavior

Chapter 6—Habit Versus Intention

Introduction

Computer Technology Choice And Preferences

Motivation

Transtheoretical Model Or Stages Of Change Theory

Relevance For Community Colleges And University Students

Depth Summary

Application Component

Chapter 7—Justification Of Computer Cognition Development Based On Human

Introduction

Background Of Computer Origin

The Logical Gates Used To Design Ram And Cpu Chips

The Program

Need For The Program

Chapter 8—Admission To The Program

Introduction

Initial Consultation

Computer Frequency Questionnaire

Setting Goals

Assessment Of Intention

Chapter 9—Specific Education For Computer Science And Technology Cognitive Development

Introduction

Mypyramid

Fact-Finding For The Cognitive Development Study

Finalizing The Consultation

Chapter 10—Follow-Up

Introduction

The Discussion

The Correlation

References

I would like to exclusively

dedicate this work to my wife and children for their continuing loyal support in my research interest.

PREFACE

This book explains the impacts of cognitive theory of human development to scientific, engineering, and technological innovations. This first edition concentrates in the invention of a computer random access memory (RAM) and central processing unit (CPU) in correlation to human intellectual development. The author sought to investigate, determine, identify, and justify the correlation of cognitive theory to the design of RAM and CPU. To achieve the purpose and to acquire the required deterministic details of this book, the author had utilized a quantitative causal comparative correlation methodology. The book is divided into three major components—Breadth, Depth, and Application components. The Breadth component compares and contrasts works of classical theorists like Maslow, Glasser, and Bandura on human and system development. The Depth component discusses the current literature reviewed on cognitive theory and analyzes how the theory relates to the development of random access memory (RAM) and central processing unit (CPU) based on human intelligence. The Application component explains the current conceptual correlations and applicability of the Breadth and the Depth components. The book addresses the following key areas: (1) the gradualism on how human gained knowledge from developmental stages, (2) the direct correlation of human intelligence to the creation of computer science components based on human perspectives, (3) the effect of cognitive theory on the development of RAM and CPU, and (4) the similarities and dissimilarities of the human brain and heart to computer RAM and CPU. In this book, the author follows no single model and is eclectic in the interest of the reader to understand the significance of this book. The philosophy and principles underlying the techniques used by mankind to design a computer is the framework of this book. The logical gates illustrate current application of the architecture. The author did not assume that readers of this book possessed prior detailed knowledge of this subject.

Breadth Component

CHAPTER 1

Theories of Human Development

Introduction

The Breadth section of this book includes an exploration of the correlation of human cognitive development that influenced the creation of computer scientific techniques, which are road maps to the inventions. This section compares and contrasts the works of the classical theorists—Maslow, Glasser, and Bandura—in human intelligence development based on the perspective of the cognitive theory. Although their theoretical frameworks may contain elements supporting factors related to biological, psychosocial, physical, and environmental implications in the development of individuals, this segment includes a discussion of cognitive human development relative to computer science study and its outcomes over a life span. A later section of this book includes an examination of the utility of the theoretical frameworks as potential strategies for motivating rapid computer science improvement based on cognitive human development since then to our present space and nuclear age.

Theorists

Maslow (1954) stated and made a direct reference to human beings as an example of the creation that can cognitively develop in stages because of the human mental capability. The concept of positive mental fitness intrigued Maslow, who purported the study of human motivation is best served by an understanding in terms of a hierarchy of goals, desires, or needs (1954). The most fundamental needs, which are at the base of the ladder of hierarchy, include the physiological needs of air, water, food, and sex. On the next rung of the ladder are safety, security, and stability, followed by the psychological or social needs for love, belonging, and acceptance. Maslow (1954) worked backward from a state of self-actualization. He generalized that in reaching the higher status, individuals were likely to consider life external to them and have an apparent sense of realism versus idealism.

Glasser (1986) further in his theory posited that most individuals would find it impossible to continue to be unhappy if they become aware that they cannot reach their goals for basic needs. Glasser (1986) laid emphases and clearly noted all unhappiness and insecure conduct are the main root cause of the inability to achieve one’s basic needs. The problem is evident in a variety of behaviors. Glasser (1986) equated the need to love and be loved with the need to feel worthwhile to oneself and others. Several years later, Glasser expanded his views to include the need for power, freedom, and fun (1998).

Glasser (1986) posited it was not enough to help individuals face reality; they must also have help in fulfilling their needs. Glasser (1986) developed the approach of reality treatment, including the characteristics of self-confidence, independency, and self-esteem. Glasser has since written many books and articles based on helping to explore an individual’s quality world, which he describes as the small, distinctive world one creates throughout life comprising all the unique accumulated ways in which one meets individual needs (Glasser 1986). Glasser (1986) purported the role of therapists is to assist individuals in creating the support necessary to achieve a quality world through fulfillment of their needs. Bandura, a contemporary of Glasser, maintained supplementary ideas. Bandura (1986) purported an influence on one’s actions commonly has an alignment with observation of the actions of others. Bandura (1977) noted an important outcome of observation is that individuals are able to see the consequences of another’s behavior. He wrote:

Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them of what to do. Fortunately, most human behavior is learned observationally through modeling; from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. (Bandura 1977, p. 22)

Bandura’s (1977) findings are related to cognitive learning, embracing a broader aspect, that is to say, for the most part, he reached out or covered a large area with his findings to incorporate other motivational factors in behavioral change. His work included a focus on the attainment of behaviors gained through observation and repetition and serves to underscore the value of observation and the imitation of behaviors, attitudes, and emotional responses (Bandura 1977). The modeling results from the interaction of the individual with the environment. Bandura (1977) made the distinction that observation can occur without the