Hence accommodation and assimilation are the two inseparable processes that constitute the adaptive mechanism may predominate either according to each particular situation. In Piaget's concept of adaptation is broad enough to include both biological adaptation in general as its most advanced below: intelligent adaptation. Therefore, in Piaget's theory never ceases to emphasize the adaptive nature of intelligence. Adaptation is a process that contains a double face: that of assimilation and accommodation. For example: A mental representation, or schema of a certain group of people (a racist schema) -- your whole life you grew up with those around you just adding more and more information to that schema that made sense to you (assimilation) -- you only notice information that fits your schema (assimilation) and confirms it -- then you get to college and actually meet people from that group and realize what you have learned from real interactions requires a radical reorganization of your schema regarding that group (accommodation). Your new schema is completely different, not just full of additional information.
Cognitive development, meanwhile, focuses on intellectual procedures and behaviors that emanate from these processes. This development is a consequence of the will of the people to understand the reality and function in society, which is linked to the natural ability of humans to adapt and integrate into their environment.
About cognitive learning have spoken multiple authors, among which is Piaget. As Piaget describes the development of intelligence is divided into several parts, these are: Sensorimotor: Includes individual from birth to 2 years of age. It is the learning that takes place through the senses and possible memory representations made objects and situations to which the individual faces. At this stage imitation is the answer to learning. Preoperational: From 2 years and up to 7 years a child can think things through symbols.