**Abstract**

Cognitive skills facilitate thinking, reading, and learning, as well as retaining information, reasoning, and responding. Theories of cognitive development attempt to explain how humans develop and change from infancy to old age. Cognitive control suppresses inappropriate habitual actions simultaneously by choosing thoughts, emotions, and behaviors to meet task demands. This chapter is a compilation of major theories on cognitive development, both earlier and contemporary. A longitudinal study was conducted at Mazoon College, Sultanate of Oman. Six different sections of the authors' own classes were chosen as subjects of study to include 176 students (mixed ability learners) who were taking preparatory English language courses for bachelor's degrees. Over three semesters, 14 months of data were collected. During reading and writing exercises, learners were required to abstract, think, hypothesize, and draw conclusions. Experimental and control groups were compared in this study. The results of the research found that it is beneficial for learners to take courses that link to their cognitive abilities, as this will help them to develop more positively. Study results confirm that studying provides opportunities to develop new skills and broaden one's knowledge base. Student thoughts on learning and achievement are evoked by English as a second language.

**Keywords:** control functions, cognitive development, longitudinal study, cognitive development in higher education, cognitive learning
