Chapter 7 Cognitive Development

1
Chapter 7 Cognitive Development

• Theresa Garcia, Eva Ruiz, Francesca Zollo

2
Piagets Theory of Cognitive Development

• What Changes? Structure
• Schemes
• How Do The Structures Change?

3
What Changes? StructureSchemes
4
How Do The Structures Change? Functions

• Adaptation Assimilation Accommodation
• Adaptation
• Assimilation
• Accommodation
• Equilibrium Disequilibrium
• Equilibrium
• Disequilibrium
• Optimal Discrepancy

5
Piagets Stages of Cognitive Development

• Sensorimotor Stage
• (Birth-24 months)
• Preoperational Stage
• (2-7 years)
• Concrete Operational Stage
• (7-11 years)
• Formal Operations Stage
• (12 years and up

6
Sensorimotor Stage

• Reflexes
• Primary Circular Reactions
• Secondary Circular Reactions
• Coordination of Secondary Schemes
• Tertiary Circular Reactions
• Symbolic Problem Solving

7
Preoperational Stage

• Preconceptual Period
• (2 4 years)
• Intuitive Period
• 4 7 years)

8
Concrete Operations Stage

• Operational Schemes
• Inductive Reasoning

9
Formal Operations Stage

• Formal Operations
• Abstract Thinking

10
Vygotskys Theory of Cognitive Development

• The Zone of Proximal Development
• What the child can do alone vs. what the child
  can do with the help of others
• Scaffolding
• Assistance which can lead to cognitive, social
  and behavioral development
• Cultural Tools
• The physical things and intellectual tools that
  are part of the childs cultural experience

11
Behavioral Approaches to Cognitive Development

• Knowledge and Ability
• Natural and Contrived Consequences
• Problem Solving
• Exploratory Behavior
• Creative Behavior

12
Knowledge and Ability

• Knowledge knowing about things
• Simple Discriminative Behavior
• Conceptual or Abstract Behavior
• Describing Past Events
• Describing How Things Work
• Ability knowing how to do things
• Operant sequence behavior occurring in certain
  order
• Operant characteristic response topography

13
Natural and Contrived Consequences

• Natural Reinforcers
• Strengthening stimuli that are an inherent
  consequence of a response

• Extrinsic Reinforcers
• Environmental strengthening stimuli that must be
  presented by oneself or by another

14
Problem Solving

• Two steps in solving a problem
• Change the situation so that a solution is
  obtained
• Emit the problem-solving behavior so that
  reinforcement of the solving behavior may occur

15
Exploratory Behavior

• Exploratory Behavior
• Ecological Stimulus
• Affordance
• Reinforcement traps

16
Creative Behavior

• Behavior develops under two conditions
• There is a development of a large repertoire of
  knowledge and ability responses
• A history of reinforcement for making new
  combinations of knowledge and abilities
• Creative Behavior history of knowledge and
  ability history of being reinforced for unique
  combinations

17
Fischers Skill Learning Approach to Cognitive
Development

• Cognitive Behaviors as Organized Response Classes
  (Attractors)
• Comparing Fischers Levels with Piagets Stages
• What Changes? Skills Versus Schemes

18
Cognitive Behaviors as Organized Response Classes

• Response Classes
• Equivalence Classes
• Environmental Contingencies
• Four Tiers Based on the Types of Behaviors

19
Comparing Fischers Level with Piagets Stages

• Fischers Theory
• Operant Behavior Classes
• Environment Organism Interaction
• Decalage
• Large individual differences

• Piagets Theory
• Schemes
• Environment -Organisms Interaction
• Synchrony
• Same sequence at about same time

20
Stimulus Equivalence and Cognitive Development

• Stimulus Equivalence Classes
• Relational Frame Theory and Stimulus Equivalence

21
Stimulus Equivalence Classes

• Equivalence Class three relationships must be
  present
• Identity
• A A
• Symmetry
• A B then B A
• Transitivity
• A B B C then A C

22
Relational Frame Theory and Stimulus Equivalence

• Relational Frame Theory (RFT) derived stimulus
  relations define the core of human language and
  cognition
• Relational Frames
• contextually controlled qualities
• History of relevant relational responding
• Not solely based on direct nonrelational training