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Cognitive Development

Cognitive Development . Chapter 7 Novak and Pelaez. Piaget's Theory of Cognitive Development. Piaget's Worldview What Changes? -- Structure Types of Schemes How do the structures change? -- Functions: Adaptation = Assimilation and Accommodation Equilibrium-Disequilibrium.

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Cognitive Development

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  1. Cognitive Development Chapter 7 Novak and Pelaez

  2. Piaget's Theory of Cognitive Development • Piaget's Worldview • What Changes? -- Structure • Types of Schemes • How do the structures change? -- Functions: • Adaptation = Assimilation and Accommodation • Equilibrium-Disequilibrium

  3. Piaget's Stages of Cognitive Development • Sensorimotor Stage (Birth - 24 months) • Preoperational Stage (2 - 7 years) • Preconceptual Period (2 - 4 years) • Intuitive Period (4 - 7 years) • Concrete Operations Stage (7 - 11 years) • Formal Operations Stage (12 years and up) • Piaget and Function

  4. Behavioral Approaches to Cognitive Development • Knowledge and Ability • Natural & Contrived Consequences • What Reinforces Cognitive Behavior? • Problem Solving • Exploratory Behavior • Creative Behavior

  5. KnowledgeClass of behaviors specified by a stimulus • Simple discriminative behavior • conceptual (abstract) behavior • describing past events • describing how things work

  6. Ability - • Do things in a certain order • Do things with a certain topography

  7. Problem Solving • Operant chain • Precurrent behavior - makes “correct” response more likely

  8. Exploratory Behavior • Reinforced by “ecological stimuli” • Needs environment which affords exploration • Automatic (natural) reinforcement

  9. Creative Behavior • Large repertoire of knowledge & ability • History of reinforcement for “creative” combinations of behavior

  10. Skill Learning: A Dynamical Systems Approach to Cognitive Development • What Develops?--Operant Response Classes • How Skills Develop -- Functions • Transformational Rules • . • Levels of Cognitive Skills

  11. Tiers of Cognitive Development • Sensorimotor Tier • Representational Tier • Abstract Tier

  12. Levels within a Tier • Level A - Single Response Classes • Level B - Mapping one class onto another • Level C - Systems (mappings of mappings) • Level D - Systems of Ststems (Shares with next tier)

  13. Figure 8-1: Fischer’s Levels of Cognitive Skills • 10 Levels

  14. How Do Levels ChangeTransformational Processes • Compounding (Chaining) • Focusing • Intercoordination • Differentiation • Substitution

  15. Skill Theory and Dynamical Systems

  16. Stimulus Equivalence • Identity (Reflexivity) • A =A • Symmetry • A=B then B=A • Transitivity • A=B and B=C then emerges A=C • The development of response systems

  17. Equivalencing: How? • Basic Process (M. Sidman) • Learned Skill (S. Hayes) • Can Equivalencing be taught? • Charlie Studies (Lipkens, Hayes & Hayes) • Is Equivalencing taught? • Novak, et al.

  18. Skill Theory and Behavior Analysis • Cognitive skills as operants • Stimulus Equivalence Classes • Some Speculation on Stimulus Equivalence and Cognitive Skills Theory • Speculation on Skill Transformation Rules and Behavior Analysis • Why are equivalence relationships important to the study of development?

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