classical conditioning, stages of development, systemic desensitization

What is cognitive development dependent on?

Cognitive development is dependent on how the individual child interacts with the social and physical world (Piaget).

Piaget's Main Theories

• Cognitive development is an on going process of maturation and changes in perception which humans are in a constant state of

• It is progressive and a continued state of mind, body, and emotion

• Individuals have their own ability to construct their own knowledge based on scaffolds

• Scaffolds can be referred to as schemas

• You interact with both the social and physical world (perceptions develop because of assimilation, accommodation, and adaptation)

Big Idea: Equilibrium

For cognitive equilibrium to be reached, the organism has to experience a point of disequilibrium

Big Idea: Motivation/learning

No learning can happen without motivation and all behavior is goal directed

Three Key Concepts on Schemas

• Assimilation (organism is introduced to the problem)

• Accommodation (the organism learns to accommodate to the new obstacles)

• Adaptation (the organism makes the adaptation of the working with/around the obstacles)

Four Stages of Development

1. Sensory motor (0-2 years)

2. Pre-operational (2-7 years)

3. Concrete operational (7-11 years)

4. Abstract reasoning (11+)

Sensory Motor (0-2 years)

• child learns through sensory information and actions

• object permanence (objects exist even when they are not in view)

• causality (certain events cause others)

• development of symbolic thought (language to think about actions before doing them)

pre operational stage (2-7 years)

• symbolic function (child learns through language, mental image, and other symbols about things that are not present)

• Pre-causal or transduction reasoning (incomplete understanding of cause and effect)

• magical thinking (ex of pre-causal or transduction reasoning)

• Animism (ex of Pre-causal or transduction reasoning, human characteristics to inanimate objects)

• Egocentrism (unable to separate the child's pov from those of others, three mountains experiment and conservation task)

concrete operational stage (7-11 years)

Children become able to use concepts of time, space, volume, and number but in ways that remain simplified and concrete, not abstract

formal operational stage (11+)

can develop hypothesis and test; can reflect on others' thinking; capable of abstract ideas, relative thinking and hypothetical thinking is developed, meta cognition is developed, imaginary audience and personal fable are developed

Vygotsky's Theory

A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development.

• First intersectional (child interacts with teacher)

• Then interpersonal (internalizing what the child has learned)

Classical conditioning: Ivan Pavlov

a type of learning in which one learns to link two or more stimuli and anticipate events

Premise of classification

Every behavior can be conditioned, We are conditioned because we can make connections and associations

Pavlov's Dog experiment

Stimulus = food (unconditioned stimulus) elicits response = salivation ( unconditioned response)

• Second trial: 1st conditioned stimulus (bell) then .5 second delay then unconditioned stimulus (meat powder)

• There is a temporal relationship, meaning that there should be no delay between the stimulus and response

• The more trials an organism experiences, the stronger the conditioning

How did Pavlov bring about extinction of a learned response?

By repeatedly presenting the conditioned stimulus (bell sound) without the unconditioned stimulus (food) that originally caused the conditioned response (salivation). As a result, the dog stopped associating the bell with food - the conditioned response is "extinguished"

Spontaneous recovery

The reappearance of a previously extinguished conditioned response after a period of time without exposer to the conditioned stimulus. Because spontaneous recovery can occur, it demonstrates that extinction does not completely erase the original learned association, but rather temporarily suppresses it.

stimulus generalization

the tendency to respond to a stimulus that is only the original conditioned stimulus with the conditioned response. Basically, being able to differentiate between stimuli and respond differently to each one

Experimental Neuroses

Stress and confusion displayed by the respondent when presented with two or more conditioned responses of equal strength and magnitude (introduced to animals in a laboratory setting).

Scaffolding

The support and guidance provided by a more knowledgeable individual to help a learner develop new skills or knowledge.

Social Interaction

The process of engaging with others to share experiences, collaborate, and learn from one another.

Cultural Tools

The physical and conceptual tools, such as language, symbols, and technology, that are passed down through generations and shape cognitive development.

Internalization

The process of incorporating external social interactions and cultural tools into one's internal mental processes.