Module 6 -5

Cognitive Development

• Crystallized Intelligence:

  • Defined as the accumulated knowledge and skills acquired through education and life experiences.

• Fluid Intelligence:

  • Ability to reason and learn without depending on previous knowledge.

• Schema:

  • Organized system of thought regarding a particular topic or idea.

• Assimilation:

  • Integrating new knowledge into existing schemas.

• Accommodation:

  • Adjusting an existing schema to incorporate new information.

The Impact of Cognitive Development on Learning

• Theory of Mind:

  • Understanding that others have mental states (thoughts, beliefs, intentions) distinct from one’s own, emerging as early as age 4.

  • Contrasts with Piaget’s view that this understanding develops at age 7.

  • Sally-Anne False-Belief Task demonstrates this:

    • Child recognizes Sally's belief about the location of the marble, despite Anne's actions being unseen by Sally.

Vygotsky’s Sociocultural Learning Theory

• Emphasizes the role of culture, beliefs, and collaboration in learning.

• Zone of Proximal Development (ZPD):

  • The range in which a child can perform a task with assistance, leading to rapid learning once adequate support is provided.

• Scaffolding:

  • The temporary support tailored to a child’s needs that aids in solving problems or discovering principles.

Conditioning & Learning

• Associative Learning:

  • Change in behavior stemming from experiences. Includes classical and operant conditioning.

• Cognitive Learning:

  • Higher-level processes such as understanding and problem-solving using rich, informative experiences.

Types of Associative Learning

• Classical/Respondent Conditioning:

  • Involves pairing a neutral stimulus (e.g., bell) with an unconditioned stimulus (e.g., food) to elicit a conditioned response (e.g., salivation).

  • Process:

    • Neutral Stimulus + Unconditioned Stimulus = Conditioned Response.

• Principles:

  • Extinction: Reduction of conditioned response by presenting the conditioned stimulus without the unconditioned stimulus.

  • Acquisition: Strengthening of conditioned response through consistent pairing.

Higher-Order Conditioning

• Using a previously conditioned stimulus to condition a new response.

• Spontaneous Recovery:

  • Unexpected re-emergence of a conditioned response after extinction.

• Stimulus Generalization:

  • Response triggers from stimuli similar to the conditioned stimulus.

• Stimulus Discrimination:

  • Ability to distinguish between similar stimuli, mitigating generalization.

Conditioned Emotional Responses

• Possible for emotional responses to be conditioned (e.g., fear).

• Conditioned Emotional Responses:

  • Anxieties and phobias can arise from learned associations involving the amygdala.

• De-conditioning:

  • Techniques like systematic desensitization are used to reduce fears through gradual exposure.

• Vicarious Classical Conditioning:

  • Learning through observing others' conditioned responses.

Operant Conditioning

• Learning based on the consequences of behavior, can be either positive or negative.

• Reinforcement:

  • An event increasing the likelihood of a behavior recurring, can be positive (adding a stimulus) or negative (removing a stimulus).

• Punishment:

  • Aiming to reduce the likelihood of a behavior. Can also be positive (adding a negative stimulus) or negative (removing a positive stimulus).

• Thorndike & Skinner:

  • Proposed that responses leading to favorable outcomes are more likely to be repeated.

Extinction and Recovery in Operant Conditioning

• Similar principles apply as in classical conditioning: extinction, spontaneous recovery, and discrimination.

• Shaping:

  • Gradual reinforcement of successive approximations to a target response.

Timing and Effectiveness of Punishment

• Timing, consistency, and intensity are key factors in the effectiveness of punishment.

• Severe punishment can elicit fear and aggression, while mild punishment is often ineffective.

• Avoidance Learning:

  • Learning to evade discomfort caused by punishments.

Best Discipline Strategies

• Focus on praise and encouragement for positive behavior.

• Redirect attention from negative behavior.

• Use the least amount of punishment necessary to suppress misbehavior, maintaining support and kindness.

Cognitive Learning and Instruction

• Latent learning can occur when feedback is provided, leading to anticipation of future rewards.

• Programmed Instruction:

  • Learning through small increments and regular practice.

• Discovery Learning:

  • Gaining insight through comprehension rather than rote memorization.

• Cognitive Maps:

  • Mental representations of spatial environments, aiding navigation and understanding.