yf ?. UNIT Cognitive j “Development wins | including totor development: rain. Now, we'are going to talk about how the; sre works and develops. cognition stheprocess by whichwe acqUre knoweA oS inoludes knowing; remembering. understanding): communicating, and learning: : Cogitve developmentinclides neurological and psychological develoPmet growth in one’s ability to’ think and to reason. ‘Cognitive deve ‘In this unit, we will study different theories of learning and cognition, their key concepts, as well as their classroom implications. The four main learning theories we will look at would be behaviorism, cognitivism, constructivism, and connectivism. We shall also learn about factors that affect cognitive development In this lesson, we will talk about behaviorism. THINK Behaviorism (1897-1902). Before behaviorism, people studied about how people think, but relied upon looking into the unconsciousness of people in a highty ‘subjective way by interpreting their thoughts and dreams (like Freud and Jung). Behaviorism arose as a countermovement to these approaches. Behaviorism deals with measurable, observable behavior. Behaviorists did not test for thinking because it was not possible to measure those things at that tirne. For them, control of behavior is in the environment (external), and learning (conditioning) occurs when there is a change of behavior. Behaviorism assumes that the learner is essentially passive and, like a blank slate, simply responds to environmental stimuli. 1.1 Classical Conditioning. This involves association or pairing of stimuli and involuntary behavior. Ivan Pavlov (1897). The work of Ivan Paviov contributed to the behaviorist school of thought; which is an empirically rigorous science focused on observable behaviors and NOT on unobservable internal mental processes like the work ol S. Freud. Pavlov was conducting a research about the digestive system, using dogs as his subjects. He noticed that dogs salivate when they are able to smel their food. He figured that this is a form of learning. Learning is defined as the process of acquiring, via experience, new and enduring information or behaviors. This can be done through association, observation, or thinking, This allows us te adapt to our environment and to survive, Pavlov paired the smell of food (unconditioned stimulus), which dogs normally involuntarily salivate to (unconditioned response), with things that do not cause salivation like the sound of a bell, since it does not mean anything to the dog (neutral. stimulus). After several pairings of the smell of food with the sound of 4 bell, the dog would salivate (conditioned response) just with the sound of the bel (conditioned stimulus), even when there was no food present. While the conditioning is going on, the dog will eventually learn to expect food when it hears a bell sound and this is called the “acquisition phase.” In the “after conditioning phase,” the old Ba a 52 A Course Module for Child and Adolescent Learners and Learning Principlesneutral stimulus (bell) becomes @ conditioned stimulus, because it now elicits the conditioned response of salivation. This also shows rou clasial condoning, we cn know ordre cannon cores am ee Sela‘experiment done jin the past. Psychologists wonder if emotions, since many adults have some Sort of phobia for certain things. It is also noc u new conditioning can undo old Conditioning. Associative learning is also presently used in advertising. Hi . 19. He focused on the causes and control of human adults also have conditioned : Bibeln ‘This is a type of learning in which behavior is strengthened if followed by a reinforcement ‘(reward) or decreases if followed by’ ‘punishment.’ B.°F: Skinner designed the’ “operant chamber” or “Skinner box,” which is a confined spate containing 9 lever or button that an animal, (rat) could touch to get some ‘kind of reward (Usually food). Skinner believed that. behaviors are'goal-driven, ‘seeking rewards, He said that learning can be broken, down into smaller tasks, offering immediate rewards for accomplishments that wi Stimulate durthee ie Any meee meee breeds more: success. - 6t ‘A Couise Module for Child arid Adolescent Learners and Learning Principles. ENE Secs a, = : oe =—O@=| f Figuire 23. Operant Conditioning e is 308 behavior. Positive reinforcement is a stimulus that, whee prasad after aifesponse, strengthens the response, like giving food after the rat pushes a lever or giving the child a cookie when he/she says “please.” Negative reinforcement:is any. stimulus, that; when removed after a response, strengthens the. response. This means, taking away or removing an upsetting stimulus; like. when.you ride.a. car that has.a/loud.sound as a reminder for wearing the seatbelt, the sound will only, disappear if you wear. the seatbelt. Getting rid of | the annoying sound is reinforcing your compliance to wear your seatbelt. Another example is when you take trans nd yc ) and avoid being late f for work, you start leaving the house earlier than you normally would. Consequent , you wil also not get caught in any traffic jam. i “sierra eeepc sadling oF giving something, while the A primary reinforcer an innataly reinforcing ; _ ike salivation in the sight of food: This does not have to be learned. Itis something gat word cetlery sera eer. Hie eee| only: when we learn to associate them with primary reinforces. The Salary of a | ‘working, person is a conditioned reinforcer, which gains its effectivences asae reinforcer through its association with ‘@ primary reinforcer. We learn to want money because we need food, Clothing, and shelter. Shaping isa procedure in ‘Operant conditioning in which reinforcers guide behaviors closer and closer to successive ‘approximations of the desired behavior. Like wheni you give the rat a little food when it gets closer and closer to the bar, then only when it touches the bar, until you ‘only give it a reward when it does the behavior you are trying to‘shape it to do. in our daily life, we shape each other: behavior consciously or unconsciously,’ Can you think of some examples? 3 CO stimulus and the unconditioned stimulThe behavior management cycle consists of effectively giving clear directions, using behavioral narration, and taking corrective action. Canter explains how to use this in,classroom behavior management, which is done so teachers can teach and students ‘cantearn without any disruptive behavior. According to Canter, teachers can effectively teach if they use three levels of structure. Level: is. “Teacher-managed Level” (highly teacher-directed), which is used at the beginning of the school year, or when. trying to turn around a disruptive classroom. Its primary focus is teaching students responsible behavior. At this level, the teacher gives explicit directions on how to behave and he/she checks if the ‘students ‘understand The teacher will narrate student behavior every minute, and, when appropriate, will: class-wide reinforcement programs. If any student @) ‘stayin your seat 9$s you raise your hand and | call you: uctions v en telling the students about the class derstanding. The teacher reminds them that ed activity” time points (class-wide for lunch of'something éise, rece example is when letting students into the classroom from outside. following rules may be given: (1) “Enter the classroom’; (2)"Go directty to your Start the class activity in your workbook/notebook": and (4) "No wee F harrates student behaviors as they enter the classroom, for een ing! Eniter the classrodim, atid go directly to your seat. Start your aciivity oe go0d Hannah for going to yout seat and sitting quietly! Hailey, eds re Seat quietly, and Maja, for starting the activity, very good! Priscilla. he Quietly and starting ‘the activity, very good! Max and Hera : ‘entered the classroom and went to your seat, but you are not starting your activityahd you are talking. This is a warning, start’ thinking about it.:.’and can't have your toys? Now, we have everyone enter the ¢lasstoom, you all went directly to ou ‘Seat, you started the activity, and there is no talking..." The teacher-1 -managed pie {s usually used for two weeks at the start of the school year. This is approximatel ‘enough time for the students to learn the rules, : which is the ultimate goal of any ‘behavior maregenient program. At this. level, students tarely need behavioral direction, and the ‘teachers can now. focus only _ on teaching academic ‘content. At this level, the teacher will monitor and narrate student behavior, He/she may use a “timed incentive” to keep students motivated, _ like when the students finish their work on time, he/she. may give extra time for foctennstin actly at ine and etn sy. oe 5B A Course Mabdlulé for Childiand Adolescent Learners and Learning PrinciplesDifferent schools create their own set of rules. The Way the instructions. are given depends on the age level and abilitias of the children. For. very young children § who Still. cannot read, ‘symbols or drawings can be used. e ‘Another example of class rules are those used in whole brain classes: These "are the class rules: (1) Follow directions quickly; (2) Raise your hand for permission to.speak; (3) Raise your hand for permission to leave your seat; (4) Make smart choices; and. (5) Keep your learning community happy. Of course, the teacher would have to.explain what all these mean before proceeding. Reinforcement. could be points the class earns for following the rules, while the consequence for net following rules would be taking away points. The total number of points at the end of the class could be equivalent to the number of free time. the. students will have for preferred activities... Some people, may think that peared. shied uses external, motivation (extrinsic: motivation), should, be used only. in: training animals, while humans should Jearn in other ways and: should ». intrinsic. motivation .to do things. _ However, behawionse: is very. eS classrooms like getting stars or stickers : , n other walks of lif, ike getting “(Behavior modification’ 6} it conditioning is used to changeshuman | behavior.’ This is: commonly ap in psychotherapy: and in special education S ‘reinforeement.1t'is important to | note, however, that the preferred or choice Object of the subject, should be used |. as reinforcement and not just.any: object that the therapist can get hold.of, if the ) ¥einnforcement is not.interesting or desirable to the subject, the desired. behavior, |. will notbe elicited. {n classrooms, children may be given chips, stars, av or | other reward for reading a book, for staying on task, and so on. Direct instruction, a method of academic teaching; is based’on saperant. conditioning. in direct instruction, teachers follow a certain sequence of events starting with (a) stating the goals of the lesson, (b) reviewing the previous topic or prerequisite, © Presenting, ‘new material in small. chunks,.accompanied by. UNITH, Cognitive Development 59.drills for practice, (a) giving clear instructions and understanding by giving plenty of questions; a Students know if they are doing it Correctly: This or knowledge is developed. This is effective in especially for children with disabilities ‘or at-ris! ‘explanations, (€) checking for ind (f) ‘giving feedback to let the iS done until a certain level of skill teaching basic skills and concepts, k students. in educational games, or in: other video games as well, when certain goals are to be‘achiéved, ptoblems are to be solved, oF tasks are to be accomplished it order to get a reward or t6 eriter'a higher level; (reinforcement) is always given along the way. and again until the problem: is solver is used extensively Here. frequent and immediate feedbac! t There’ is ‘also an option to try agai 0 Or the taskis completed. Basically, behaviorisr ‘fast before because they had no réason to do so. Now that there is food at the « _ ofthe maze, they already. knew where to go and they did it very fast! Latent learning is learning that shows up later. This means you ean kr “things without acting upon them. This also means that learning can happen Witt reinforcement. nd fearning does not necessarily mean a here of behe Tolman believed that organisms can create ‘cognitive maps’ or eer of their world. This theory moved away from pure behavior and aves he ste our understanding of mental ability and cognition. oewash hands, or do. homework among others. ratieomraceeeta and beneficial to the child can:be used, Task analysis (bre fs) and scaffolding can help in shaping behavior, Teaching ‘when they Get frustrated in doing homework or other task isl can be taught using this method. |