Cognitive Development

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

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

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

Knowledge Class of behaviors specified by a stimulus Simple discriminative behavior conceptual (abstract) behavior describing past events describing how things work

Ability - Do things in a certain order Do things with a certain topography

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

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

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

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

Tiers of Cognitive Development Sensorimotor Tier Representational Tier Abstract Tier

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)

Figure 8-1: Fischer’s Levels of Cognitive Skills

How Do Levels Change Transformational Processes Compounding (Chaining) Focusing Intercoordination Differentiation Substitution

Skill Theory and Dynamical Systems

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

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.

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?