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
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 ( 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 10 Levels
How Do Levels Change Transformational Processes Compounding (Chaining) Focusing Intercoordination Differentiation Substitution
Skill Theory and Dynamical Systems
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
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?