Cognitive Development

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Cognitive Development

• Chapter 7
• Novak and Pelaez

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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

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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

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Behavioral Approaches to Cognitive Development

• Knowledge and Ability
• Natural Contrived Consequences
• What Reinforces Cognitive Behavior?
• Problem Solving
• Exploratory Behavior
• Creative Behavior

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KnowledgeClass of behaviors specified by a
stimulus

• Simple discriminative behavior
• conceptual (abstract) behavior
• describing past events
• describing how things work

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Ability -

• Do things in a certain order
• Do things with a certain topography

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Problem Solving

• Operant chain
• Precurrent behavior - makes correct response
  more likely

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Exploratory Behavior

• Reinforced by ecological stimuli
• Needs environment which affords exploration
• Automatic (natural) reinforcement

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Creative Behavior

• Large repertoire of knowledge ability
• History of reinforcement for creative
  combinations of behavior

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Skill Learning A Dynamical Systems Approach to
Cognitive Development

• What Develops?--Operant Response Classes
• How Skills Develop -- Functions
• Transformational Rules
• .
• Levels of Cognitive Skills

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Tiers of Cognitive Development

• Sensorimotor Tier
• Representational Tier
• Abstract Tier

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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)

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Figure 8-1 Fischers Levels of Cognitive Skills

• 10 Levels

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How Do Levels ChangeTransformational Processes

• Compounding (Chaining)
• Focusing
• Intercoordination
• Differentiation
• Substitution

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Skill Theory and Dynamical Systems
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Stimulus Equivalence

• Identity (Reflexivity)
• A A
• Symmetry
• AB then BA
• Transitivity
• AB and BC then emerges AC
• The development of response systems

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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.

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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?