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Theories of Development

Operant Conditioning:

Reinforcement must be immediate

Responses are voluntary

Classical Conditioning:

Forming an association

Responses are reflexive and involuntary

add something take away something

increase behavior positive reinforcement negative reinforcement

decrease behavior positive punishment negative punishment

Social learning theory

social behavior is learned by observing and imitating the actions of others. The social behavior is also influenced, according to this theory, by being rewarded and/or punished d=for these actions

Various reinforcement

We are able to learn from other people's example

This works because we infer that we would get the same reinforce or punishment if we acted the same way

Cognitive Development

behaviorist view: learning is evidenced by chance in behavior

cognitivist view: learning is evidenced by chance in knowledge

Piaget saw children as active learners, he:

Studied children in natural environments

saw learning as a constructive process

was fascinated by children's incorrect responses

each stage qualitatively different

follow a regular sequence

experience and time is needed to progress

According to Piaget, cognitive development consists of mental adaptations to new observations and experiences

Adaptation takes two forms:

Assimilations: absorbing new info into existing cognitive structure

Accommodation modifying existing cognitive structure

Equilibrium

Piaget's Theory of Cognitive Development

Sensorimotor stage: intelligence in action

preoperational reasoning: thinking dominated by perception, more capable of symbolic functioning

concrete operational: logical reasoning

formal operational

Sociocultural Theory

Assumptions

Learning is a sociocultural process

Learning through social experiences

Speech

Internalization

a. interpersonal

b. Intrapsychic

Signs: psychological tools that people use to aid their thinking and behavior

speech

writing

numbering systems

Group question

Behaviorist:

positive reinforcement: candy/ punishment

continuous vs partial reinforcement

difficult to weaken or suppress a response

increases the level of anxiety

Piaget:

take him to a more pleasant environment

focus on what children can't do

more competent at an earlier stage

adolescents adults are less competent

not as grand-stage like as once thought

possible to train children to reason at higher levels (Piaget disagreed)

culture and education have a strong influence

Vygotskian:

social interaction /tools

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