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    Unconditioned stimuli are things that naturally trigger responses, like food or loud noises. Unconditioned responses are the automatic reactions to these stimuli, such as salivating to food. In classical conditioning, a neutral stimulus like a bell gets paired with an unconditioned stimulus until the bell alone triggers the response, showing how associations are learned. Jean Piaget identified four stages of cognitive development: the sensorimotor stage (birth to 2) where infants learn through senses and actions; the preoperational stage (2 to 7) where symbolic thinking emerges but logic is limited; the concrete operational stage (7 to 11) where logical thinking increases; and the formal operational stage (11+) where abstract reasoning develops. Each stage

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    Unconditioned stimuli are things that naturally trigger responses, like food or loud noises. Unconditioned responses are the automatic reactions to these stimuli, such as salivating to food. In classical conditioning, a neutral stimulus like a bell gets paired with an unconditioned stimulus until the bell alone triggers the response, showing how associations are learned. Jean Piaget identified four stages of cognitive development: the sensorimotor stage (birth to 2) where infants learn through senses and actions; the preoperational stage (2 to 7) where symbolic thinking emerges but logic is limited; the concrete operational stage (7 to 11) where logical thinking increases; and the formal operational stage (11+) where abstract reasoning develops. Each stage

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    7 views1 page

    Short Questions

    Uploaded by

    zakia sajjad
    Unconditioned stimuli are things that naturally trigger responses, like food or loud noises. Unconditioned responses are the automatic reactions to these stimuli, such as salivating to food. In classical conditioning, a neutral stimulus like a bell gets paired with an unconditioned stimulus until the bell alone triggers the response, showing how associations are learned. Jean Piaget identified four stages of cognitive development: the sensorimotor stage (birth to 2) where infants learn through senses and actions; the preoperational stage (2 to 7) where symbolic thinking emerges but logic is limited; the concrete operational stage (7 to 11) where logical thinking increases; and the formal operational stage (11+) where abstract reasoning develops. Each stage

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    of 1

    Q.

    1 Explain the concept of unconditioned stimuli and unconditioned response in classical


    conditioning.

    Unconditioned stimuli are things that naturally make you react, like tasty food or a sudden loud
    noise. Unconditioned responses are your automatic reactions to these stimuli, such as salivating
    when you see delicious food or jumping when you hear a loud sound.

    In classical conditioning, a neutral thing (like a bell) gets linked with a natural trigger (like food). After
    a bunch of pairings, that neutral thing becomes a conditioned trigger, making you react even when
    the original trigger is not there. So, if a bell is repeatedly paired with food, eventually just ringing the
    bell makes you hungry, even without food present.

    This process shows how we can learn associations between things that didn't initially mean much to
    us, forming the basis of classical conditioning in psychology.

    Q.2Discuss the key stages of cognitive development according to Jean piaget.

    Jean Piaget identified four key stages of cognitive development in children. In the sensorimotor stage
    (birth to 2 years), infants learn through their senses and actions, gradually understanding object
    permanence – realizing things exist even when not visible.

    The preoperational stage (2 to 7 years) sees children developing symbolic thinking, using words and
    images to represent objects. However, logical reasoning is limited, and they often struggle with
    conservation concepts.

    The concrete operational stage (7 to 11 years) marks increased logical thinking. Children grasp
    conservation and understand basic mathematical principles, but abstract thinking remains a
    challenge.

    In the formal operational stage (11 years and older), adolescents and adults develop abstract
    reasoning abilities, hypothetical thinking, and problem-solving skills. They can think about
    possibilities and hypothetical situations.

    Piaget emphasized that children actively construct their understanding of the world through
    interactions and experiences. Each stage builds upon the previous one, reflecting a progression in
    cognitive abilities. This theory has been influential in shaping our understanding of child
    development and education.

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