PROFED1

UNIT 2
LESSON 1- COGNITIVE DEVELOPMENT

Behaviorism deals with measurable and observable behavior.

Classical conditioning- association or pairing of stimuli and involuntary behavior.

Paired the smell of food ( Unconditioned stimulus)

Involuntary salivate to (Unconditional response)
Things that do not cause salivation like sound of a bell, since it does not mean anything to
the dog (Neutral stimulus)
Smell of food with the sound of a bell, the dog would salivate (conditioned response)
Just sound of the bell (Conditioned stimulus)

Associative Learning- when a subject associates or links certain stimulus, or behaviors

together in the process of conditioning.

John B. Watson (1920) He conditioned a child (Little Albert) to fear a rat. This was done by
pairing the rat with a loud scary noise.

1.2 OPERANT CONDITIONING- involves voluntary behavior.

- Associating our own behavior with consequences.

B. F. Skinner (1948) proposed that children "operate" in their environment, seek out
rewards, and avoid punishment.

REINFORCEMENT INCREASES BEHAVIOR.

Positive Reinforcement - a stimulus that, when presented after a response, strengthens the
response (giving the child a cookie when he says "please"
Negative Reinforcement- any stimulus that, when removed after a response, strengthens
the response. Taking away or removing an upsetting stimulus.

PUNISHMENT DECREASES BEHAVIOR

Positive Punishment- when the traffic police gives you a speeding ticket.
Negative Punishment- traffic police removes or takes away your driver's license when you
did some violation.
Reinforcement - something that increases desired behavior.
Punishment - decreases unwanted behavior.
Positive -both instances means adding or giving something.
Negative- both instances means removing or taking away something.

PRIMARY REINFORCER - an innately reinforcing stimulus, it occurs naturally, like salivation

in the sight of food. This does not have to be learned, it would satisfy a biological need.

The salary of a working person is a Conditioned Reinforcer, which gains its effectiveness
as a reinforcer through its association with a primary reinforcer.

SHAPING - a procedure in operant conditioning in which reinforcers guide behaviors closer

and closer to successive approximations of the desired behavior.
EXTINCTION - when the conditioned stimulus and the unconditioned stimulus are repeatedly
not paired until the unconditioned stimulus no longer elicits the conditioned response.

PARTIAL or INTERMITTENT REINFORCEMENT- when reinforcement is given only part of

the time.
Lee Canter (1976). He speaks of classroom behavior management for. He explains how to
implement behavior management cycle in the classroom.

Level 1- Teacher- managed Level (highly teacher-directed) which is used at the beginning of
the school year, or when trying to turn around a disruptive classroom.
Level 2- Transitioning fo Student Self-Management
Level 3- Student Self-Management Level

Behavior Modification operant conditioning- used to changed human behavior. Token

economy used as reinforcement.

Direct instruction - method of academic teaching, is based on operant conditioning.

1.3 COGNITIVE BEHAVIORISM.

Edward C. Tolman- is best known for cognitive behaviorism. Effect of reinforcement is not
on learning but in the motivation to engage in a certain behavior, which was learned by other
means.

Latent learning- learning that shows up later

1.4 IMPLICATIONS OF BEHAVIORISM FOR TEACHING. There are implications for

teaching rather than behavior modification and classroom management. Teachers can
model correct behaviors and provide extrinsic motivation to increase engagement of
students.

LESSON 2- COGNITIVISM
Cognitivism- support by Gestalt psychologist, it's the acquisition of knowledge and skill by
mental or cognitive processes.

2.1 PIAGET'S THEORY OF COGNITIVE DEVELOPMENT- presents how a child creates a

mental model of the world.

Cognitive Stages of Jean Piaget

Sensimotor Stage, 0-2 years old
-infant leans about the world using its senses and through the action, starting with the
reflexes, then moving around exploring the environment.
Preoperational Stage, 2-7 years old
-toddler incorporates language in understanding of the world. Acquires the ability to internally
represent the world through language and mental imagery.
Concrete Operational Stage, 7-12 years old
- the child can process events and information as it is. However, she will not be able to
accommodate abstract or hypothetical concepts yet.
Formal Operational Stage, 12 years old and above
- The child would be able to perform thought processes like abstract thinking, being able to
envision hypothetical scenarios, creating strategies, and looking through various
perspectives.

Schemas- buildng blocks of knowledge that enable us to form a mental representation of the
world- a way of organizing what we know.
Adaptation Processes- are adjustment to people make to live in this world.

ADAPTATION PROCCESSES IN LEARNING SOMETHING NEW

Assimilation- process of fitting new information into existing cognitice schemas,
perceptions, and understanding.
Accomodation- process of revising our existing schemas, perceptions, and understanding
in order to incorporate new information.
Equilibrium - state whe a child's existing schemas can exolain what it can perceived around
it
2.2 JEROME BRUNER
-children have an unnate capacity to learn and that cognitive abilities develop through active
interaction.

3 STEPS, LEARNING FROM CONCRETE TO ABSTRACT

1. Enactive- learning through movement or action

2. Iconic- through images or icons
3. Symbolic- abstract symbols

2.3 DAVID AUSUBEL- learing relies on what the learner already knows.

Advance Organizer
Phase 1- Presentation of Advance Organizer
Phase 2- Presentation of the Learning task
Phase 3- Strengthening cognitive organization

2.4 ROBERT GAGNE- the conditions of larning presented mental conditions needed for
effective learning

Nine Instructional events.

1. Gain attention
2. Inform the learners of the objective
3. Stimulate recall of prior learning
4. present the material
5. Provide learning guidance
6. Elicit performance
7. Provide feedbacks
8. Assess performance
9. Enhance retention

2.5 BENJAMIN BLOOM - Develop classification of learning levels known as the Bloom's
taxonomy.
OLD
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

NEW
Create
Evaluate
Analyze
Apply
Understand
Remember

2.6 COGNITIVISM AND ITS IMPLICATIONS FOR TEACHING

LESSON 3- CONSTRUCTIVISM AND LEARNR-CENTERED TEACHING

3.1. CONSTRUCTIVISM- learning theory that says learners construct knowledge instead of
just receiving information passively.

3.2 THE NATURE OF LEARNING

1. Learning is Incremental- active and deliberate learning requires focus in our working
memories
2. Learning is Interpretive- meaning are not directly communicayed in words, gestures,
symbol drawing.
3. Learning is Iterative- There is iteration or repetition

3.3 HOW TO CHANGE MISCONCEPTIONS

- Acceptance
- Connectedness
- Multiplicity
- Implicitness

3.4 CONSTRUCTIVISM TYPES ADN THEORIES

3.4.1 COGNITIVE CONSTRUCTIVISM- knowledge is widely constructeyby learner based on

their cognitive capacities, reltive to their stage of cognitive development.

JOHN DEWEY- philosophical founder of cognitive constructivism. Learning should be

"directed living engage in real world, practical experience"

JEAN PIAGET- Theory of Cognitive Development and Developmentally Appropriate

Practice.
- Constructuvist Teaching

JEROME BRUNER - Discovery Learning

3.4.3 SOCIAL CONSTRUCTIVISM- knowledge is constructed through interaction with

others.

Social Constructivism
- Authentic
- Student -centered
- Situated learning
- sharing ideas
- group learning
- interactive learning

LEV VYGOTSKY - sociocultural theory, zone of proximal development, use of scaffolding,

language and private speech.

ALBERT BANDURA- Social cognitive theory, behavior experiment on aggression known as

the Bobo doll, and Vicarious Learning. Proposes learning by imitation and modeling.

Direct Reinforcement - positive reinforcement

Self-reinforcement- situations where a person has established standards for their own
behavor
Self- efficacy - belief of a person in his/her own ability to produce desired results

3.5 CONNECTIVISM AND CONSTRUCTIVISM

Connectivism- learning in the digital age

Constructivism- learning occurs when each person tried to make sense or make new
meaning of new information based on prior knowledge or experience. Social interaction

3.6 LEARNER CENTERED TEACHING/ CONSTRUCTIVISM AND ITS IMPLICATIONS

FOR TEACHING

LESSON 4 FACTORS AFFECTING COGNITIVE DEVELOPMENT

4.1 Biological Factors

1. sense organs
2. Intelligence
3. Heredity
4. Maturation

4.2 Environmental Factors

1. Family and society
2. Socioeconomic status
3. Nutrition
4. Play
5. Learning Opportunities
6. Various Stimuli
7. Sleep
8. Stress
9. Context