COGNITIVE

DEVELOPMENT
Behavioris
m
OBJECTIVE

Explain different kinds of

behaviorism;

Compare the different kinds of

behaviorism with one another; and

Analyze the application of

behaviorism in teaching
 INTRODUCTION
Cognition - is the process by which we acquire
knowledge and understanding through hought,
experience, and through our senses.

- Indudes knowing, remembering, undenstanding,

communicating, and learning .

Cognitive development includes neurological and

psychological development, or the growth in one's ability
to chink and to reason.

- Assessed by measuring the levels of concept formation,

perception, information processing, and language
acquisition and application as an indicator of brain
development.
 BEHAVIORISM
(1897-1902)

• Before behaviorism, there were studies on how pcople think

unconsciously in a subjective manner by interpreting their
thoughts and dreams.

•Behaviorism deals with measurable, observable behavior.

•Behaviorist did not test for thinking because it was not

possible to measure those things at that time. For them,
control of behavior is in the environment (cesternal), and
learning (conditioning) ocurs when there is a change in
behavior.

•Behaviorism - assumes that the learner is essentially passive

and, like a blank slate simply responds to environmental
stimuli.
 CLASSICAL
CONDITIONING
•This involves association or pairing of stimuli and
involuntary behavior.
Ivan Pawlov (1897):
>Pavlov was conducting a research about the
digestive system, using dogs as his subjects.
> He notices that dogs salivate when they smell
food. He figured that this is a form of learning.
>Learning process of acquiring, via experience,
new and enduring information of
behaviors.
-This can be done through asociation, observation, or
thinking This alows astoeadapt to our environment
and to survive.
 CLASSICAL
CONDITIONING

• While the conditioning is going on, the dog will eventually learn to expect
food when it hears a bell sound and this is called the "acquisition phase."

•In the "aficr conditioning phasc," the old neutral stimulus (bel becomes a
conditioned stimulus, becauseit now licits the conditioned response of
salivation.

Associative learning when subject associates of links certain stimuli,

events, of behaviors together in the process of conditioning.

•This was later known as "clasical conditioning," which is a type of learning

in which one learns to link two or more stimuli and anticipate events to
happen.

•This is an adaptive form of learning that helps human and animals to

survive.
 JOHN B.
WATSON (1920)

• He conditioned a child (Little Albert) to fear a

white rat. This was done by pairing the rat with
a loud scary noise.

• Psychologists wonder if adults have

conditioned emotions, since many has some sort
of phobia for certain things.

• He focuscd on the causes and control of

human behavior.

•Classical conditioning deals with involuntary

behavior-pairing or associating an unconditioned
stimulus that clicits an unconditioned or
involuntary response with neutral stimulus, until
the neutral stimulus elicits the same response.
 FIGURE 22. CONDITIONING OF LITTLE ALBERT

Classical conditioning deals with involuntary behavior--pairing or

associating
an unconditioned stimulus that elicits an unconditioned or involuntary
response
with a neutral stimulus, until the neutral stimulus elicits the same
response. This
conditioning can also be extinguished by stopping the pairing of the
unconditioned and conditioned
1.2 Operant Conditioning: stimuli.
This type of conditioning involves voluntary
behavior.

B. F. Skinner (1948) proposed that children "operate" in their

environment,
seek out rewards, and avoid punishment. He presented another kind
of associative
learning which is called operant conditioning.

>This is a type of learning in which behavior is strengthened if

followed . by a reinforcement (reward) or decreases if followed by a
 He said that learning can be broken
down into smaller tasks offering
immediate rewards for
accomplishments that will
stimulate further learning . In this
case, success breeds more success.
Reinforcement
increases
behavior. Punishment decreases
Positive Reinforcement is any behavior.
stimulus that, when presented after Positive Punishment - sometim es
a response, eferred to as punishment by
strengthen the response. application, presents
an unfavorable event outcome in
E.g Getting a bonus for a good job order to weaken the response it
follows.
at work
Eg. Spanking for misbehavior anc
Negative Reinforcement - is any example of punishment by
stimulus that, when removed after applicaion.
a response, strengthen a response.
It removes the aversive or Negative Punishment- also known
as punishment by removal, occurs
annoying event to increase desired when a
behavior. favorable event or outcome is
removed after a bchavior occurs.
A primary reinforcer is an innately reinforcing
stimulus; it occurs naturally, like salivation in the sight
of food. This does not have to be learned. It is
something that would satisfy a biological need. The
salary of a working person is conditioned reinforcer,
which gains its effectiveness as a reinforcer through its
association with primary because we need food ,
clothing, and shelfer.

Shaping is a procedure in operant conditioning in

which reinforcers guide behaviors closer and closer to
successive approximations of the desired behavior

Extinction is when the conditioned stimulus and the

unconditioned stimulus are repeatedly not paired until
the conditioned stimulus no longer elicits the
conditioned response.

Partial or intermittent reinforcement is when

reinforcement is given only part of the time. This results
in a slower acquisition of a response or behavior.
 Lee Canter (1976) - speaks of classroom behavior management.
He
explains how to implement a behavior management cycle in the
classroom.
Gives
clear

direction
s
Behavior
al

Corrective Action narration Student Model

ifbehaviorist in (if behavior in
appropnate) ppropaite
Behavior Management
Cycle
According to Canter, teachers can effectively teach if they use three levels
of structure.

Level 1.:"Teacher-mana ged Level" (highly teacher-directed)-is used a the

beginning of the school year, or when trying to turn around a disruptive
classroom.

• Its primary focus is tcaching students responsible bchavior.

• Teachers give explicit directions on how to behave and he/she checksif students
to
understand that.
• The teacher will arrate student behavior every minute, and, when appropriate,
willuse
Level 2: Transitioning to Student Sell-Management"

• This is done when around 90% of the class have mastered the
teacher's behavioral expectaions for appropriate behavior.

• By this time, teachers can focus on both teaching and behavior and
academic
achicvement.

Level 3: "Student Self-Management Level"

• In other words, this is self-regulation, which is the ultimate goal of

any behavior
management program.

• Students rarely nced behavioral direction, and the teacher can now
focus only on teaching academic content.
The teacher will monitor and narrate student bchavior.
Behavior modification operant conditioning
• It is used to change human behavior. This iscommonly applied in
psychotherapy and in special education classrooms.

• Token conomy can be used as reinforcement.

• Children may be given chips, stars, privileges, or other reward for

doing a great job in school.

Direct Instruction
• A method of academic teaching which is based on operant
conditioning.

• Teachers follow a certain scequence of events starting with (a)

stating the goals of the lesson b) revicwing the previous topic or
prerequisite, (c) presenting new material in small chunks,
accompanied by drill for practicc, (d) giving clear instructions and
explanations, () students checking know if thes are doing it correcdly.
or understanding by giving plenty of questions, and () giving fcedback
to let the student know if they are doing it correctly.

When.to use; This is effective in teaching basic skils and concepts,

especially for children
with disabilities or at-risk students.
 Cognitive
Edward C. Tolman (1929, 1930, 1948) - he suggested that
the effect of Behaviorism
rcinforcement is not on lcarning but on the motivation to
engage in a
certain behavior, which was learned by other means.

He was starting to introduce memory and representation , which

he called
"intervening variables." "These variables cannot be measured
directly, but car
Experiment on Latent Learning
be measured indirectly by deducing behavior.
Experiment on latemnt kearning,
• The rats were placed in a maze, in which they seemingly
memorized where to go and where not to go, in order to get the
food at the end of the maze.
• Tolman's rats had late rewards. The food rewards affected
performance, but not learning.

• Rats had already developed a cognitive map; a menta

representation of the environment (the maze.) 'They had
developed it naturally, without reinforcement.
Implications of Behaviorism for Teaching

I. Teachers can model correct behaviors and provide

extrinsic motivation to increase or maintain classroom
engagement or participation of students.
2. Teachers could sect boundaries, offer incentives, use
token conomies, tickets, stars, points, and so on for readin
books, class participation, or other desired behaviors.
3. Teachers should consistently use consequences or
corrections
when students are not doing tasks or not doing them
corredy
4 In language learning, behaviorism can be used by
providing practice, rehearsad, correction when not done
correctly, and reinforcement when done correctly.
THANK YOU