Learning and Behavior

Cognitive Thinking

intelligence

potential to act in a certain way

old learning/ past experiences; cognitive structure and physical environment

new learning/new experiences; changes in the cognitive structure

continuous drive towards balance

decrease in physical environment dependence and increase in utilization of cognitive structures

assimilation and accommondation

Once something is thought, it cannot be unthought

Based on events the child can directly experience and apply

Based on independent events and allows the child to solve purely hypothetical questions

(0-2); absence of language; egocentric

(2-6); Putting oneand one together; mistaken concepts: Women = mommy Men= daddy Toys= mine

(7-10) Conserve; Series: largest to smallest and vice versa; cannot deal with abstract

(11-15); Deal w/ hypothetical situations; logical

Gestalt, antibehaviorist

Purposive; look at the bigger picture rather than breaking it down

Goal-directed learning

Believed that one sign led to another; ongoing process that required no motivation; reinforcement = expectancy (college/degree)

Ability to reach the goal from any angle

Shortest route; Reaching goal by doing less work

Thinking and figuring out right and wrong; cognitive trial and error

Knowing how to reach the goal from one place when placed in another (Knowing how to get to the food from any direction)

Knowing what response to use to get to the goal (Knowing to turn right for food)

"When in Rome. . ."

Ex: Acting like older brother will get you rewarded all the time

Seeing the get rewarded for a behavior so imitate

Seeing them get punished for a behavior so you steer clear

Your perception of yourself handling a situation; If you think you can, you can