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HOW

WHY

WHEn

Amelia

Classical

Learning Theory

Kayla Fillman, Brianna Burg, Gregorio Yarasca, and Amelia Williams

who was Piaget?

  • Anyone know anything?

  • Extremely influential in determining what students should be doing at what ages.

  • Swiss psychologist; Father of Classic Learning theory; didn’t start out as a psychologist, but was a mollusc researcher

  • Moved to Paris to work with Alfred Binet and study Burt’s reasoning theory and interviewing mentally ill patients along studying with children’s reasoning.

  • Wanted to work solely with children learning their development, mainly worked with middle class, swiss children.

  • Why would he move from molluscs to mental patients to children?

key concepts

Theory overview and key concepts

  • Piaget believes children's development is universal therefore his theory can be universally applied to children of all cultures and backgrounds.

  • Piaget's theory is stage based; representative of qualitatively different types of thinking in which, you achieve a cognitive behavior in one stage you move onto the next one. The focal point of the theory is how a child interacts with their environment. Linear.

These Key Concepts are some of the underlying principles behind Piagets theory

  • Schema: Categories/Cognitive structures or “files” that represents aspects of the world- to help understand the world we inhabit that can give us preconceived ideas. What does "holiday" mean to you?

  • Assimilation: Incorporating new information into an existing schema. This is where prejudices are often made.

  • Accommodation: Coming across a new object for the first time, one may apply old schema to the object, but then when told of new information they will turn the object into a new schema.

other

Concepts

Continuation of principles behind theory

  • Adaptation: The process of assimilation and accommodation- adapting the schemas and incoming information to make accurate enough model of the world we live in.

  • Equilibrium: based off the belief that humans naturally strive to achieve a cognitive balance. It is the balance between applying knowledge prior and the changing of schemas to account new information; helps to achieve higher levels of learning. When a child has a schema that doesn’t fit reality they are believed to have tension in the mind.

  • I believe that these principles and certain stages of the learning development can be applied to adults and not just children, understanding these as being used in everyone can help us to understand everyone has differing schemas and different accommodations And sometimes/a lot of the time we may be out of equilibrium.

who Stage 1: The sensori-motor Stage (birth to 2 years old)

  • Simon newborns babies aren't aware of what happens to things when they leave their sight
  • Peekaboo is a perfect example

subtopics

who

subtopics

object permanence

  • During the first year of an infant's life, they learn an important concept known as object permanence.

  • For example, a child watches an individual place a toy plane under the white cloth. He will look for where he last saw it, not where he watched someone hide it.

subtopics

Six Sub-stages of Sensori-motor

The sensory-motor has sub-stages that last from birth through 24 months

  • Reflexes
  • Primary circular reactions
  • Secondary circular reactions
  • Coordination of reactions
  • Tertiary circular reactions
  • Early representational thought

Second stage of development (2-7 years)

  • Child starts to be able to represent symbolically one object to another. Displaying relationships that children can form between language, actions, and objects at this stage. (Imagination)

  • Major characteristics of this stage- egocentricism: they only have perception of the world in relation to oneself only; they struggle to perceive situations from another point of view.

  • Piaget and Inhilder’s 3 Mountain test: Only able to see the mountain from their perspective, even when asked about the mountain on Piaget’s side they would continue to state their side.

  • Conservation: Struggle to understand the difference in quantity and measurement in different situation.

subtopics

Stage 3: Concrete operational stage (ages 7 to 11)

  • An example of this stage is to ask a child if there is the same amount of liquid in two same size glasses. They will think both are equal.

  • If you ask a child if there is the same amount of liquid in two different size glasses. They will think both are equal.

  • During this stage, children begin to think logically about concrete events

  • They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example

  • Their thinking becomes more logical and organized, but still very concrete

  • Children begin using inductive logic, or reasoning from specific information to a general principle

subtopics

Stage 4: Formal operational stage (ages 12 and up)

  • Example: If you tell the child if you hit a glass with a feather it will break. Then ask what happened to the glass? It broke because you hit it with a feather.
  • At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems
  • Abstract thought emerges
  • Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning
  • Begin to use deductive logic, or reasoning from a general principle to specific information

Podcast on Baby Math

  • Simon Adler Radio lab at WNYC did a podcast on Innate Numbers
  • Where does a number since come from? And how soon does it arrive in a person?
  • The podcast host bring in Stanislas, a neuroscientist in Paris (Godfather)
  • Babies aren’t born with a blank slate
  • How do we know this? From many baby experiments.
  • Stanislas conducted several experiments on babies
  • Babies have shown interest in logarithm.

where

subtopic

  • Stanislas conduct an experiment with the people from the Amazon. In their culture they do not have number words beyond five.

  • Babies were thinking in terms of ratios which is a sophisticated way of thinking to us but it feels intuitively simply to them.

subtopic

  • How do we ever come to understand the numbers we know now?

  • After years of individuals telling a child to count and practice counting, there is speculation that when a child is about three and a half years old, children make a leap. Now six means that it is one more than five.

  • Once you have that trick, that opens up the whole world of mathematics to you.

Brain Development in Children

what

subtopics

Research on Brain Develop

Brain Development and Early Learning

Research on Brain Development

The importance development in early brain learning

  • From birth to 5 years old intellect reaches 85% of development
  • According to neuroscience development is unfolding: Complex interplay between genes and experience beginning at birth
  • At age 12 the brain reaches full organization, however the cortex continues to develop through adulthood
  • The relationship between the child and the caregiver is vital to the development and mental capacities of the child as an adult
  • Early interactions affect the way the brain is “wired” in addition to creating the context for development

Brain Development and Early Learning

Providing Repeated Positive Experiences is Critical

  • Connections in brain become strong when experiences are repeated
  • Brain functions under the “use it or lose it” rule: when connections are not fortified and reinforced they are lost
  • Social experiences help develop and fortify social skill; interactions with others are vital
  • A study found that there are vast differences between children of different socioeconomic status in regard to development:
  • By age 3, children in professional families had vocabulary of 1,116 words
  • In working class families: 740 words
  • In welfare families: 525 words

subtopics

Evidence of Benefits of High Quality Early care and Education

  • Researchers indicates that teachers receiving higher education or specialization in fields of child development give higher quality and higher rates of return of social investment.
  • This strive for higher quality pre-school and education programs offer benefits such as improving later educational attainment, employment earnings and crime outcome of those students.
  • Earlier investments in education and care, meaning rich investments into pre-school and elementary benefit more than investing into upper division schools due to the high amount of brain development earlier on.
  • The impact of research and public investments helps to learn and give children what they need in their developmental stages. Research has provided information on the most effective and necessary settings and activities to help children learn.

subtopics

Brain growth and public school investments

  • Brain growth is dramatic during the first five years of life
  • From 0-5 years old development reaches 85%
  • YET, public investment in education does not begin until about 6 years old.
  • During the first 5 years public investment is only 4%

Profound Societal Changes

  • Wisconsin investigator found that approx. 66% of all children under 6 years are part of the labor force
  • Over the last 30 years, the rate of divorce has doubled and impacted the number of single family homes (changing pressures on families)
  • Promising research indicates the importance of these new public policy changes due to the growing research of the first five years of children's brains and the positive impact of investing in early learning programs.

-What does intelligence mean to you? What makes someone intelligent or smart?

-Think about what you feel makes (or doesn't make) your family or your community intelligent?

Critique

Critiques of Classical Learning Theory

-Piaget’s theories, rooted in a specific concept of intelligence as a universal yardstick of cognitive development, are culture bound!

-Who are the actual tests Piaget conducts relevant and meaningful to?

How is “cultural superiority” is relevant to Piaget’s research?

Critique

Critiques of Classical Learning Theory

-Piaget’s test design:

-”This raises the question of the degree to which Piagetian tasks depend on previous knowledge and cultural values rather than cognitive skills.” (93)

What sort of tests evaluating cognitive development and intellegence would be relevant to you/your community?

-IQ tests? How many times your sister asks you to read to her?

Relevance to SW Practice

Relevance to SW Practice

-Piaget’s theories have been very influential in determining what students should be doing at what ages

-Historically, Social workers have contributed to stereotypes in schools of underachievement, where families of (non white) children are the problem, NOT the system! This contributes to oppression!

- Prioritize ALL educations!

-Tease out performance factors from actual competence

-Helps us ask questions like:

-What actually CONTRIBUTES to students’ lack of/precense of “success?”

Relevance to SW Practice

Relevance to SW practice

Everyone has a different background and identity, which affect choices, circumstances and life outcomes. As Social workers, it is important to understand how these intersecting identities complicate “Classical Learning Thoery” notions of milestones.

NASW Core Values:

- Service

-Social justice

-Dignity and worth of the person

-Importance of human relationships

-Integrity

-Competence

Other theories of learning

subtopics

  • The theories that stem from The Classic Learning Theory or examples of the theory include Classical Conditioning (Pavlov) and Operant Conditioning (Skinner)

Classical Conditioning: “Classical conditioning is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus.” (McLeod) It involves stages of environmental stimulus causing natural responses that later turn into conditioned responses, later paired with neutral/conditioned stimulus causing those responses.

  • Unconditioned Stimulus: something in the environment that causes natural (unconditioned) response
  • Paired with Neutral Stimulus: Elicits no response yet, until paired enough times with UCS then becomes Conditioned Stimulus
  • Conditioned Stimulus: Then elicits the UCR to become a Conditioned Response

Think in regards to accommodation or assimilation in classic learning theory.

subtopics

Continuation of Other Theories of Learning

Operant Conditioning: The principle of the theory is: Behavior which is positively reinforced (pleasant responses) are more likely to repeated than behavior that is unpleasantly reinforced (ignored or punished) is likely to be extinguished. The act of learning through the consequences of behavior.

  • Positive reinforcement: strengthens a behavior by doing something the person finds as a reward-- Skinner would use rats for examples: A rat pushes level and receives food, continues to push lever
  • Negative reinforcement: The removal of an unpleasant reinforcement can also strengthen a behavior-- Ex: electric shock to rats until they pushed the lever, every time they would get in box they would immediately press lever
  • Punishment: weakens a behavior by inflicting or removing something that one finds rewarding-- Ex: not push lever, not get food or continued getting shocked

Ethical?

Classic conditioning example

References

-Classical Conditioning. (2018, August 21). Retrieved from https://www.simplypsychology.org/classical-conditioning.html.

-McLeod, S. (2011, November 25). Theories of cognitive development: Jean Piaget. Retrieved from https://psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-piaget/.

-Mcleod, S. (2018). Skinner - Operant Conditioning. Retrieved from https://www.simplypsychology.org/operant-conditioning.html.

-https://www.youtube.com/watch?v=LSHWzOXJDSs The Office Classical Conditioning Youtube Video

- https://canvas.humboldt.edu/courses/35024/modules/items/565015

-https://www.wnycstudios.org/podcasts/radiolab/segments/91698-innate-numbers

-https://www.youtube.com/watch?v=U-qW__fOOSk

-https://www.youtube.com/watch?v=N9oxmRT2YWw

-https://www.youtube.com/watch?v=uI94Z3kHjDA

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