Transcript Pavlov - CLASSICAL CONDITIONING

Understanding
Human Development
The Learner
CHAPTER THREE NOTE
METHOD
When you see this, write the info from the slide. If you
don’t see this, it’s a discussion slide and you write only
what you need to for remembering.
If something is
highlighted, copy it!
The principle goal of education in the
schools should be creating men and
women who are capable of doing new
things, not simply repeating what
other generations have done.
Jean Piaget
Read more athttp://www.brainyquote.com/quotes/authors/j/jean_piaget.html#Zf2elCv2XfSt9af1.99
Bandura
Vygotsky
Erikson
Skinner
Kohlberg
Piaget
Pavlov
Human Growth & Development
LIFE is a process of growth and development.
• GROWTH – physical changes in size
• Most growth occurs during the first 20 years of life
• DEVELOPMENT – the gradual increase in skills and abilities
that occurs over a lifetime
• Development occurs during a person’s lifespan.
Four Areas of Development
Physical
Cognitive
• Advances in physical abilities
• Intellectual development
(Intellectual)
Social and emotional are often intertwined,
known as social-emotional.
Social
• Growth in relationships and feelings.
Emotional
• Growth in relationships and feelings.
Areas of Development
Physical Development
Physical development is advancement in physical abilities.
Newborn
Random
Movements
Rolling over
Crawling
Standing
upright
Taking steps
Walking
Running
Motor skills, needing strength and coordination, are developing
during this stage.
Gross-Motor Skills
Fine-Motor Skills
• Using large muscles
• Arms
• Legs
• Back
• Shoulders
• Walking
• Throwing
• Using small muscles
• Hands
• Wrists
• Picking up objects and eating with a spoon
Toddler
Areas of Development
Cognitive Development
• Processes involving thought and knowledge are called cognition.
• Thinking has many forms:
•
•
•
•
You know your phone number…
You sense what is happening around you…
You memorize facts for a test…
You organize thoughts to write a paragraph…
• The way people change and improve in their ability to think and
learn is called intellectual development, or cognitive
development.
Areas of Development
Cognitive Development
• Cognitive abilities, intellectual abilities, gradually increase.
• Consider your 1st grade math skills compared to your current
math skills!
• What you know in math has changed.
• The WAY you are taught math has changed.
• The development of connections between nerve cells in the
brain is the key component to cognitive development at all
stages of life.
• Brain connections grow and strengthen with new experiences
and repetition of familiar experiences.
Areas of Development
Social-Emotional Development
• Social-emotional development includes the areas of relationships.
Do you “STILL” think those of opposite gender are GROSS?!?!?
Areas of Development
Social-Emotional Development
• Individuals must learn social skills and how to care about others.
Areas of Development
Social-Emotional Development
• Individuals must develop both self-confidence and self-esteem.
Areas of Development
Social-Emotional Development
• Individuals must learn self-control – waiting turns, waiting in line,
listening while others are speaking…
• At each developmental stage, social and emotional challenges
increase.
•
•
•
•
•
•
•
•
Increasing independence in childhood
Complex social situations in adolescence
Establishing an identity
Adult relationships
Parenting
Careers
Retirement
And numerous other life challenges
• The way individuals meet these challenges depend on skills they
develop early in life and their ability to adapt to situations.
Did you start
the search for
what’s
missing?
Principles of Human Development
• Human Nature – We try to figure things out!
• Research continues about human development; however,
these four concepts we know about development.
1.
2.
3.
4.
It’s relatively orderly.
It’s a gradual, continuous process.
It’s interrelated, consistent.
It varies among individuals.
Principles of Human Development
1) Development is Relatively Orderly
• Development occurs in a predictable and orderly manner – a
sequence of step, consistently following one after another.
Sounds
Words
Recognize
Letters of the
Alphabet
Recognize
Words
FINAL
OUTCOME:
Reading
• Teachers use knowledge of the developmental progress to
design effective learning strategies appropriate to the age of
their students.
Principles of Human Development
2) Development is a Gradual, Continuous Process
a 3yr old
rides a
tricycle
a 6yr old
rides a
bicycle
a teen uses
the same
skills to learn
to drive a car
An adult typically has fewer accidents than a teen because years of
practice and experience have improved his/her skills.
Principles of Human Development
3) Development is Interrelated.
ALL is required to
be a good player!
• Interrelated – Connected
• Acquiring new skills usually requires growth in all
areas – physical, cognitive, social, and emotional.
• Teamwork
• Have
Confidence
• Ability to
“READ”
Expressions
• Ability To
“READ” Other
Players
• Be Decisive
Physical
Stamina
Coordination
Practice
Cognitive
Development
• Understand
Body Language
• Have
Perseverance
Principles of Human Development
4) Development varies among individuals.
• MANY factors affect development.
• Even twins have different experiences.
• Personality, knowledge, and prior experiences affect the way
an individual responds to life-changing experiences.
• We reach growth at different rates and on slightly different
time schedules.
Theories of Development
• Developmental theories are comprehensive explanations,
based on research, about why people act and behave the way
they do and how they change over time.
Theories of Development
STOP to read the first two paragraphs on page 66.
Developmental Theories
WHY do you need to learn this “junk”?
• You are going to have to meet the
learning needs of students.
• Understanding what they are capable
of doing will help you plan valuable
lessons.
• Instead of relying on your personal
experiences and observations, you
will have a broader picture,
understanding developmental
theories.
• As you learn, evaluate – compare to
your life experiences – thing about
the potential impact this
understanding can have in YOUR
classroom…
Heredity vs. Environment
Theories of Development
STUDENT ONE – ANDRE
STUDENT TWO - BRYSON
CLASSROOM GOAL: Read or all y in class.
•
•
•
•
•
Shy
Reserved
Nervous
Speaks quietly.
Reads well, but students
can barely hear.
•
•
•
•
Bursting with energy
Can hardly wait to read.
Speaks loudly.
Speaks confidently even
when stumbling over
words.
What’s the difference between
the two?
A bigger question: WHY is there
a difference?
Heredity vs. Environment
Theories of Development
WHY ARE THE BOYS DIFFERENT?
• Is it NATURE (Heredity) or NURTURE (Environment)?
• Is it personality, abilities, skills, and genetics?
• Is it a result of their environment; shy parents or family?
• Did people and environment affect the boys or were they like
Lady GaGa – born this way?
• Most will say – BOTH, heredity
and environment play a factor in
the boys response.
Heredity vs. Environment
Theories of Development
• Heredity and the environment interact in complex ways.
• Genes have far-reaching influence. Biological inheritance not
only determines hair and eye color, it impacts a person’s
intellectual potential and desire for social interaction.
ANDRE
•
•
•
•
Quiet
Reserved
Doesn’t mind being alone
Likes current friends, but slower
to make new friends
BRYCE
• Sociable
• Outgoing
• Seeks out friends if no one is
around
• Makes friends quickly
• What children experience in any environment is a personal
response between genetic makeup and the environment in
which they develop.
Heredity vs. Environment
Theories of Development
• Shy parents = Shy Children ; Outgoing parents = Outgoing Children
• However, a shy child CAN become more outgoing!!!
• No single gene determines a particular behavior; behaviors
are affected by a variety of environmental factors.
• Genes are only a PART of the story – it’s not the WHOLE story
and all traits do not “have” to develop!!!
• A person is shaped by genes, experiences, social and
emotional traits from environment, physical traits, cognitive
abilities, and stimulating environmental events.
• **Infants that are held and cared for, develop more
connections between brain cells than infants who are not.
Heredity vs. Environment
Theories of Development
• Environmental Factors – Think about how your life has been
shaped by your experiences and the impact your words and
actions can have on those around you…
Family
Nutrition
and Physical
Activity
Peers
ENVIRONMENT
Community
Health
Media
FAMILY:
• Families often have the greatest
effect on human development.
• Infants gain their first experiences
with the world through the care and attention they receive.
• The bond between parent and child is the most basic.
• What about infants that have poor care?
• Children learn to interact with others within family.
• The QUALITY of home environment is a KEY to a very complex
development of a child.
• Home life impacts physical, cognitive, social, and emotional
development. Home is where moral development occurs.
FAMILY:
• Effective parenting techniques and providing a stimulating
home environment are consistently associated with better
outcomes for children.
• Being an effective parent does not depend on advanced
education or high income. (**Think about this statement.)
• Parenting skills can be learned!
• Researchers continue to study how and why families affect
various aspects of development: sibling relationships, the
impact of being an only child, birth order, middle child
syndrome, the emotional climate of the home – all are areas
of study.
PEERS:
• The impact of peers increases in late childhood and
adolescence.
• The ability to make and maintain friendships, attaining social
power and status, acceptance, and belonging – all affect social
and emotional development.
• Peers offer equal status, a missing element in child-adult
relationships.
• Peer relationships remain important to development
throughout life!!
COMMUNITY:
• Where a person lives influences development.
• Behaviors that are modeled by other in neighborhoods and
communities can impact the behavior and career expectations
of its residents.
• Research shows a relationship between feelings of self-worth
and how people perceive their environment and their feelings
of self-worth.
• Some communities have more cultural opportunities than
others.
• Schools are part of communities,
• The culture of a school, the expectations conveyed to its
students, and the abilities and attitudes of its teachers have an
impact on students.
PERCEPTION
Is the cat at the TOP or BOTTOM of a flight of stairs?
Is it moving?
Really?
Notice how
parts you
AREN’T
looking at
moves. Focus
your eyes and
that part
remains still…
Really?
Is it moving?
PERCEPTION
MATTERS
Is this the top of a button
OR
the bottom of a box?!?!?
MEDIA:
• Students mimic television characters,
recite lines from performances, and sing ad jingles.
• Media messages have been blamed for many negative social
problems in our society.
• How a person interprets a messages and its effects depend
on things unique to that person’s life. (PERCEPTION)
• Perception can depend on age, related experiences, values
taught in the home, and media education. These can be
positive or negative. The effect may not be immediately
apparent.
• Watching a superhero fight – children may mimic the actions
immediately; repeatedly viewing violent images can have
long-term effects.
HEALTH:
• Diseases and illnesses may interrupt the normal
development of a person.
• An expecting mother who abuses alcohol or other drugs may
have a child with a lifetime of developmental delays.
• A child with autism may have difficulty in forming close
friendships; they may have delayed and limited speech.
• A child with chronic illness and absences from school may have
difficulty with schoolwork.
• The availability of health care can influence development; regular
checkups will most likely detect problems limiting the impact of
complications.
NUTRITION &
PHYSICAL ACTIVITY
• Nutritious food and adequate exercise is needed for normal
physical growth, development, and functioning.
• Lack of PROPER NUTRITION, not simply food, affects cognitive
development and limits learning and productivity.
• Poor nutrition and lack of exercise hinders social and
emotional development.
• Example: (A CHAIN REACTION THAT COULD BE PREVENTED)
• Lack of proper nutrition and exercise and cause a child to be
overweight – causing possible teasing by peers – causing low selfesteem in the child, causing a lack of proper social relationships –
causing depression – causing sickness – causing lack of
attendance in school – causing getting behind in school work –
causing failing grades – causing poor self-image - …etc. … the list
could continue - so TEACH children to eat healthy and exercise!
Part 2
~
Behaviorist
Theories
Behaviorism
• Behaviorism is a theory based on the belief that individuals’
behavior is determined by forces in the environment that are
beyond their control.
• According to behaviorists:
• How people behave (thoughts, feelings, and actions) depends on
what they have learned through experience, rather than genetics
or free will.
• Babies come into the world as “blank screens”.
PAVLOV
• Pavlov started from the idea that there are some things that a
dog does not need to learn. For example, dogs don’t learn to
salivate whenever they see food. This reflex is ‘hard wired’
into the dog. In behaviorist terms, it is an unconditioned reflex
(i.e. a stimulus-response connection that required no
learning).
• Pavlov discovered that any object (a bell) or event which the
dogs learnt to associate with food would trigger the same
response, he realized that he had made an important scientific
discovery, and he devoted the rest of his career to studying
this type of learning.
• CLASSICAL CONDITIONING
Pavlov’s Dog
CLASSICAL CONDITIONING
Behaviors Can Be Associated With Responses
PAVLOV
• CLASSICAL CONDITIONING – the theory that behaviors can be
associated with responses
• A dog naturally salivates at the sight of food.
• Each time he fed the dog, he rang a bell.
• Soon, when the dog heard the bell, he salivated.
• A parent afraid of bugs may unknowingly pass that fear along to
their child by gasping or communicating alarm when they see bugs.
• Do you have “something” (a word, a picture, a song) that
automatically brings a smile to your face because of a positive
experience?
• All of our experiences, whether positive, negative, or neutral, can
affect our emotions, attitudes, and behaviors.
Pavlov - CLASSICAL CONDITIONING
Behaviors Can Be Associated With Responses
SKINNER
• A Skinner box is a chamber that contains a
bar or key that an animal can press or
manipulate in order to obtain food or
water as a type of reinforcement.
• When the lever is pressed, food, water, or
some other type of reinforcement might
be dispensed. Other stimuli can also be
presented including lights, sounds, and
images. In some instances, the floor of the
chamber may be electrified.
“The Skinner Box”
OPERANT CONDITIONING
Behaviors that have a positive result or reinforcement are repeated
SKINNER
• OPERANT CONDITIONING is when people tend to repeat
behaviors that have a positive result or are reinforced.
• To make new behaviors permanent, the reinforcements are to
be removed gradually, and in unpredictable patterns.
Sometimes reinforced; sometimes not. (Behaviorist call this
effect, LEARNING.)
• Negative reinforcement, or punishment, can reduce unwanted
behaviors.
Pavlov - CLASSICAL CONDITIONING
Behaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONING
Behaviors that have a positive result or reinforcement are repeated
BANDURA
• In social learning theory Albert Bandura (1977) states behavior
is learned from the environment through the process of
observational learning. Children observe the people around
them behaving in various ways. This is illustrated during the
famous bobo doll experiment.
• Explanation - http://www.simplypsychology.org/bobodoll.html
• Children observed adults with a bobo doll and imitated their
behavior!
Based on Individuals
~Observation~
SOCIAL COGNITIVE THEORY
People are complex!
Reactions to rewards and punishments are filtered by
perceptions, thoughts, and motivations.
BANDURA
• Bandura argued that people are too complex for simple
classical or operant conditioning; that people of all ages
observe and imitate the behaviors of others, regardless of
rewards or punishments involved.
• Bandura supports SOCIAL COGNITIVE THEORY: People ARE
affected by rewards and punishments, but their reactions to
them are filtered by their own perceptions, thoughts, and
motivations.
• People “might” mimic, but the mimicked experience may not
have the same effect.
• A person’s response is based on personal reactions and how
the individual processes information.
Pavlov - CLASSICAL CONDITIONING
Behaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONING
Behaviors that have a positive result or reinforcement are repeated
Bandura - SOCIAL COGNITIVE THEORY
People are complex!
Reactions to rewards and punishments are filtered by
perceptions, thoughts, and motivations.
PIAGET
• Piaget's theory states that as children develop biologically
they also meet specific cognitive goals. Developments of
adaptive behaviors are connected to mental development.
These are obtained in specific chronological stages. Piaget's
theory contrasts to other developmental theories by focusing
on the development of intellect. Piaget contributed the idea
that children's minds grow gradually, and that they are not
capable of reasoning like adults.
Read more: How to Explain Piaget's Theory of Cognitive Development |
eHow.com http://www.ehow.com/how_7722233_explain-piagets-theory-cognitivedevelopment.html#ixzz28zv7uxHr
Learning is based on age and
experimentation with objects.
4 STAGES OF COGNITIVE THEORY
~People are similar, but differences in individuals matter~
At any stage of life, thinking skills or individuals are similar.
Sensorimotor, Toddler, Early Childhood, Adolescence and Adulthood
PIAGET
Can you find the differences?
PIAGET
• Others were celebrating behaviorism; Piaget began looking for
differences! ~The Four Stages of Cognitive Development~
• He found that at any stage of life, thinking skills of individuals
are similar.
• At each new stage, people incorporate new experiences into
what they know based on skills they have developed earlier in
previous stages.
• Piaget improved understanding of cognitive skills
development.
• Young children base thinking on senses.
• (Logical Thought: The moon is following me!)
• Children need continuous exposure to experimentation,
discover, and first-hand experiences to develop.
PIAGET – Page 73
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
AGE
STAGE
DESCRIPTION
Infancy
(Birth to age 2)
Sensorimotor
Babies begin to learn about the world through their
senses. At first, learning relies on reflexes but more
purposeful movement later enhances learning.
Toddler
(Ages 2 – 7)
Preoperational
Toddlers and young children communicate through
language. They recognize symbols and learn
concepts. Both hand-on experiences and imaginative
play are keys to learning.
Early Childhood
(Ages 7 – 11)
Concrete Operational
Children begin to think logically. They can make
generalizations, understand cause and effect, groups
and classify items, and suggest solutions to
problems.
Adolescence and
Adulthood
(Ages 12 and up)
Formal Operational
Both logical and abstract thinking are mastered
during this stage. This includes making prediction
and considering “what if” questions.
Pavlov - CLASSICAL CONDITIONING
Behaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONING
Behaviors that have a positive result or reinforcement are repeated
Bandura - SOCIAL COGNITIVE THEORY
People are complex!
Reactions to rewards and punishments are filtered by
perceptions, thoughts, and motivations.
Piaget – Stages of Cognitive Development
~People are similar, but differences in individuals matter~
At any stage of life, thinking skills or individuals are similar.
Sensorimotor, Toddler, Early Childhood, Adolescence and Adulthood
VYGOTSKY
•Culture is the prime
determinant of individual
development.
Learning is social.
SOCIOCULTURAL THEORY
Social interaction is critical to cognitive development.
Interaction with parents, teachers, and other students influence
development.
VYGOTSKY
• People learn through interaction, social and cultural environment,
not just through experimentation!!!
• Vygotsky believed children are social. Their minds develop through
interactions with parents, teachers, and peers.
• He believed that social interaction was critical to cognitive
development.
Pavlov - CLASSICAL CONDITIONING
Behaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONING
Behaviors that have a positive result or reinforcement are repeated
Bandura - SOCIAL COGNITIVE THEORY
People are complex!
Reactions to rewards and punishments are filtered by
perceptions, thoughts, and motivations.
Piaget – Stages of Cognitive Development
~People are similar, but differences in individuals matter~
At any stage of life, thinking skills or individuals are similar.
Sensorimotor, Toddler, Early Childhood, Adolescence and Adulthood
Vygotsky - SOCIOCULTURAL THEORY
Social interaction is critical to cognitive development.
Interaction with parents, teachers, and other students influence
development.
Erikson
•Each person has to pass
through a series of eight
interrelated stages over his
entire life cycle!
Personality matters.
PSYCHOSOCIAL THEORY
Personality development occurs during eight stages of life.
At each stage, people must successfully face and resolve a psychological
or social conflict. Being unsuccessful will affect future stages of
development.
Read page 75
ERIKSON –
Most influential developmental
researcher of the 20th Century
• PSYCHOSOCIAL THEORY – personality development occurs during eight
stages of life. At each stage, people must successfully face and resolve a
psychological or social conflict to continue development.
Infancy
Birth to 1 year
Trust vs. Mistrust
Toddler
Ages 1 to 3
Autonomy vs. Shame & Doubt
Early Childhood
Ages 3 - 6
Initiative vs. Guilt
Middle Childhood
Ages 6 - 12
Industry vs. Inferiority
Adolescence
Ages 13 – 18+
Identity vs. Role Confusion
Young Adulthood
Ages 18 – 40+
Intimacy vs. Isolation
Middle Adulthood
Ages 40 to 65
Generativity vs. Self-Absorption
Older Adulthood
Ages 65+
Integrity vs. Despair
Pavlov - CLASSICAL CONDITIONING
Behaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONING
Behaviors that have a positive result or reinforcement are repeated
Bandura - SOCIAL COGNITIVE THEORY
People are complex!
Reactions to rewards and punishments are filtered by
perceptions, thoughts, and motivations.
Piaget – Stages of Cognitive Development
~People are similar, but differences in individuals matter~
At any stage of life, thinking skills or individuals are similar.
Sensorimotor, Toddler, Early Childhood, Adolescence and Adulthood
Vygotsky - SOCIOCULTURAL THEORY
Social interaction is critical to cognitive development.
Interaction with parents, teachers, and other students influence
development.
Erikson - PSYCHOSOCIAL THEORY
Personality development occurs during eight stages of life.
At each stage, people must successfully face and resolve a psychological
or social conflict. Being unsuccessful will affect future stages of
development.
Kohlberg
• One of the best known of Kohlberg’s stories concerns a man
called Heinz who lived somewhere in Europe.
• Heinz’s wife was dying from a particular type of cancer.
Doctors said a new drug might save her. The drug had been
discovered by a local chemist and the Heinz tried desperately
to buy some, but the chemist was charging ten times the
money it cost to make the drug and this was much more than
the Heinz could afford. Heinz could only raise half the money,
even after help from family and friends. He explained to the
chemist that his wife was dying and asked if he could have the
drug cheaper or pay the rest of the money later. The chemist
refused saying that he had discovered the drug and was going
to make money from it. The husband was desperate to save his
wife, so later that night he broke into the chemist’s and stole
the drug.
Kohlberg
Kohlberg asked a series of questions such as:
• 1. Should Heinz have stolen the drug?
2. Would it change anything if Heinz did not love his wife?
3. What if the person dying was a stranger, would it make any
difference?
4. Should the police arrest the chemist for murder if the woman
died?
• By studying the answers from people of different ages to these
questions Kohlberg hoped to discover the ways in which moral
reasoning changed as people grew. Kohlberg told several dilemma
stories and asked many such questions to discover how people
reasoned about moral issues. He identified three distinct levels of
moral reasoning each with two sub stages. People can only pass
through these levels in the order listed. Each new stage replaces the
reasoning typical of the earlier stage. Not everyone achieves all the
stages.
Moral Development
MORAL DEVELOPMENT
What is right or wrong is based on perspective and stages of
development.
KOHLBERG
• PRECONVENTIONAL MORALITY
• Decisions about what is right or wrong depend on whether you will be punished
or rewarded for your behavior.
• Moral decision are viewed from a personal perspective.
• CONVENTIONAL MORALITY
• Decisions are based on society’s basic rules of right and wrong behavior.
• Moral decisions are motivated by society’s laws and rules and how a person that
disobeys might be perceived. People may set their own persona interests aside
for the good of society as a whole.
• POSTCONVENTIONAL MORALITY
• Decisions are based on principles such as justice and individual conscience.
There are universal moral laws related to human rights that are most important
to follow.
• Moral decisions are motivated by integrity rather than personal interest or
punishment.
Pavlov - CLASSICAL CONDITIONING
Behaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONING
Behaviors that have a positive result or reinforcement are repeated
Bandura - SOCIAL COGNITIVE THEORY
People are complex!
Reactions to rewards and punishments are filtered by
perceptions, thoughts, and motivations.
Piaget – Stages of Cognitive Development
~People are similar, but differences in individuals matter~
At any stage of life, thinking skills or individuals are similar.
Sensorimotor, Toddler, Early Childhood, Adolescence and Adulthood
Vygotsky - SOCIOCULTURAL THEORY
Social interaction is critical to cognitive development.
Interaction with parents, teachers, and other students influence
development.
Erikson - PSYCHOSOCIAL THEORY
Personality development occurs during eight stages of life.
At each stage, people must successfully face and resolve a psychological
or social conflict. Being unsuccessful will affect future stages of
development.
MORAL DEVELOPMENT
What is right or wrong is based on perspective and stages of
development.
Bandura
Social Cognitive
Theory
Vygotsky
Erikson
Sociocultural
Psychosocial Theory
Theory
8 stages of development
Kohlberg
Skinner
Moral
Development
Operant Conditioning
Piaget
Pavlov
4 Stages of Cognitive
Development
Classical
Conditioning
Bandura
Vygotsky
Skinner
Erikson
So who’s
right?
Piaget
Pavlov
Kohlberg
Which theory is correct?
• Throughout your career, theories will emerge and knowledge
will change!
• Gaining greater understanding of the way humans learn helps
teachers develop effective teaching strategies.
Which theory is correct?
• Throughout your career, theories will emerge and knowledge
changes.
• Gaining greater understanding of the way humans learn helps
teachers develop effective teaching strategies.
• YOUR TURN:
• Present your personal theory and belief of learning.
Use what you’ve learned in this unit to develop your
presentation.
• Due: __________
End of Part 2
~
Behaviorist
Theories
VOCABULARY TERMS
Growth
Development
Physical
Development
Gross-Motor
Skills
Fine-Motor
Skills
Cognition
Cognitive
Development
Social-Emotional
Development
Sequence
Developmental
Theories
Behaviorism
Classical
Conditioning
Operant
Conditioning
Video Clips
• Pavlov
• http://www.schooltube.com/video/84f042baa171d98f78fa/
• Skinner
• http://www.schooltube.com/video/caa02d0b960d4738b8c7/Ope
rant%20Conditioning%20BF%20Skinner
• http://www.youtube.com/watch?v=X6zS7v9nSpo
• Bandura
• http://www.youtube.com/watch?v=zerCK0lRjp8
• Piaget
Understanding
Human Development
The Learner