Name: Qurat ul Ain

Date: 16-5-2017

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 Content

Table of Contents
Introduction: ................................................................................................................................................. 3
Behavioral Psychology: ................................................................................................................................. 3
Cognitive Psychology: ................................................................................................................................... 4
Stages of cognitive development:............................................................................................................. 4
Schema: ................................................................................................................................................. 4
Assimilation, Accommodation and Equilibration:................................................................................. 4
Compare and contrast between Cognitive development theory and classical conditioning: ...................... 5
Practical implement of piglet’s theory:......................................................................................................... 6
Bibliography .................................................................................................................................................. 6

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Introduction:

Learning Language was always heated issue for researchers, scientist’s linguists. From centuries
linguist searched and experimented different ways or theories or methods to learn second
language accurately. No man is an island, people are always interested in other or non touched or
non heard things. From sixty years, the complementary philosophies of behavioral
psychology and cognitive psychology have competed for the soul of psychology. From the 1920s
to the 1950s, behavioral psychology dominated much of psychological thought, but the cognitive
revolution of the 1950s revealed cracks in the theories of the behaviorists, and cognitive
psychology finally managed to gain the upper hand. But psychologists from both sides of the
range began to realize that both methods have value in treating students that gave birth to a
combined cognitive-behavioral therapy. Most psychologists now use a combination of
behavioral and cognitive therapy.

Behavioral Psychology:
Behavioral psychology, known as behaviorism, is based upon the idea that all behaviors are
acquired through conditioning, via interaction with the environment. The original behaviorists
claimed that internal states like cognition, emotions and moods were too subjective to give any
authority to and that genetics should have no place in psychology; they believed that observable
behaviors were the only factors in psychology worth considering.

Conditioning is one of the main themes of behaviorists, and they name two major types of
conditioning, classical and operant.

During famous experiment of dogs by Ivan Pavlov Classical conditioning was formed. Every
time Pavlov fed the dog, he rang a bell. Pavlov then rang the bell without feeding the dog, and
the dog salivated at the sound of the bell. Pavlov had conditioned the dog to respond to the bell
by salivating. Pavlov’s experiment served as the one of the keystone of behaviorism.

The food was an unconditioned stimulus to the dog, because food is something that a dog is
naturally drawn to. Likewise, the salivation of the dog was an unconditioned response to that
stimulus because food naturally causes a dog to salivate. But the sound of a bell doesn’t naturally
cause a dog to salivate, so the bell acted as a conditioned stimulus and the salivation at the sound
of the bell was a conditioned response.

FOOD (UN CONDITIONED STUMULUS) - SALVATION (UNCONDITIONED RESPONSE)

RANG BELL (CONDITION STUMULUS) - SALVATION (CONDITIONED RESPONSE)

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Behavioral psychology uses this basic principle of conditioning to re-train people who suffer
from psychological disorders, by re-training the conditioned responses people have toward
specific conditioned stimuli.

Cognitive Psychology:
Systematic study of cognitive development was first made by Jean Piaget .According to him, cognitive
development progresses through four distinct stages (Halmi, 2013). According to this theory the level or
rate at which people move on through the stages is different; everyone does pass through each stage.
According to Piaget thinking process is different from adults.

There are three basic components of Piaget’s theory.

Stages of cognitive development:

1. The first stage is known as the sensorimotor (Birth o two years). Children in the sensorimotor
stage go through a transition from reality of self to a reality of the environment ( (Bybee, 1982).
In a nutshell, babies cannot initially distinguish between themselves and their environment
(Halmi, 2013).
2. Preoperational stage (two years to six). In this stage children understand symbols, mainly
represented in language. Bybee & Sund (1982) said children’s level of egocentrism, “the degree
to which a child views himself as the center of reality,” is quite high.
3. Concrete operational (Six to twelve): logical thinking in this stage begin, concept of rules and
regulations stars at this stage.
4. The final stage is formal operational (twelve to on words). Abstract ideas develop in this age.
They understand things as they are and can imagine things as they might be (Halmi, 2013).

Schema:
Is also known as building blocks of knowledge. An understanding of the environment or a
particular situation is called Schema (Halmi, 2013). A set of linked mental representations of the
world, which we use both to understand and to respond to situations.

Assimilation, Accommodation and Equilibration:

Assimilation is the process in which children deal with new situation or new knowledge
using existing schema. While Accommodation is a process where existing schema do not
work and that needs to be change to deal with new situation, knowledge and object.
Equilibrium occurs when a child's schemas can deal with most new information through
assimilation.

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Cognitive psychology is the study of mental functions like learning, memory, reasoning,
conceptual development, language acquisition, and decision-making. The main concern of
cognitive psychology is in researching the acquisition, processing and storing of information in
the mind.

Compare and contrast between Cognitive development theory and

classical conditioning:

Cognitive development Classical conditioning

They believe learning language is a natural
process. Students learn and understand things
at different stages .It is related with biological
maturation and environmental experience.
Students learn with time. Every child goes
through or passes from same stages.
Student’s concepts should be clear. They learn
by experiments or by experiencing the
situation.
They believe language learning is behavioral
process. In a nut shell, learning can be mould
(increase or decrease) by training the
individuals or by setting some behaviors.
Students learn through interaction, copying and
repeating an action.
Behaviorists concentrate on physical actions.

Students learn with help of Schema.
Focus on infant, and then the child, develops
into an individual who can reason and think
using hypothesis.
Believes that children are born with basic
mental structures on which learning and
knowledge is based.
It is concerned with children, rather than all
learners.
In classical conditioning, the subject has a
natural reaction to a stimulus.
Focuses on how to mould behavior of the one
by creating some condition stimulus.
Believes learning occurs through the repeated
association of two or more different stimuli.
They focus on re-training the individuals to
cause target response.

Piaget's theory has had a major impact on the theory and practice of education. It has helped to
create a view where the focus of attention is on the idea of developmentally appropriate
education. This refers to an educational with environments, curriculum, materials and instruction
that are consistency with student's physical and cognitive abilities as well as their social and
emotional needs.

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Practical implement of piglet’s theory:
Piaget’s cognitive development theory can batter applied in language learning class rooms.
Piaget keenly discussed the process of development of children, he discussed cognitive
development universally. With help of four development stages teacher can design course for
children’s Language learning.

FOR INTANCE: Children in play group are provided free and lay full atmosphere, mostly
visual, information is provided to them. Students in play group come in 2 or less than 2 years
children group. Trainings to control and teach these types of children are given to teachers.
Knowledge or information is given to them by activities in which they use their 5 senses (touch,
test, sight, smell, and listen). In “Taree zameen per” movie, the boy having learning disabilities
was provided same kind of learning process.

Schema is the keystone of this theory and it really works not even with children but with elders.

1. A focus on the process of children's thinking, not just its products. Instead of
simply checking for a correct answer, teachers should emphasize the student's
understanding and process they used to get the answer.

2. Recognition of the crucial role of children's self-initiated, active involvement

in learning activities. In a Piagetian classroom, children are encouraged to discover
themselves through spontaneous interaction with the environment, rather than the
presentation of ready-made knowledge.

3. A deemphasize on practices aimed at making children adult like in their

thinking. This refers to what Piaget referred to as the "American question" which is
"How can we speed up development?” His belief is that trying to speed up and
accelerate children's process through the stages could be worse than no teaching at
all.
4. Acceptance of individual differences in developmental progress. Piaget's theory
asserts that children go through all the same developmental stages; however they do
so at different rates. Because of this, teachers must make special effort to arrange
classroom activities for individuals and groups of children rather than for the whole
class group.

Bibliography
Bybee, R. W. & Sund, R. B. (1982). Piaget for Educators – Second Edition. Prospect Heights: Waveland
Press.

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Halmi, J. (2013, December 11). Skinner’s Radical Behaviorism vs Piaget’s Cognitive Development the case
studies.

Lieberman, D. A. (2000). Learning – Behavior and Cognition. Belmont: Wadsworth/Thompson Learning.