Cognitive Theory and Behaviorist Approach in Learning Process - Essay Example

Cognitivist Theory Introduction A cognitive theory views subsequent language acquirement as a cognizant and rational process according to CRISP and SOAN (2003). It assumes that the process puts into consideration of different learning strategies. Defined learning strategies are ways through which individuals disperse information to give them a clear understanding of the concept being discussed, gain more information or store the information in their minds .The theory contrast behaviorist theory which views language learning as something which happens unconsciously and automatically in an individual. Moreover, cognitive theory works on the assumption that answers are always resulting from deliberate patterning. the theory is best used for learning and teaching purposes as it assumes that perceptions is a change happening in the mind and is caused by mental depiction and relationship stirred by the experiences of an individual (BECK, 2011: 62). This paper uses a different theory from behaviorist theory and related to behavior and provides an intervention strategy. In addition, the paper analyses the pros and cons of using cognitive theory to a behaviorist approach. Cognitive theory is a psychology learning theory which tries to explain how individuals act. It reasons that the acts are from choices which are made from humans who are considered logical beings. The known aspect of this theory is social cognitive theory that lays emphasis in understanding and changing how other individuals behave. It is mostly witnessed in advertising and peer pressure groups. Moreover, the theory forms a basis of treating psychological horrors which are related to the response of an individual. The main focus of the theory is to establish the different cognitive processes in learning. The main process involved in this theory includes scrutinizing, classifying and making theories based on the available information. In my opinion, learning in cognitive theory is based on activities happening within the minds: are not created with other stimuli originating outside the mind. Abstract instructions can be used to assess students because of the similar mental models which are contextual. In using the mental models, students can either be assessed using mind maps, taxonomies or networks to determine their understanding of a learning session or experience. Also they can be asses seducing a social, individualized approach which composes of the use of groups. This involves attaching little values to the instructions to the learning experience as popularly believed all work with no play makes jack a dull boy. These are the pedagogic activities that Students can be easily assessed through. Comparison of cognitive theory with a Behaviourist approach Strengths of Using Cognitive Theory Cognitive Theory makes learning process easy for individuals to comprehend and understand because majority of all information is collected and processed within the brain. Many people think of the brain as a computer and behaviors or things which are kept in the brain are easy to retrieve as therefore making it a habit for one to constantly remember what has already been learned. Secondly, instructors using the theory for teaching purposes find the process of organizing the activities to be taught an easy process hence encouraging students to be attentive during the learning process (MORGAN & ELLIS, 2011). An example is that students are empowered by the constructivist theory to make their own ideas by conducting research among them as the theory allows them to follow their interest. Many students always enter into conflicts by their instructors or parents because of conflicted opinions. This discourages from learning actively because at they do have an interest in it rather are doing the learning process for others. When students pursue subjects of their interest, the learning process becomes fun as the activities are organized to enhance the learning process. The approach also lays focus on a particular student rather than a group. It allows instructors to design a concept which addresses the individual need of a student. This means that when a student encounters difficulty in understanding a concept, instructors address the issue by providing a supportive experience built for the cognitive approach. The end result is that the approach allows the students with the help of the instructor to understanding the concept that is not clear before continuing to the next concept (MCKAY & STORCH, 2009: 202). Weaknesses of Using Cognitive Theory According to Ayers, Clarke & Murray (2000), Cognitive Theory approach is time intensive. Since many of the activities are in accordance to students’ individual progress, instructors find it difficult to balance between bringing the students top grasp and to continue with educating others as the curriculum demands. Therefore, instructors place more time and effort in explaining concepts which would have been easily understood by all students to an individual student. Using the approach also makes it difficult to assess the students’ progress of the learning skills. This is because concepts are built upon concepts hence reducing the rate of retention of the learning activities and experience. Thus it is a challenging process to instructors and students who are forced to increase their efforts during and after the learning process as it forces instructors to address emerging educational needs while students struggle to grasp all activities taught. Moreover, the approach is forced to take into consideration the learning styles being used on students. This is because it works on the assumption that learning as a process is either conducted verbally or visually. This involves use of a lot of resources which are also consuming time because an instructor is forced to integrate both learning styles when passing instructions to students. Comparison of Cognitive Theory with a Behaviourist Approach Differences Behaviorism approach lays emphasis on an observable behavior. It works on the assumptions that events are associated to consequences. Moreover it argues that the events always complement the desired consequences. An example is that when an individual is notorious of studying science subjects, the consequences is that he destined to end up in the filed doing courses like medicine. The approach also assumes that when events happen together as one, the response to be expected is similar since it does not note any changes in the behavior of organisms or objects. According to Ayers, Clarke & Murray (2000), an example is that the theory can not note the behavior patterns between an animal and a human being. Contrary, cognitive approach works on the assumption that human beings posses the ability to create and plan information in their minds. It does not concentrate on perceptible behaviors, but lays base on the mechanism which is responsible for developing the conclusions reached. It also works to understand related concepts of memory and decision making and from them, deducts a reasonable explanation (TAYLOR & MACKENNEY, 2008: 8). Cognitive approach deals with the authentic method of learning which results from experiences within the mind of an individual. These processes may include perception, thinking, solving issues and verbal communication. It points at how individuals use their ability to react and deal with issues they are facing by studying the various things like stimuli which are responsible for triggering the response shown. Similarities The similarity present in the two approaches is that they are used in explaining how human responds to other beings or objects. In addition, the two approaches are considered to be old theories which currently are outdated with others proven by various theorists (HEFZALLAH, 2004: 55). Behaviour Issues from the Case Study Behaviour Issues from the Case Study can be addressed using Cognitive Theory. Sharon who has developed a behavior of moving around the class can be shaped by cognitive theory in that rules can be placed especially on her to monitor her movements. In cases where she is found moving around the classroom she can be punished in any or all of the following ways. She should be constantly advised to stop walking in the classroom by telling her the disadvantages of doing so (PORTER, 2007: 5). According to Ayers, Clarke & Murray (2000), Her attitude of making silly noises, throwing things or irritating other students can be corrected by encouraging other students not tolerate her when she is doing the activities. In her mind she believes that classmates are weak and deserve the kind of treatment she is showing them. Other students in the classroom should be encouraged to take actions against her like by not allowing her to be part of group as this will raise awareness in Sharon that the other students have some strength which they can use against her. They should stand up for these selves for Sharon to stop viewing them as individuals whom she can not pay attention to (GLANZ, RIMER & VISWANATH, and 2008: 56). Sharon’s moody and withdrawn behavior when challenged can be corrected by considering her as an alternative to other students to avoid questioning her. This is because she takes a challenge as a personal attack and withdraws from the activity session completely. The teacher should also try as much as possible to state clear all facts and also provide an escape route to her in order to realize that she is not an expert in the field which makes her to frown and withdraw from others because she thinks she knows everything being discussed (LAKE, 2007: 44). Sharon’s behavior of becoming upset with other children during lunch time can be addressed by the teacher by emphasizing on the importance of not being upset with other children and making an agreement with her on the actions to take when she next repeats the incidence. The teacher should also investigative on what upsets her during lunch time and ask other students to avoid annoying or doing activities which displeases her (AYERS, CLARKE & MURRAY, 2000). Her behavior of talking too much while in class can be addressed by the teacher by constantly asking Sharon to take notes. According to Ayers, Clarke & Murray (2000), this will not allow her the time to discuss irrelevant issues in class and will stop her from making noises. Moreover, during class hours, the teacher can encourage all students to give their views on the topic being discussed and act to not monopolize the discussion. The teacher should be careful to allow Sharon to take a break from her talking sessions, issue statements to her before continuing with the topic subject being discussed in class discussed (LAKE, 2007: 44). Sharon’s attitude of walking around with the supervisors and refusing to join other students during play time can best be addressed by the teacher by facing her out in the open like asking why she is not doing what other students are doing. Be strict while asking questions of her reasons of not joining other students during play time. In addition, the teacher should call Sharon by her name when she is not doing what other students are doing. She can also ask the other students whether Sharon’s action of not joining them is good or bad in her presence (MCKAY & STORCH, 2009: 202). Conclusion In conclusion, Cognitive theory best explains the case study of Sharon because it works to explain why Sharon acts because she acts and that her perceptions are ideas based and processed by her mind and not from other forces. Sharon’s difficult personalities can be best addressed with methods known to be productive on the associated behaviors. The knowledge on how to handle the different personality trait displayed by Sharon can be used by a teacher to influence her into doing what is expected of her. Bibliography BECK, A. T. (2011). Schizophrenia: cognitive theory, research, and therapy. New York, Guilford Press. TAYLOR, G. R., & MACKENNEY, L. (2008). Improving human learning in the classroom theories and teaching practices. Lanham, Md, Rowman & Littlefield Education. http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&A N=243611. HEFZALLAH, I. M. (2004). The new educational technologies and learning: empowering teachers to teach and students to learn in the information age. Springfield, Ill, C.C. Thomas. GLANZ, K., RIMER, B. K., & VISWANATH, K. (2008). Health behavior and health education theory, research, and practice. San Francisco, CA, Jossey-Bass. http://www.contentreserve.com/TitleInfo.asp?ID={8C4AAF13-E827-4CC3-AD91- 499D67EB8F97}&Format=50. MCKAY, D., & STORCH, E. A. (2009). Cognitive-behavior therapy for children: treating complex and refractory cases. New York, Springer Pub. LAKE, J. (2007). Textbook of integrative mental health care. New York, Thieme. http://site.ebrary.com/id/10586836. AYERS, H., CLARKE, D. AND MURRAY, A. (2000). Perspectives on Behaviour: A Practical Guide to Effective Interventions for Teachers. 2nd ed. London: David Fulton. PORTER, L. (2007). Behaviour in schools 2e. Maidenhead, Open University Press. CRISP, J. AND SOAN, S. (2003) ‘Managing Behaviour for Learning’ in Alfrey, C. (ed) Understanding Children’s Learning. London: David Fulton. MORGAN, N.S. AND ELLIS, G. (2011) A Kit Bag for Promoting Positive Behaviour in the Classroom. London: Jessica Kinglsey. Read More