Learning Theories on Cognitive, Constructive, and Behavior Psychology - Essay Example

Learning Theories on Cognitive, Constructive, and Behavior Psychology Introduction Over the years, the three basic classification of learning theories known as: cognitivism, constructivism, and behaviorism have been widely used in the study of psychology. In general, the use of the learning models under these three basic classifications enable psychologists to effectively understand, predict and explain the learning capabilities of each individual (Dorin, Demmin and Gabel). For this study, learning theories that are significantly related to cognitive, constructive, and behavior psychology will be identified, defined, and analyzed. Eventually, examples of learning theories such as: (1) andragogy which is also known as the theory of adult learning; (2) connectivism which focuses on learning as making connections; and (3) the multi-media learning which focuses on the principles behind the effective use of multimedia in learning will be tackled prior to conclusion. Learning Theories Related to Cognitive, Constructive and Behavior Psychology Learning Theories under Cognitivism In general, the main purpose of cognitive psychology is to enable psychologists to determine exactly what is going through with a learner’s mind. Cognitivism is actually focused on analyzing the mental processes behind a person’s behavioral changes. (Schuman and Ritchie) Aside from the importance of reinforcement, this type of learning is possible when practicing repetition and contiguity. (Good and Brophy, p. 187) For this reason, providing feedback on mental development of each individual is necessary in order to motivate the learner to undergo the same learning process over and over again. Jean Piaget (1896 – 1980) is one of the most influential and famous cognitivism theorists. (Huitt and Hummel) As part of examining the cognitive learning of human beings, he proposed the four stages known as: (1) sensory motor stage – infancy to 2 years old; (2) pre-operational stage (trial and error / intuitive thought) – toddler (3 to 6 years old); (3) concrete operational stage –school age (between 7 to 11 years old); and (4) formal operational stage – adolescence (12 years old and above) (Boeree). Based on these cognitive developmental stages, Piaget suggests that the standard cognitive learning development of each individual increases from infancy stage up to the point that we become adults. Likewise, Piaget also suggests the cognitive learning theory related to “assimilation and accommodation” (Atherton a). This particular learning theory complements the idea of adaptation. It means that increasing the learners’ awareness from the real world enables the learner to assimilate and accommodate newly learned ideas into practice by internalizing the input gathered from the outside world. Learning Theories under Constructivism Similar to cognitivism, constructivism focuses on examining how each individual perceives the world based on their personal experiences and schema (Schuman and Ritchie). Often times, the theory of constructivism is used to analyze how each learner is prepared in solving real-life problems. In general, constructivism can be classified as either cognitive or social constructivism such that cognitive constructivism is focused on studying how each learner understand things based on either developmental stages as suggested by Jean Piaget or the learning styles which includes the use of visual and auditory materials whereas social constructivism analyses the learning experience of each individual through social interaction (J. Atherton b, c). With regards to social constructivism, each learner is believed to be unique in terms of its learning needs. For this reason, social constructivism is focused on encouraging, utilizing, and rewarding the learners (Wertsch). Applicable to both cognitive and social constructivist learning theory, Lev Vygotsky (1896 – 1934) contributed the most important social constructivist theory known as the “Zone of Proximal Development (ZPD)” (Atherton c). Basically, it is given that what a child knows is limited. Through internal and external influences such as interaction with friends in school and attending class each day, the existing child’s knowledge is being stretched to the point the his ZPD would also expand. (See Appendix I on page 8 ) Learning Theories under Behaviorism Behaviorism is more focused on analyzing the possible changes in each individual’s behavioral pattern (Schuman and Ritchie). In general, behavioral patterns of each person highly depend on how the human mind enables each individual to respond with external and/or internal stimulus. According to Good and Brophy, the theory of behaviorism examines the overt behavioral patterns of each person provided that such behavior can be physically observed and measured. As a result of conducting an actual experiment which involves the use of food, a bell, and a dog, Pavlov’s is a Russian psychologist which is known for his work on classical conditioning or stimulus substitution (Dembo; Gormezano, Prokasy and Thompson; Layton; Mackintosh). Classical conditioning is actually a stimulus-response type of learning. (Kellogg) For example: In case a child does not have a negative experience with a dog, the usual unconditioned response of a child upon seeing a dog (unconditioned stimulus) is to cuddle or play with the dog. However, given that a child has personally experienced a dog bite, his/her emotional reaction is to become ‘fearful’ of seeing the presence of a dog (a conditioned stimulus). When a child sees a dog which reminds him/her that he/she was bitten by a dog, the initial behavioral action of the child is to run away from the dog. Similar to Pavlov, B.F. Skinner also agrees with stimulus-response pattern that is present in a conditioned behavioral pattern. Instead of studying classical conditioning such as in the case of Pavlov, Skinner focused his study on operant behavior wherein positive and negative reinforcement as well as extinction or punishment significantly affects a person’s behavior (Good and Brophy). For example: Because of the negative consequences of having felt the emotional burden and physical pain when a child was attacked and bitten by a dog long time ago, the voluntary responses of a child when he/she sees a dog is very much controlled by his/her past learning experience (Huffman, 2007). The child grew up with the behavior of trying to avoid being with the presence of dogs mainly because of the student’s fear of having to go through the pain associated with another dog bite. (Prentice Hall, 2008) As a consequence of the negative reinforcement, the student protects himself by intentionally removing the stimulus that triggers his/her own fear. On the contrary, when a child has a good experience being with a dog (positive reinforcement), the normal tendency of a child is to continue maintaining a good relationship with dogs. Examples of Andragogy, Connectivism, and the Multi-media Learning Andragogy Knowles’ Andragogy tackles theories related to adult education. In general, part of andragogy’s assumptions suggests that each of the adult learner has already established a set of self-concept wherein the adult learner has successfully gained from his/her internal and external environment (Knowles a, p. 56). For this reason, adult learners are often self-directed as compared with young learners. Since the adult learners are already self-directed makes it difficult for most of them to accept the fact that they are being treated by other adults as a child. For instance: As compared with the young learners, adult learners have the tendency to question why they need to learn a particular study material which the young learners would simply accept and follow. Since the adult learners are self-directed, these group of learners can easily be motivated to learn new things given that they know that learning a particular subject would empower them with their chosen career (Knowles b, p. 57). For this reason, educators should provide sufficient knowledge and information on how the adult learners would benefit out of the subject matter in order to increase their learning participation within a classroom setting. Connectivism To address the limitations of the three basic learning theories, the use of connectivism theory is necessary. Connectivism is basically pertaining to the integration of these three learning principles into other more complex learning theories. For example: When implementing organizational learning, the three basic learning theories when applied in a business organization should integrate other learning theories such as andragogy and Senge’s “dance of change” including others related theories should be considered to ensure that the learning performance of each individual within the business organization is effective. In line with this matter, Senge suggests that five disciplines known as: (1) Systems Thinking; (2) Personal mastery; (3) Mental models; (4) Building shared vision; and (5) Team learning should be fully satisfied to increase the success rate of organizational learning. These are. (Senge, 1990, p. 13) Multi-media Learning Multi-media learning is a problem based learning that uses web pages and discussion tools. (Herrington & Oliver, 2002) Aside from being user-friendly, this type of learning design is to encourage the students to solve problems based on reality. In general, multimedia learning is applicable in different contexts and is supported by the Learning Management System. Since this type of learning design uses simple ICT, this method is considered effective for constructivist learners. The concept of multimedia learning is designed to enable the educators to carefully plan on the learning experience of the students. Through the use of a multimedia-based learning approach, the educators could easily promote the use of the Internet as a rich source of educational materials. It also enhances the students’ skills in computer literacy as well as in multimedia education. (TLSF) Conclusion Each of the three basic learning theories has its own limitations. Therefore, there is a need to apply the theory of connectivism in order to enhance the learning experience of each individual. *** End *** Appendix I – Vygotsky’s Social Constructivist Learning Theory known as “Zone of Proximal Development” Source: James Atherton – Constructivist Theory, 2005 References: Atherton, J.S. "Learning and Teaching." 2002b. Heterodoxy: Learning styles dont matter. 26 October 2008 . —. "Learning and Teaching." 2005c. Constructivist Theory. 26 October 2008 . Atherton, James. "Learning and Teaching." 15 August 2005a. Assimilation and Accommodation. 26 October 2008 . Boeree, George C. "Shippensburg University." 2003. General Psychology: Jean Piaget and Cognitive Development. 26 October 2008 . Dembo, M.H. Applying educational psychology. 5th Edition . White Plains, NY: Longman Publishing Group, 1994. Dorin, H., P.E. Demmin and D. Gabel. Chemistry: The study of matter. 3rd Edition. Englewood Cliffs, NJ: Prentice Hall, 1990. Good, T.L. and J.E. Brophy. Educational psychology: A realistic approach. 4th Edition. White Plains, NY: Longman, 1990. Gormezano, Isidore, William F. Prokasy and Richard F. Thompson. Classical Conditioning. 3rd ed. Hillsdale, NJ: L. Erlbaum, 1987. Herrington, J. and R. Oliver. Description of Online Teaching and Learning (Edith Cowan University Online Unit IMM4141 in Graduate Certificate in Online Learning). 2002. 26 October 2008 . Huffman, Karen. Psychology in Action. 8th ed. John Wiley & Sons, Inc., 2007. Huitt, W. and J. Hummel. "Valdosta State University." 2008. Piagets theory of cognitive development. Educational Psychology Interactive. Valdosta, GA. 26 October 2008 . Kellogg, Ruth. "WAMM." 2008. Operant Conditioning. 26 October 2008 . Knowles, Malcolm S. The adult learner: A neglected species. Houston, TX: Gulf, 1978a. —. The Adult Learner: a neglected species. 4th Edition. Houston: Gulf Publishing, 1990b. Layton, Julia. "How Stuff Works?" 2008. How Fear Works: Fear Conditioning. 26 October 2008 . Mackintosh, N.J. Conditioning and Associative Learning. New York: Oxford University, 1983. "Prentice Hall." 2008. Chapter 5: Learning - Chapter Review. 26 October 2008 . Schuman, Lisa and Donn C. Ritchie. "San Diego State University." 1996. Perspectives on Instruction. 26 October 2008 . Senge, P. The Fifth Discipline: The Art and Science of the Learning Organization. New York: Doubleday, 1990. "TLSF." 2008. Objectives. 26 October 2008 . Wertsch, J.V. Vygotsky and the formation of the mind. Cambridge, 1997. Read More