Learning Models and Theories - Research Paper Example

Learning Models and Theories The process of acquiring knowledge is unique in every individual. The learning process defines how an individual acquires knowledge. As such, various psychologists have designed relevant learning theories that seek to define how people learn. The learning theories conceptualize the framework, which define the process of absorbing, processing, and retaining information during the learning process (Lefrançois, 2011). The most common learning models and theories include the classical conditioning theory, operant conditioning theory, sociocultural theory, observational learning, social learning theory, reinforcement theory, and constructivist-learning model. These theories also guide the teaching process. This paper addresses the case of Maura in relation to the relevant learning models and theories. The paper will compare, contrast, and relate the constructivism and operant conditioning theories with close reference to the analysis of the case of Maura. Moreover, the paper will ultimately establish which model explains the behavior most fully and design a basic “modification” program to help the client engage in a behavior that is more desirable. Constructivism learning theory shows how people learn and draws its claims from observations and scientific study. Notably, this theory resides in psychology and defines how people might gain knowledge and learn. This learning theory relates to the philosophies of Dewey and Rousseau, and draws an inspiration from Piaget and Vygotsky. This theory asserts that individuals derive their own knowledge and understanding by experiencing things and drawing a reflection on the reference experiences (The University of Sydney, 2013). In this theory, individuals take an active role in solving problems and thinking critically about a relevant learning activity. The constructivist-learning model applies most efficiently in experiential learning where students construct their own knowledge with the instructor’s guidance, which enable them to solve problems that are more complex. However, this model is more appropriate for students with an existing level of education. For example, students with formal knowledge prior to joining college know more about the learning process. This is significant in that this model changes the role of an instructor from that of giving knowledge to one of being a resource and guide to acquiring knowledge. The constructivist-learning model is very effective in that it forces students to discover knowledge for themselves thus preparing them for lifelong learning. The derived knowledge and understanding resides within the individual thus making the knowledge of each individual to be unique. Notably, due to the rising need for knowledge and understanding the Constructivism learning theory has been in constant application. The theory argues that all learning occurs in our minds as we develop and adjust our brains to accommodate our growing and robust reserves of knowledge (Pritchard & Woollard, 2010). More so, the theory appreciates the impact of cognitive apprenticeship where teachers help the student to identify, interpret, and contextualize experiences. Nevertheless, the theory attracts various criticisms where opponents claim that constructivism demands so much from the learners and that it dismisses the use of expertise knowledge and the contribution of the teacher in the learning process. However, the effectiveness and application of the Constructivism learning theory is beyond reproach (Pritchard & Woollard, 2010). Indeed, in the context of this paper, constructivism-learning theory is relevant to the case of Maura. On the other hand, behaviorist, Burrhus Frederic Skinner devised the Operant Conditioning learning theory based on the Thorndike’s law of effect (McLeod, 2007). Ideally, the term operant conditioning refers to the change of behavior using a reinforcement given after the desired response (Britt & Gottfredson, 2011). According to this theory, consequences are responsible for the changes in frequency, form, and strength of an individual's behavior. The theory puts absolute concentration on observable behavior and external causes of human behavior and not inner thoughts. In addition, the theory establishes an association between behavior and consequences emanating from the reference behavior. The theory relies on the fundamental idea that reinforced behaviors will tend to continue while punished behaviors will cease. More so, Burrhus Frederic Skinner established three responses that succeed any human behavior. The three responses include neutral operant, reinforcers, and punishers (Britt & Gottfredson, 2011). In the case of neutral operants, the environment offers a response that does not alter the probability of repeating a behavior. On the other hand, the reinforcers lead to a response from the environment, which increases the chances of repeating a behavior. However, the punishers decrease the probability of repeating a behavior (McLeod, 2007). Indeed, the theory identifies positive reinforcement boosts a behavior by providing a rewarding consequence to an individual while a negative reinforcement also boosts a behavior by removing an unpleasant consequence (Britt & Gottfredson, 2011). Nevertheless, the ultimate goal of reinforcers is to increase the behavior and assumes that the environment offers the best influence on human behavior. In the context of this paper, the Operant Conditioning learning theory is relevant to the case of Maura. Indeed, the two theories, Constructivism learning theory, and the Operant Conditioning learning theory apply in the case of Maura. Using the Constructivism learning theory, the 26 years old Maura derives her knowledge and understanding of the repeating pattern of behavior through her ten years’ experience of engaging in unsuccessful romantic relationships with professionals. Indeed, Maura draws a reflection from the repetitive pattern, bad memories from the previous breakups, which defines Maura’s unstable romantic relationships with professionals. Actually, we can also see Maura taking an active role to solve the problem and thinking critically about the strained romantic affairs by consulting a therapist. This effort manifests her acquired knowledge on the problem and her quest to gain more information in addressing the problem. This defines a learning process. In addition, as the theory suggests, the case of Maura manifests the appreciation of expert information and cognitive apprenticeship in the learning process where Maura seeks expert information from the therapist. This defines the significant application of the Constructivism learning theory in the case of Maura. On the other hand, the Operant Conditioning learning theory also draws relevant application in the case of Maura. Indeed, the consequences of Maura’s romantic relationships with the professionals lead to a learning process. Ideally, the search for a better relationship and the relief that a new relationship offers seemingly acts as a reinforcement for Maura’s repeated behavior. In fact, Maura seems to get a rewarding consequence from her behavior in looking and engaging in new romantic relationships. This explains a positive reinforcement, which favors the repetition of the pattern. At the same time, the new relationships offer a reprieve from the unpleasant consequence of broken romantic relationships by erasing the bad memories of the staled relationships. This explains negative reinforcement, which equally fosters the repetition of the pattern. Moreover, the failed relationships offer a good environment to explain the repetitive human behavior practiced by Maura as the theory assumes. Considering the two learning theories, I find that the Operant Conditioning learning theory best explains the Maura’s repetitive behavior of engaging in futile romantic relationships with non-committal professionals. Indeed, the Operant Conditioning learning theory clearly explains the repetitive behavior and its motivation. Nevertheless, the Observational-learning model explains why Maura does not remember the negative events until much time has passed. The Observational-learning deals with attention, memory, reproduction, and motivation (Coon & Mitterer, 2008). Indeed, the Observational-learning model promotes cognitive process behavior. The learner in this case encodes the information and stores it in a memory for use at a later stage when one can remember it. In this context, Maura forgets what constantly happens right after the relationship ends, and shortly after a break up but remembers the happenings later on. The Observational-learning model therefore explains why Maura does not remember the negative events until much time has passed. Based on the Operant Conditioning learning theory, which clearly explains Maura’s repetitive behavior, I will design a basic “modification” program to help the client engage in behavior that is more desirable. Behavior modification involves establishing behavioral principles with a view of solving behavioral problems. The behavior modification program that Maura will adopt to engage in behavior that is more desirable includes: A. Describing the Target Behavior a. Avoiding making mistakes when describing the target behavior B. Measuring and evaluating the desirability of the target behavior a. Identifying a baseline for the behavior by establishing the typical behavior that will measure the success of her intervention C. Deciding to Change Behavior where for example, Maura may have to consider the qualities of her would be partner, take time after a break up to analyze what caused the breakup, seek professional counseling on relationships, and seek to engage with people of same likes, and ambitions, and class. D. Informing, involving, and demonstrating the need for commitment to the program to all relevant parties E. Defining the behavioral goals F. Establishing the ethical considerations G. Addressing the total context of the target behavior H. Identifying probable interventions that would favor the target behavior I. Establishing the appropriate reinforcers and punishers for Maura, which may include the loss of passion to love, the manifest reference of a prostitute, and the growing knowledge on the need to get married as punishers and the beauty of having a single, solid, and objective affair with a partner of equal standards as a reinforcer J. Adopt the modification program K. Evaluating the modification Program L. Drawing conclusions M. Elaborate what worked well in modifying to the target behavior N. Modifying the modification Program where necessary O. Improving the program and trying again Nevertheless, in selecting the modification plan to adopt, I must consider various ethical considerations. Indeed, I must consider whether there are any dangers related to the target behavior. This is necessary because some target behaviors may be physically hazardous or unethical to other people even though the goal maybe positive. I must also consider the health effects and the safety of the modification program before actualizing it. Moreover, I must also consider the human nature of the target behavior to other people and to the environment. Indeed, the target behavior must be ethically acceptable to the community and to the environment. References Britt, C., & Gottfredson, M. (2011). Control Theories of Crime and Delinquency. Transaction Publishers, 2011. Coon, D., & Mitterer, J. (2008). Psychology: Modules for Active Learning: Modules for Active Learning. London: Cengage Learning, 2008. Lefrançois, G. (2011).Theories of Human Learning, 6th ed.: What the Professor Said. London: Cengage Learning, 2011. McLeod, S. (2007). Skinner - Operant Conditioning. Retrieved from: http://www.simplypsychology.org/operant-conditioning.html Pritchard, A., & Woollard, J. (2010). Psychology for the Classroom: Constructivism and Social Learning. Routledge, 2010. The University of Sydney. (2013). Constructivism. Retrieved from: http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml Read More