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LEARNING THEORIES
Learning is the “relatively permanent change in behavior” (Burns, R., 2002) and
can come in the form of observable activities and internal processes.
Explanations of what happens when these actions occur are known as learning
theories. These theories include behaviorist, cognitivist, humanist, social learning
and constructivist. In this essay behaviorist and cognitivists will be described,
compared and contrasted in order to truly understand their approaches.
Behaviorists maintain the assumption that we see and experience the world
exactly as it presents itself physically, for everyone. This therefore leads to the
notion that everything functions according to natural laws, and any change
occurring is due to a cause and effect. Hence, this theory focuses on how
environmental stimuli elicit behavior and responses.
Gestalt’s views of Bode, Wertheimer, Kohler, Koffka and Lewin later criticised the
behaviorist theory in 1929, through publications. These psychologists proposed
“looking at the whole rarther than its parts, and at patterns instead of isolated
events” (Ormrod, J. E., 1995).
Soon termed as the cognitive approach, it showed that such learners would
gather all resources necessary to solve a problem, and then put them together in
different methods until the problem is solved. Insight is gained upon completion,
whereas it isn’t apparent if the problem remains unsolved. Finally, evaluation is
adopted in order to check correct processing methods. Therefore, the individual
is accounting for organized wholes, and not disconnected parts of the individual
stimuli under this theory.
There are different assumptions in the learning and understanding process for
both the behaviorist and cognitive theories. Under behaviorism, one acts on
stimulation, whereas in cognitive they act on consideration.
The cognitive theory encounters the intricacy of the mind in contrast to this
(Greeno, J., Collins, A. M., & Resnick, 1996). Individual humans are observed as
people who make considerations, with their own free will. Cognitivists act and
respond using judgment and reflection, and are dependant on complicated
mental models of concepts (to differing degrees).
Teaching through this theory would take the role of aiding students in developing
their cognitive capability to store, connect, and recollect thoughts efficiently and
effectively (Skinner, B. F., 1978). As an example, a teacher would directly use a
visulisation to increase one’s retention and recall rates. Such methods can also
be utilised in the workplace, in training and development. A common example of
this would be the visual stimulus of signs posted around workplaces reminding
workers of their duties and tasks, as well as safety procedures that are currently
in place (ie- Occupational Health and Safety).
To finalise the analysis of the two theories, one can summarise five important
aspects that determine each theory individually, and follow it up by answering the
question: ‘Which theory is favoured?’
The view of the learning process for a behaviorist is change in behavior, while a
cognitivist views internal mental process (including insight, information
processing, memory and perception).
In conclusion, both the behaviorist and cognitive orientations present unique and
interesting theories for education. The applied learning, knowing, and
development are complicated notions to adopt, and each assumption has
specific advantages and limitations. There is no individual cognitive outcome that
is widely preferable. They both endure useful concepts and models for society to
implement. Therefore each is priceless in directing and guiding research and
appropriate teaching methodology in workplaces today.