COGNITIVE LEARNING V/S BEHAVIOURAL LEARNING THEORY..CAN LEARNING BE MEASURED???....

Submitted
by:Megha lakhanpal Renu sudan Kanika Kashyap Mohit Sethi Dheeraj

DEFINITIONS: LEARNING IS:

1. a persisting change in human performance or performance potential . . . (brought) about as a result of the learners interaction with the environment (Driscoll, 1994). the relatively permanent change in a persons knowledge or behavior due to experience (Mayer, 1982). an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience (Shuell, 1986).

2.

3.

TYPES OF LEARNED BEHAVIORS

1.

Physical behavior

We learn many physical behaviors to respond to a situation e.g. learn to walk , talk , interact with others, Consumers learn certain physical activity through the process of modeling, in which they mimic the behavior of other individual such as celebrities. Traffic signs , McDonald's Golden arches, slogans etc. and also the cognitive process. Human learn to value certain elements of their environment and dislike others. As a result they develop certain favorable and unfavorable attitudes towards some product which depends upon their wants needs and goals .

2.

Symbolic Learning and problem Solving

3.

Affective Learning

4 ELEMENTS OF LEARNING

Motives

Motives arouse individuals and as a result they respond. This arousal function is essential because it activates the energy needed to engage in learning activity. By achieving the goal ,the arousal reduces, but have a greater tendency to occur again, that is why marketers put their product in a way that when relevant consumer motive arouse their products are their to satisfy the need. This result that consumer will learn a connection b/w the product and motive . Capable of providing direction i.e. it influences the manner in which respond to motive.e.g. hungry man is guided by restaurant signs or aroma of food. Mental or physical activity in reaction to a stimulus satiation. Anything that follows the response and increase the tendency of response to reoccur in a similar situation.

Cues

Response

Reinforcement

1.1 THEORIES: BEHAVIOURAL

Primary Focus

Major Theorists

Observable behaviour Stimulus-response connections Learning is a result of environmental forces Contiguity Respondent (Classical) Operant (Instrumental)

Assumptions

Thorndike Pavlov Watson Skinner

Subcategories

BEHAVIORISM IN THE CLASSROOM

Rewards and punishments Responsibility for student learning rests squarely with the teacher Lecture-based, highly structured

CRITIQUES OF BEHAVIORISM

Does not account for processes taking place in the mind that cannot be observed One size fits all

Knowledge itself is given and absolute

Programmed instruction & teacher-proofing

1.2 THEORIES: COGNITIVE

Primary Focus

Major Theorists

Mental behaviour Knowledge Intelligence Critical Thinking

Bloom Piaget Gagne

Assumptions

Learning is a result of mental operations/ processing Information Processing Hierarchical Developmental Critical Thinking

Subcategories

COGNITIVISM IN THE CLASSROOM

Inquiry-oriented projects
Opportunities for the testing of hypotheses Curiosity encouraged Staged scaffolding

CRITIQUES OF COGNITIVISM

Like Behaviorism, knowledge itself is given and absolute Does not account enough for individuality

Little emphasis on affective characteristics

BEHAVIORAL VS. COGNITIVE VIEWS OF LEARNING

These traditions in learning theory have existed for decades. They give different answers to the fundamental question, What is learned when learning takes place?

Behaviorists say: Specific actions

Cognitivists say: Mental representations

For example, in a Skinner Box, a rat may receive a food reward every time he presses the bar. He presses faster and faster. What has he learned?

BEHAVIORAL VS. COGNITIVE VIEWS OF LEARNING

These traditions in learning theory have existed for decades. They give different answers to the fundamental question, What is learned when learning takes place?

Behaviorists say: to press the bar.

Cognitivists say: that pressing produces food.

For example, in a Skinner Box, a rat may receive a food reward every time he presses the bar. He presses faster and faster. What has he learned?

BEHAVIORAL VS. COGNITIVE VIEWS OF LEARNING

Behaviorism (learns to)
1. Learning involves the formation of associations between specific actions and specific events (stimuli) in the environment. These stimuli may either precede or follow the action (antecedents vs. consequences).

2. Many behaviorists use intervening variables to explain behavior (e.g., habit, drive) but avoid references to mental states.

3. RADICAL BEHAVIORISM (operant conditioning/behavior modification/behavior analysis): avoids any intervening variables and focuses on descriptions of relationships between behavior and environment (functional analysis).

BEHAVIORAL VS. COGNITIVE VIEWS OF LEARNING

Cognitivism (learns that)
1. Learning takes place in the mind, not in behavior. It involves the formation of mental representations of the elements of a task and the discovery of how these elements are related.

2. Behavior is used to make inferences about mental states but is not of interest in itself (methodological behaviorism). 3. EXAMPLE: Tolman & Honziks experiment on latent learning. Tolman, a pioneer of cognitive psychology, argued that when rats practice mazes, they acquire a cognitive map of the layoutmental representations of the landmarks and their spatial relationships.

ANALYSIS OF THE TWO

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). The locus of learning for behaviorists is the stimuli in external environments, whereas cognitivists have internal cognitive structuring.

The purpose of education in terms of behaviorists is to produce behavioral change in a desired direction, and cognitivists develop capacity and skills to learn better. The teachers role through behaviorists is to arrange the environment to elicit desired response, while a cognitivist may structure the content of a learning activity. And the manifestation in adult learning in relation to behaviorists include; behavioral objectives; competency based education and skills development and training. A cognitivist side would include; cognitive development; intelligence, learning and memory as a function of age; and learning how to learn (Merriam & Caffarella).

MEASURES OF CONSUMER LEARNING

GOALS OF CONSUMER LEARNING

Increase Market Share

Brand Loyal Customers

MEASURES OF CONSUMER LEARNING

Recognition & Recall Measures Cognitive Measures Attitudinal & Behavioral Measures

RECOGNITION & RECALL

RECOGNITION tasks are when information is placed before the consumer. RECALL tasks are when the consumer must retrieve the information from long term memory without any prompting.

COGNITIVE MEASURES
Degree to which consumers accurately comprehend the intended advertising message.

PRETESTING
POSTTESTING

ATTITUDINAL & BEHAVIOURAL MEASURES

BEHAVIOURAL measures are based on observable responses to promotional stimuli- repeat purchase behaviour. Eg: Bakery- Doughnut
ATTITUDINAL measures are concerned with consumers overall feelings about the product and the brand and their purchase intention.