Learning Theories Part 1 Assignment

What do I want to know?

Behaviorism Cognitivism Constructivism

Behaviorism The basis of behaviorism lies in comprehending observable behavior as a psychological theory. The theory proposes that changing the subject's environment will lead to detectable reactions. Conditioning, stimuli, response, and reinforcement are key vocabulary terms.

In Cognitivism, learners play an active role in constructing their own understanding. Learning, as per cognitivists, involves mental processes such as attention, perception, memory, and problem-solving. Included in the key vocabulary are mental processes, attention, perception, memory, and problem-solving.

The theory of constructivism focuses on learners actively constructing their own knowledge. Constructivists believe that learning happens when learners actively interact with the material and construct their own understanding within a social setting. Key concepts to be aware of are knowledge construction, social interaction, cultural influence, and active process.

Behaviorism

Behaviorism suggests that learning is accomplished through conditioning, which involves associating a stimulus with a response with operant and classical conditioning. Neutral stimulus with a naturally evoked stimulus to facilitate learning. With time, the neutral stimulus becomes connected to the natural trigger, causing the response on its own. To illustrate, when a dog is conditioned to link the bell sound with something to eat, the bell sound alone will have no meaning. To shape behavior, operant conditioning, reinforcement, or punishment is employed. Offering rewards after a behavior occurs increases the chances of it happening again. The purpose of punishment is to lower the chances of a behavior by imposing an adverse consequence. When children are given candy as an incentive to finish homework, it increases the probability of them doing it again.

Major Characteristics and Role of memory

What distinguishes behaviorism is its emphasis on consistencies, validation, methodologies, measurement, principles, organization, scientific inquiry, and incorporation. Behaviorism puts its main emphasis on observable behavior and identifies learning from the environment, like conditioning, as the key influencer of human behavior. Early behaviorist theories, like those by Thorndike, Guthrie, and Hull, propose that memory is determined by the strength of stimulus-response pairings. Environmental learning ties into behaviorism. (e.g., conditioning). In this case, memory is viewed as a learned behavior that is shaped by environmental stimuli.

How learning occurs and the type of learning

According to behaviorism, learning occurs through conditioning, which is the process of associating a stimulus with a response. Operant and classical are two varieties of conditioning. Reinforcement and punishment are used to shape behavior in operant conditioning. By offering rewards after a behavior, reinforcement boosts the chances of that behavior happening again. Memory is viewed as a learned behavior that is shaped by environmental stimuli. Skinner, B. F. (1953).

Cognitivism

Major characteristics

Understanding information processing and active engagement are the primary concerns of cognitivism. Plans and goals can be formulated and achieved through the practical application of knowledge. The focus is on how learning processes are stored in memory. The student is helped to organize and relate new information with the knowledge that they already have. The subject is seen as an active processor of information through the recording and organization of information. It facilitates the execution of scientific work through its research base. Different environmental conditions play a role in shaping the learning process. Explanations, examples, and demonstrations form a guide to proper learning. Knowledge must be meaningful.

The role of memory

Knowledge plays a crucial role in the development of plans and establishment of goals. How learning processes are stored in memory is the primary emphasis. It has a research base for the realization of scientific works. The learning process includes experiencing different environmental conditions. Proper learning requires a guide who provides explanations, examples, and demonstrations. Knowledge must be meaningful. According to cognitivism, memory is a central component of learning and is responsible for the storage and retrieval of information. Cognitivists view memory as an active process that involves encoding, storage, and retrieval. Encoding converts information into a storable form, while storage maintains information for future access. Retrieval is the process of accessing stored information when it is needed. Cognitivists believe that memory is influenced by prior knowledge, attention, and rehearsal. Piaget, J. (1977).

How learning occurs

Cognitivism suggests that information processing is how learning takes place. Learners, according to this theory, construct new knowledge by actively engaging with the material and leveraging their prior knowledge. Learning, as per cognitivists, is a complex process that includes attention, perception, memory, and problem-solving. Cognitivism underscores the significance of actively engaging with the material and processing information for learning.

Type of learning

Concrete Operations Stage: During this stage, children begin to apply logical reasoning but still have a concrete understanding of the world. Their minds can manipulate physical objects and grasp ideas like conservation. Despite this, abstract or hypothetical thinking remains challenging. The stages proposed by Jean Piaget depict the process of cognitive development through interaction with the surroundings and knowledge construction. In cognitivism, learners are actively involved in processing information, modifying their mental models, and engaging in problem-solving. By understanding these cognitive processes, educators can design effective instructional strategies that align with learners’ and internal external mechanisms. Jean Piaget's proposed stages illustrate how individuals construct knowledge through their interactions with the environment during cognitive development. Piaget, J. (1977).

This paragraph is Cognitivism underscores the significance of actively engaging with the material and processing information for learning. Sensorimotor Stage: Children primarily use their senses to explore and understand the world during this stage of cognitive development. The way they comprehend things is greatly impacted by how they engage and interact with the environment. Preoperational Stage: Distinguished by the rise of communication skills and education through make-believe activities. Symbolic representation of objects and events begins in children. Their thinking remains self-centered, making it difficult for them to empathize with others. ready to hold stunning creativity, experiences and stories.

Constructivism

Characteristics, memory and learning

A key aspect of Constructivism is the notion that learning is an active process, requiring knowledge construction. The significance of social interaction and cultural influence on learning is emphasized. Constructivists assert that learning occurs as learners actively engage with the material and construct their own understanding in a social context. Memory is considered an active process that involves constructing knowledge. According to constructivists, learning is influenced by social and cultural factors and occurs through the interaction between new information and existing knowledge structures. Vygotsky, L. (1978). Learning takes place when learners actively participate and construct their own comprehension in a social setting. This process utilizes mental processes like attention, perception, memory, and problem-solving, along with social processes like collaboration and negotiation. Constructivism is most effective in explaining intricate, abstract ideas and the impact of social and cultural aspects on the learning process. Instances encompass acquiring a new language socially, comprehending cultural disparities, or fostering critical thinking through collaboration. Vygotsky, L. (1978).

References: Skinner, B. F. (1953). Science and human behavior. Simon and Schuster. Piaget, J. (1977). The essential Piaget. Gruber, H. E., & Voneche, J. J. (Eds.). Basic Books. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.