Cognitivism and Behaviorism

2021

In reality, there is a hard debate among instructional practical applies behaviorism learning theory approach, instructional practical apply cognitivism and constructivism learning theory approach until nowadays. The implication of instructional practical becomes extreme and exclusive opinion for followers. They are Instructional practitioners, developers, and scientists that support one approach or another, or apply alternative ways. Some instructional experts have the opinion that behaviorism, cognitivism, and constructivism can’t be integrated or mixed because behaviorism is different from cognitivism or constructivism. Applying those theories as one unit integrated is a big mistake. But, so there is the instructional expert who has the opposite opinion, that describes the third of learning theories as one unit that can be integrated, and able to apply in one instructional practically, as learning event is a complex process that needs multiply perspective approach. Which one o...

Societies change and so do the ways in which we think about learning. Learning theories attempt to explain how we learn and in so attempt to explain the nature of knowledge. The field of education has seen many learning theories come and go over the years, but a few have survived and still influence the design of instruction today, namely: Behaviorism, Cognitivism, and Constructivism.

THEORIES OF LEARNING Supporting statement: The genesis of this diagram started as an idea of viewing different theories/models of learning visually and also to ascertain if there were any connections between some of the theories. This diagram might be used as a teaching and/or learning resource (in conjunction with the ‘Assignments and Learning Theories’ learning resource) for those who are related to the areas of education, though not necessarily in the field of education. Thus I envisage those who are involved in teaching and learning in other fields such as clinical medicine, professions, the sciences and the arts and humanities may also be interested. Needless to say, the possible connections are based on my perceptions and thus others may offer varying opinions, which are understandable. I initially used Tusting and Barton’s Models of adult learning: a literature review (2003) as a generic source of learning theories and built on from there. Of course, there are also other generic sources on learning theories such as Illeris (2007) and Jarvis (2010), which I have referred to. I would be grateful for any comments in order to develop this diagram further. Sai. Nov. 2018 Sai Loo (廬世胤) (BSc, MA, PhD, FETC, ACA, FHEA) UCL Institute of Education, University College London e-mail: [email protected] https://ucl.academia.edu/SaiLoo http://www.routledge.com/authors/i15172-sai-loo

Learning lingers as an elusive topic, despite the incessant research lavished on it. Research on second language acquisition has conspicuously led to evolution of a disparate and outstanding set of theories to describe how languages are learned. To continue this topic, it is a necessity to know what the precise definition of a theory is. Theory is an idea, which is a coherent explanation of some relationships that has been tested with numerous researches. If the idea survives rigorous testing, that theory is said to have empirical grounding. One of the lasting legacies of teaching theories is the birth of five major "learning methods." Throughout these years, learning theories have been emerged as an active realm of pedagogical innovations and debate and as a result, finding the best and acceptable learning theory have provoked some linguists to choose the proper one as an authentic theory for relying on. Leading specialists have proposed a number of theories to utterly describe and explain the learning process. In the following, three of these five major and broad categories of learning methods will be clearly elaborated.

When we learn to make an origami pigeon or memorize a poem, we acquire behavior .... The stimuli which take control are generated by the behavior itself That may seem like an inferior kind of knowledge, but verbal behavior is brought under the control of other kinds of stimuli in the same way. We teach a very young child to speak a word by priming it. We say "Dada" or "Mama" and reinforce any reasonable approximation. We bring verbal response under the control of an object by showing the object, speaking the word, and reinforcing a fair approximation. We hold up a spoon, say "spoon", and reinforce any reasonable response. Later we wait for a response to be made to the spoon alone. We teach what a word means by speaking the word and holding up an object. Later, we reinforce pointing to the object when we have spoken the word. Children do not need such explicit instruction, of course. They learn to talk, but much more slowly, under the contingencies of reinforcement maintained by a verbal environment. (B91) 2. Theory of Knowledge: Cognitive psychologists have turned to brain science and computer science to confirm their theories. Brain Science, they say, will eventually tell us what cognitive processes really are. They will answer, once and for all, the old questions about monism, dualism, and interactionism. By building machines that do what people do, computer science will demonstrate how the mind works. We can trace a small part of human behavior and a much larger part of the behavior of other species, to natural selection and the evaluation of the species, but the greater part of human behavior must be traced to contingencies of reinforcement, especially to the very complex social contingencies we call cultures. (B24) 3. Theory of Human Nature: Actions consists of the structures and processes by which human beings form meaningful intentions and, more or less successfully, implement them to concrete situations. The word "meaningful" implies the symbolic or cultural level of representation and reference. Intentions and implementation taken together imply a disposition of the action system-individual or collective-to modify its relation to its situation or environment in an intended direction. (A199) 4. Theory of Learning:

In this defi nitive collection of today's most infl uential learning theorists, sixteen worldrenowned experts present their understanding of what learning is and how human learning takes place.

Handbook of Epistemology, 2004

ZDM, 2006

Prelude Four philosophies of learning are contrasted, namely 'simple' constructivism, radical constructivism, enactivism and social constructivism. Their underlying explanatory metaphors and some of their strengths and weaknesses are contrasted, as well as their implications for teaching and research. However, it is made clear that none of these 'implications' is incompatible with any of the learning philosophies, even if they sit more comfortably with one of them. Construction Constructivism has been a leading if not the dominant theory or philosophy of learning in the mathematics education research community ever since the heated controversy in the 1987 Montreal PME conference. What made constructivism such a hot issue was not just what it claims about learning. Rather it is the epistemological implications that follow from it. As one of the leading exponents of constructivism said "To introduce epistemological considerations into a discussion of education has always been dynamite" (von Glasersfeld 1983: 41). But constructivism does not represent a single school of thought, as there are several versions and varieties, some diametrically opposed to others. What binds many of the various forms of constructivism together is the metaphor of construction from carpentry or architecture. This metaphor is about the building up of structures from pre-existing pieces, possibly specially shaped for the task. In its individualistic form the metaphor describes understanding as the building of mental structures, and the term 'restructuring', often used as a synonym for 'accommodation' or 'conceptual change' in cognitivist theory, contains this metaphor. What the metaphor need not mean in most versions of constructivism is that understanding is built up from received pieces of knowledge. The process is recursive (Kieren and Pirie 1991), and so the building blocks of understanding are themselves the product of previous acts of construction. Thus the distinction between the structure and content of understanding can only be relative in constructivism. Previously built structures become Throughout this paper for brevity what I refer to as learning theories might more accurately be termed philosophies of learning. Some might argue that these 'theories' are not specific or testable (i.e., falsifiable) enough to deserve this title.