COGNITIVE AND BEHAVIOR THEORIES

To achieve optimum efficiency

Two major educational theories have been created throughout the globe and are implemented at different stages of learning. The Cognitive Learning Theory and the Behavioral Learning Theory are the two theories. The two are explained side by side in this study, and the strengths of each hypothesis are demonstrated, each supported by comprehensive research effort from various researchers. Furthermore, the study illustrates how the theories might be applied in the classroom. There is also a description of the biblical perspective of behavior learning that supports the Behavioral learning theory. The Cognitive Learning Behavior is the theory that forms the basis on which most education systems in the world are formed. This theory recognizes the use of the brain in learning and the influence of the environment on the learners and their personal abilities in learning. On the other hand the behavioral approach only deals with the instilling desired behavior in students and cannot stand on its own to form a base for an education system that is wholly.

Historical Development

The cognitive learning theories are based on the research and articles written by the scientist, Jean Piaget (1936) from Russia. However, a group of psychologists from Germany had already developed the Gestalt Psychological theory in the early 1900s. They used demonstrations and principles that could be easily described and explained to prove that the learning process entails the use of the brain. Despite this fact, Piaget was the first person to carry out a study of the cognitive development process of children. Jean noticed that children of different ages answer questions differently and carried out a research by interviewing children to help him understand the reason behind his observation. After many years of research, he concluded that cognitive development occurs in different stages related to the age of the children. He observed that the organization of the mental process in a progressive manner was influenced by environmental experiments and biological age (Swan, 2013). However, he failed to explain the role the played by social factors in the development of the human mind.

Le Vygotsky, a Germany scientist brought a social approach to the theory developed by Piaget. He published his findings from a social research about cognitive development in 1934.In contrast to Piaget’s conclusions, he suggested that cognitive development is highly influenced by social factors and culture. Whereas Piaget suggested that biological development precedes the learning process, Vygotsky found that in many cases, social learning can precede cognitive maturity that comes with age. Over time. Piaget’s findings have been translated from Russian and adopted in many educational curriculums all over the world.in order to take into account the social influence on the learning process, the gaps in his work were filled by adoption of Vygotsky’s social approach to the cognitive learning process.

On the other hand, the behavioral theories of learning are based on the findings if many psychologists. In the 1800s, the scientist, Edward Thorndike first formulated the law of effect which suggested that behavior can be strengthened through reinforcement. In the 1920S, John. B Watson conducted the ( Little Albert ( experiment that led to the development of classical conditioning theory. Also, Ivan Pavlov, a physiologist from Russia, carried out a lab experiment on dogs to investigate classical conditioning. Subsequently, he concluded that human beings can be trained so that they respond to neutral stimuli.

In this case, learning occurs through the process of paired association reflexive. Notably, he completely disregarded the involvement of the mind in the learning process. In the 1930s, B. F Skinner constructed the Radical behaviorism theory. According to him, recognition must be given to the internal processes in an organism .These processes are controlled by the environment in which the organism is found (Smillie & Dalgleish,2007). Thus he did not give a recognition to the influence of the mind in the learning process. He emphasized that the data got from psychology must be verified in an inter-subjective way. Other scientists came after skinner that recognized that the internal state of a human being has influence in the learning process. These scientists work is classified as post Skinnerian Teleological behaviorism Theories.

Key Concepts of the Cognitive and Behavioral Learning Theories

The behavioral learning theory the subjective study of human behavior in order to provide a basis for controlling behavior effectively. It looks into the different ways through which behaviors are learnt and later unlearnt in life.it states that all behavior in a person’s life is learnt through influence from the environment through association or through reinforcement. As such, this theory does not acknowledge the involvement of the mind in the learning process. In this theory, behavior is defined as the response a person gives to an antecedent stimulus. Through the process of operant conditioning, the response achieved is then followed by a consequence. Here, a person can be rewarded (reinforced) or punished depending on whether they responded in the manner that the person in charge desired. Once a person is punished for responding in a particular way, he is discouraged from giving this response the next time and change to adopt the kind of response that is rewarded (Lucariello,Et all,2016). Thus, one is taught to respond in a specific way without being given room to think about the situation they are in or take into considerations any other factors around them save the stimulus .Thus, Learning is a modification in behavior. In addition, this theory focuses on the end product without attaching any significance to the process involved thereof.

On the contrary, the cognitive learning theory is based on the concept of the use of the thought process in learning. It recognizes the mind as the central part of learning since it is used to process and interpret the information availed as a person learns different things. Further, this theory states that learning is influenced by intrinsic factors, extrinsic factors and an individual’s factors. Learners have the ability of generating their own experiences in the learning process and interpret information in the way as other learners or in unique situations. Also, discovery is seen as a very efficient method of learning. Thus, a tutor is not an essential element of the learning process (Brand & Dalton, 2012).

According to the cognitive theory, learning occurs when a person evaluates new experiences through the process of analyzing past experiences in their lives that had similar determinants. For this reason, the first step towards the comprehension of the learning process is the analysis of the mental process involved. Further, the learning process is determined by a person’s level of mental development. On the same note, the community in which a person is found also plays a crucial role in the process of interpreting information in the mind. In any given situation, people interpret information differently based on their age and the social settings they are found in. This theory lays a lot of emphasis on the learning process rather than the end product since the efficiency of the learning process makes learning an easy task resulting in the remembrance of what was learnt even after long periods of time.

Bibliography

Lucariello, J. M., Nastasi, B. K., Anderman, E. M., Dwyer, C., Ormiston, H., & Skiba, R. (2016). Science Supports Education: The Behavioral Research Base for Psychology’s Top 20 Principles for Enhancing Teaching and Learning. Mind, Brain & Education, 10(1), 55-67. doi:10.1111/mbe.12099

This article is beneficial to pre-kindergarten through 12th grade education because due to notable psychological behavior research, 45 prominent principles for strengthening teaching and learning exists. However, after careful evaluation and consolidation, drawing on the importance of instructional practice and learning in the classroom, 20 of these principles were chosen for discussion. The article includes program by program strategies and recommendations for implementation of these principles with the intent to enhance classroom performance. In addition, the article offers alternative techniques of teaching to encourage learning. The principles outlined in this article support areas in both the Cognitive Learning Theory and the Behavioral Learning Theory. Moreover, they explore perceptions that disrupt learning and implement techniques to rectify those perceptions. This article is consequential to my research because it illustrates procedures to increase the learning ability of the learners in a classroom by expanding on the qualities a student possesses toward learning and linking that quality with current learning objectives.

Smillie, L. D., Dalgleish, L. I., & Jackson, C. J. (2007). Distinguishing Between Learning and Motivation in Behavioral Tests of the Reinforcement Sensitivity Theory of Personality. Personality and Social Psychology Bulletin, 33(4), 476-489. doi: 10.1177/0146167206296951

Recent advances in the neuroscience of learning and motivation are responsible for contributing a probable significant scheme for personality. Moreover, this framework comprised theories that specify alternating conditions by postulating bio behavioral structures that control or manage motivation and arbitrate reinforcement learning through Reinforcement Sensitivity Theory (RST) of personality. The present article draws a discrepancy between learning and motivation processes in behavioral responses to reinforcing stimuli within RST. This article analyzes two behavioral tests of RST to differentiate between learning and motivation operations. The probability of motivation and learning are analyzed through models based on Smillie and associates, attempt to determine through behavior test whether the behavior responsiveness to stimuli is learned or motivated by evaluating the Reinforcement Sensitivity Theory (RST). The article outlines some fundamental perception that learning and motivation are probable to implement an extensive foundation for personality. Moreover, this article expands upon the behavioral theory that illustrates characteristic fluctuations by hypothesizing bio behavioral methods that conciliate reinforcement learning and control motivation. Although, the conclusion of this research was not all conclusive, this article is beneficial to my research because the challenge was to prove that forecasting the behavior reactions of reinforcing stimuli based on a Behavioral Inhibitor System (BIS) and a Behavioral Activation System (BAS) could be linked to learning or motivation.

Swann, W. (2013). The Impact of Applied Cognitive Learning Theory on Engagement with eLearning Courseware. Journal of Learning Design, 6(1), 61-74. Retrieved from http://rx9vh3hy4r.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ff

mt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=The+impact+of+applied+cognitive+learning+theory+on+engagement+with+e-learning+courseware&rft.jtitle=Journal+of+Learning+Design&rft.au=Swann%2C+William&rft.date=2013-03-10&rft.issn=1832-8342&rft.eissn=1832-8342&rft.volume=6&rft.issue=1&rft_id=info:doi/10.5204%2Fjld.v6i1.119&rft.externalDBID=n%2Fa&rft.externalDocID=10_5204_jld_v6i1_119¶mdict=en-US

This article explores the improvement of cognitive learning through computer software and theoretical advances. Furthermore, it uses media composites with course material by eLearning professionals, to examine learning concepts and engagement. Three media composites are analyzed for each course, which consists of either sound, computer text or symbolism. Moreover, these tests are assets in cognitive designs of the learning process through the formation of the working memory. The purpose of the article was to gather learner perceptions of interacting with these materials, with the intent of ascertaining how this interaction is altered by the implementation of two of the cognitive learning principles. These two principles by John Sweller and Richard Mayer, were the split-attention principle and the multiple representation principle. The results of these experiments prove that the implementation of these two cognitive principles has successfully expanded the scope of eLearning courseware. However, because of the successful appliance of the two cognitive principles, give an added boost to the intrinsically motivated learners, it is an appropriate article for the cognitive learning theory.

Brand, S. T., & Dalton, E. M. (2012). Universal design for learning: cognitive theory into practice for facilitating comprehension in early literacy. Forum on Public Policy: A Journal of the Oxford Round Table. Retrieved from http://ezproxy.liberty.edu/login?url=http://go.galegroup.com.ezproxy.liberty.edu/ps/i.do?p=AONE&sw=w&u=vic_liberty&v=2.1&it=r&id=GALE%7CA317588322&sid=summon&asid=591adff9300981306326de17af9bf8cd

This article investigates a universal style of learning, called the Universal Design for Learning (UDL), which encourages an array of reading and language processes for early childhood instruction. Furthermore, in this style of classroom instruction, because early learning experiences affect the animate nerve organs, they are consequential, as a result, inspires an advanced reading awareness. The article explores core applications and strategies to promote a deep-rooted, permanent fondness for early childhood reading. It integrates different teaching styles, by computers and other materials, while synchronously tweaking the content for children of all learning aptitudes. Moreover, this article expounds on the methods of the universal style that acquiesces the learning objectives of a variety of individuals to become accomplishable, no matter the diversity of their learning abilities. This article is beneficial in my research because it explains literacy in learning that encounters far more than what can be written down on a piece of paper or read in a book, but includes the automation of multi-sensory experiences and a universal style curriculum of learning to meet the needs of all individuals.

Educational Implications:

In the class room, most tutors use a combination of the two theories to achieve maximum efficiency in the learning process. By Appling the cognitive theory, the teacher only acts a facilitator of the learning process, allowing children to actively participate in learning. Focus is put on the learning process to ensure that learners get a full understanding of what is being taught. They are allowed to carry out experiments that will help them discover for themselves the different concepts being taught.in addition, they are organized into groups so that they can learn from each other. The children are free to ask questions and give their opinions. If a person makes a mistake, they are corrected softly and shown the right thing to do so that they can learn from them (Brand & Dalton, 2012).

Additionally, the school curriculum is divided into different stages so that students can be taught the concepts they can understand in relation to their mental age.as such the rate of knowledge transfer is high and learners can apply the knowledge acquired in different parts of their life once they leave school. High discipline levels are instilled in the children through the application of the Behavioral theory. Students who do not adhere to school rules are punished in different ways. This theory helps teachers to instill good behavior that leads to personal success in education (Lucariell, Et all, 2016).

Biblical View of learning and behavior

On a general view, the bible advocates for use of punishments as a way of teaching good morals to children .Christians believe that children who err in their ways should be punished through spanking (prvs29:15).As a matter of fact parents who desist from punishing their children are seen as failures in their responsibility and hence hate their children.as such these children grow up with bad behavior and in the end, become an embarrassment to them. (prov 13:24).

Additionally, God is concerned with human behavior and always punishes evil doers and rewards good deeds. For instance, in Genesis Chapter 4, Cain is punished by God for killing his brother who had pleased God through obedience. He is sent away from God’s face to become a wanderer and a sign is put on him so that nobody would kill Him. On the same note, Christians view Gods reprove and punishment is His way of showing His love for them since they are His children(Hebrews 12:5-11).Christians are supposed to appreciate His chastening since it leads to discipline and saves from eternal death.

Further, the Bible states that God is a rewarder of good behavior. The Israelites were given Ten Commandments to obey so that they could have a good relationship with God (exodus 12).if they diligently kept them and observed the God given way of life. God would give them numerous blessings (deut.28:1-68).however failure to observe Gods law would bring a curse on them.in genesis chapter 3, Adam and Eve failed to obey the single commandment that God had given them and were punished in many ways. First, they were sent out of the Garden of Eden. The earth was cursed because of their disobedience and death came into the world. Therefore, the bible advocates for use of reinforcement and punishment as a way of teaching good behavior (Knabb,Pelletier & Grigorian-Routon, 2015)

Most Effective Theory of Learning

Given that the Behavioral theory only focuses on instilling discipline in learners, it is not a very effective way of learning. Since it focuses on the end product and fails to acknowledge that the brain is the central organ in the body involved in the learning process it cannot be used to formulate learning programs that take care of all the human thirst for knowledge.

For this reason, the cognitive approach gives a comprehensive framework on which a curriculum for learning can be established. First, it gives a clear directive in the organization of the education course into different categories in relation to the age of the learners. Again, since it recognizes that culture and other social aspects have an implication on the learning process, it enables implementers of the education curriculum to incorporate positive social aspects that will help learners have a better learning experience (Swan, 2013).

This approach is advantageous since it learners have a chance to explore, discover and interact with each other. This helps them to develop in all aspects of their being and in the end become all rounded persons. Similarly, the involvement of teachers in a friendly manner encourages learners to attain their maximum potential .the rate of knowledge transfer is also very high because students can remember what they learnt many years after leaving school (Willington, Hughes,& Dobolyi,2015).

References

Brand, S. T., & Dalton, E. M. (2012). Universal design for learning: cognitive theory into practice for facilitating comprehesion in early literacy. Forum on Public Policy: A Journal of the Oxford Round Table. Retrieved from http://ezproxy.liberty.edu/login?url=http://go.galegroup.com.ezproxy.liberty.edu/ps/i.do?p=AONE&sw=w&u=vic_liberty&v=2.1&it=r&id=GALE%7CA317588322&sid=summon&asid=591adff9300981306326de17af9bf8cd

Holy Bible. New King James Version.

Knabb, J. J., Pelletier, J., & Grigorian-Routon, A. (2014). Towards a psychological understanding of servanthood: an empirical investigation of the relationship between orthodox beliefs, experiential avoidance, and self-sacrificial behaviors among christians at a religiously-affiliated university. Journal of Psychology and Theology, 42(3), 269+. Retrieved from http://ezproxy.liberty.edu/login?url=http://go.galegroup.com.ezproxy.liberty.edu/ps/i.do?p=ITOF&sw=w&u=vic_liberty&v=2.1&it=r&id=GALE%7CA383920629&sid=summon&asid=d0c31bd1e88dd8931688eed6999b156c

Lucariello, J. M., Nastasi, B. K., Anderman, E. M., Dwyer, C., Ormiston, H., & Skiba, R. (2016). Science Supports Education: The Behavioral Research Base for Psychology’s Top 20 Principles for Enhancing Teaching and Learning. Mind, Brain & Education, 10(1), 55-67. doi:10.1111/mbe.12099

Smillie, L. D., Dalgleish, L. I., & Jackson, C. J. (2007). Distinguishing Between Learning and Motivation in Behavioral Tests of the Reinforcement Sensitivity Theory of Personality. Personality and Social Psychology Bulletin, 33(4), 476-489. doi: 10.1177/0146167206296951

Swann, W. (2013). The Impact of Applied Cognitive Learning Theory on Engagement with eLearning Courseware. Journal of Learning Design, 6(1), 61-74. Retrieved from http://rx9vh3hy4r.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=The+impact+of+applied+cognitive+learning+theory+on+engagement+with+e-learning+courseware&rft.jtitle=Journal+of+Learning+Design&rft.au=Swann%2C+William&rft.date=2013-03-10&rft.issn=1832-8342&rft.eissn=1832-8342&rft.volume=6&rft.issue=1&rft_id=info:doi/10.5204%2Fjld.v6i1.119&rft.externalDBID=n%2Fa&rft.externalDocID=10_5204_jld_v6i1_119¶mdict=en-US

Willingham, D. T., Hughes, E. M., & Dobolyi, D.G. (2015). The Scientific Status of Learning Styles Theories. Teaching of Psychology, 42(3), 266-271. doi: 10.1177/0098628315589505