Introduction to Learning Theories
The learning theories as proposed by psychologists fall into one of various perspectives or paradigms, namely behaviorism, cognitivism and constructivism. These are briefly explained below:
Behaviorism
The leading founders and advocates of this theory were John B. Watson, B.F. Skinner and Ivan Pavlov
The basic theme is stimulus-response. All human behaviors are as a result of external stimuli. Such behaviors can be elucidated without considering internal mental conditions or syndromes
The learners are considered as passive, however they respond to environmental stimulus
The behavior of the person may be due to reinforcement and there are increased chances that behavior would occur in the future
Cognitivism
The founder of this paradigm is Noam Chomsky.
The fundamental theme is that Mental function can be cognitive
The learner is considered as data processor
This theory focuses on internal mental activities which is opening the “black box” of the human mind. It deals and determines how the process thinking, memory, cognition, and problem-solving do occur. It views people as rational human beings whose actions are consequential and not as “programmed animals” that simply respond to the surrounding stimuli
The theory considers human mind as computer in which data is input, processed, and results in certain outcomes
Constructivism
The key founders of the constructivism theory are John Dewey, Jean Piaget, Jerome Bruner and Lev Vygotsky
Its basic theme is human learning is a dynamic, constructive and constant process.
The learners are considered as data constructor
The human beings dynamically construct or build their own individual images of the surrounding realities.
Humanism
The key founders of this theory are: Abraham Maslow and Carl Rogers
The basic theme is that human learning is an individual act that brings forth one’s potentials
The human beings are considered learners who hold affective and cognitive requirements
The theory gives stress to the freedom, self-esteem, and abilities of humans
The theory suggests that learning is student-centered and individual, helped by teachers, with the aim of creating self-actualized people while working in supportive, helpful and congenial environment
Generally, the above mentioned learning theories have focused on children, cognition and individuality. The three main sources of learning theory are quite popular in the contemporary world of learning (Friedman & Schustack, 1999).
Each of these learning theories is advocated by the respective founders. The behaviorist theory relates itself to academics like Thorndike (1913; cited in Watson, 1983)); Pavlov (cited in Parker 1978); Skinner (1987) and Watson (1983). The theories consequently show major stimuli that are being realized whether it be the case of Pavlov’s dog or Watson’s theory of trial and error.
The cognitive theory on the other hand is advocated by many intellectuals and is especially well documented by Wertheimer (King & Wertheimer, 2004); Kohler (cited in Balota & Marsh (2004)); Koffler (Strauss et al., 2006) and Gestalt (cited in King & Wertheimer, 2004). These theorists deliberate on the past experiences of the students which have been through the complex process of interrelationships.
Cognitive Learning Paradigm: An Introduction
Cognitive psychology can be found in the writings of the ancient Greeks philosophers like Plato and Aristotle. Nevertheless, it became evident in American psychology throughout the 1950's (Saettler, 1990). Jean Piaget is considered as one of the leading advocate of the cognitivism theory. He proposed key features of his theory in the 1920's. His theory did no get much prominence in North America until the 1960's when Miller and Bruner set up the Harvard Center for Cognitive studies.
Cognitive theory attempts to explain human behavior by understanding the thought processes that take place in the environment. It assumes that humans are rational beings and have the necessary capabilities to make relational choices. The theory considers Information processing as a human mental process that compares the human mind to a computer.
"Cognitive theorists recognize that much learning involves associations established through contiguity and repetition. They also acknowledge the importance of reinforcement, although they stress its role in providing feedback about the correctness of responses over its role as a motivator. However, even while accepting such behaviorist concepts, cognitive theorists view learning as involving the acquisition or reorganization of the cognitive structures through which humans process and store information" (Good & Brophy, 1990, p. 187).
Normally cognitive theory rejects the behaviorism theory as proposed by Abraham Maslow and Carl Rogers which reduces complex human behavior to simply cause and effect event. There have been various attempts in the past few decades towards the merging of the two theories into a single cognitive-behavioral theory. This would possibly help psychoanalysts to apply better techniques for their clients.
Its Basic Principles
The basic principles of cognitive learning theories consider thought as i) dynamic process, ii) a set of skills applied to arrange new data, iii) an individual viewpoint concerning new data, iv) a social environment to realize new knowledge, and v) the application of various practices to further differentiate between the skills and new data.
Its application in Classroom
When the children contemplate about their studies, they in fact use all of their senses. This process of sensing is a strongly engaged application of stimuli. Moreover, these children use their senses to integrate Piaget’s theory of assimilation and accommodation to get sound learning. As a result of applying learning in a social milieu, the children improve their range of experiences by reflecting the skills of other people. Such a process of learning is improved with reassessment of past skills and the new ones. Through the ideas to create a learning environment in the classroom rather than a lesson plan, the teachers creates the learning environment that is more strongly motivated.
Likewise, when the teachers explain various hypotheses, the students are able to get tangible ideas through the dynamic process of discrete experiences. This is possibly the most important feature of the lesson since this solidification delineates the structure for the children’s thought processes. The children are able to explore new thinking on the highly variable nature of contemplation.
As well, the cognitive learning theories have a strong relationship with the classroom syllabus. Moreover, the students develop meaningful interactions with each other. It should be noted that all experiences cannot be measured uniformly, since each student’s experience is quite different. However, by compiling individual skills the classroom creates a learning milieu that has significant impact on the learning environment. The assessment of such a learning environment may appear complex ostensibly, since the education philosophy differs with standardized evaluation practices. Nevertheless, with constant practice, the teachers can achieve a more creative method for assessment that has better in-depth understanding and test measurements.
References
Balota, D. A., & Marsh, E. J., (2004). Cognitive Psychology: Essential Readings. Psychology Press.
Friedman, H., & Schustack, M. (1999). Personality: Classic Theories and Modern Research. Perason Education.
Parker, G.A. (1978). Selfish genes, evolutionary games, and the adaptiveness of behaviour. Nature 274 849–855.
Saettler, P. (1990). The evolution of American educational technology. Englewood, CO: Libraries Unlimited, Inc.
Skinner, B. F. (1987). Consensus and Controversy. Routledge.
Strauss, E., Spreen, O. & Sherman, E.M S. (2006). A Compendium of Neuropsychological Tests: administration, norms and commentary. Oxford University Press.
Thorndike, E. (1913). The psychology of learning: Educational psychology (Vol. 2). New York: Teachers College Press.
Watson, J. B. (1983). Psychology from the Standpoint of a Behaviourist. International Publishers. New York.
