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    Behavioral Vs Cognitive Approach

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    محمد عفان تبسم
    The document summarizes the behavioral and cognitive approaches to learning theory. [1] The behavioral approach views learning as observable behaviors shaped by environmental stimuli and reinforcement or punishment, while the cognitive approach sees learning as the acquisition and processing of knowledge through mental processes like schema formation. [2] Key figures discussed include Thorndike, who proposed the Law of Effect, and Pavlov, who discovered classical conditioning through his dog experiments. [3] The cognitive perspective emphasizes how learning occurs through assimilation of new information into existing schemas or accommodation through changing schemas.

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    Behavioral Vs Cognitive Approach

    Uploaded by

    محمد عفان تبسم
    42 views5 pages
    The document summarizes the behavioral and cognitive approaches to learning theory. [1] The behavioral approach views learning as observable behaviors shaped by environmental stimuli and reinforcement or punishment, while the cognitive approach sees learning as the acquisition and processing of knowledge through mental processes like schema formation. [2] Key figures discussed include Thorndike, who proposed the Law of Effect, and Pavlov, who discovered classical conditioning through his dog experiments. [3] The cognitive perspective emphasizes how learning occurs through assimilation of new information into existing schemas or accommodation through changing schemas.

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    The document summarizes the behavioral and cognitive approaches to learning theory. [1] The behavioral approach views learning as observable behaviors shaped by environmental stimuli and reinforcement or punishment, while the cognitive approach sees learning as the acquisition and processing of knowledge through mental processes like schema formation. [2] Key figures discussed include Thorndike, who proposed the Law of Effect, and Pavlov, who discovered classical conditioning through his dog experiments. [3] The cognitive perspective emphasizes how learning occurs through assimilation of new information into existing schemas or accommodation through changing schemas.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    42 views5 pages

    Behavioral Vs Cognitive Approach

    Uploaded by

    محمد عفان تبسم
    The document summarizes the behavioral and cognitive approaches to learning theory. [1] The behavioral approach views learning as observable behaviors shaped by environmental stimuli and reinforcement or punishment, while the cognitive approach sees learning as the acquisition and processing of knowledge through mental processes like schema formation. [2] Key figures discussed include Thorndike, who proposed the Law of Effect, and Pavlov, who discovered classical conditioning through his dog experiments. [3] The cognitive perspective emphasizes how learning occurs through assimilation of new information into existing schemas or accommodation through changing schemas.

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    of 5

    Behavioral Vs Cognitive

    Theory of Learning
    BY ZARMINA KANWAL

    Bahria University
    KARACHI CAMPUS
    Behavioral Vs Cognitive Approach

    There are two major perspectives that attempt to explain the components of learning. The two
    perspective are behavioral and cognitive approaches. Behavioral approaches view learning as a
    behavior. The behavior is observable and can be measured. Cognitive approaches explain
    learning as the acquisition of knowledge and the processing of information. There are several big
    questions in the field of learning theory that both of these perspectives attempt to answer. The
    most important question is: How does learning occur?

    Behavioral Approach

    Behavioral theories stress the importance of the environment in encouraging learning. Behaviorists speak
    a great deal about stimulus response. The stimulus comes from the environment and the individual
    responds. Behaviorists see learning as an experience in reinforcement. Individual difference is not a major
    concern as everyone should act in a similar manner when facing similar stimuli.

    The original behaviorists claimed that internal states like cognition, emotions and moods were too
    subjective to give any credence to and that genetics should have no place in psychology; they believed
    that observable behaviors were the only factors in psychology worth considering.

    The law of effect principle developed by Edward Thorndike suggested that responses closely followed by
    satisfaction will become firmly attached to the situation and, therefore, more likely to reoccur when the
    situation is repeated. Conversely, if the situation is followed by discomfort, the connections to the
    situation will become weaker, and the behavior of response is less likely to occur when the situation is
    repeated. Imagine that you arrive early to work one day by accident. Your boss notices and praises your
    diligence. The praise makes you feel good, so it reinforces the behavior. You start showing up for work a
    little bit early each day to keep receiving your boss’s commendations. Because a pleasing consequence
    followed the behavior, the action became more likely to be repeated in the future.

    Thorndike would place a cat inside the puzzle box


    and then place a piece of meat outside the box and
    then observe the animal’s efforts to escape and
    obtain the food. He recorded how long each animal
    took to figure out how to free itself from the box.

    Eventually, the cats would press the lever, and the


    door would open so that the animal could receive
    the reward. Even though first pressing the lever
    occurred simply by accident, the cats became likely
    to repeat it because they had received an award
    immediately after performing the action.

    Thorndike noted that with each trial, the cats


    became much faster at opening the door. Because
    pressing the lever had led to a favorable outcome,
    the cats were much more likely to perform the behavior again in the future. Thorndike termed this the
    “Law of Effect,” which suggested that when satisfaction follows an association, it is more likely to be
    repeated. If an unfavorable outcome follows an action, then it becomes less likely to be repeated.

    Conditioning is one of the main themes of behaviorists, and they name two major types of
    conditioning, classical and operant.

    Classical conditioning was discovered


    by Ivan Pavlov during his famous
    experiment with dogs. Every time
    Pavlov fed a dog, he rang a bell. Pavlov
    then rang the bell without feeding the
    dog, and the dog salivated at the sound
    of the bell. Pavlov had conditioned the
    dog to respond to the bell by salivating.
    Pavlov’s experiment served as the one
    of the cornerstones of behaviorism.

    The food acted as an unconditioned


    stimulus to the dog, because food is
    something that a dog is naturally drawn
    to. Likewise, the salivation of the dog
    was an unconditioned response to that
    stimulus because food naturally causes
    a dog to salivate. But the sound of a bell
    doesn’t naturally cause a dog to salivate,
    so the bell acted as a conditioned
    stimulus and the salivation at the sound of the bell was a conditioned response.

    Operant conditioning (sometimes called instrumental conditioning) operates through reward (for good
    behavior) and punishment (for bad behavior).
    Cognitive Approach

    Cognitivist agree with the influence of the environment in learning but downplay its role. For them,
    learning is about how students’ encode, store, and or transfer learning within their mind. The learner’s
    thoughts play an important role in their learning. Reflection
    and asking questions all play a part in the learning of
    students.

    Imagine what it would be like if you did not have a mental


    model of your world. It would mean that you would not be
    able to make so much use of information from your past
    experience or to plan future actions.

    Schemas are the basic building blocks of such cognitive


    models, and enable us to form a mental representation of
    the world.
    When a person’s existing schemas are capable of explaining
    what it can perceive around it, it is said to be in a state of
    equilibrium, i.e., a state of cognitive (i.e., mental) balance.

    Cognitive approach views intellectual growth as a process


    of adaptation (adjustment) to the world. This happens
    through:

    Assimilation: Which is using an existing schema to deal with a new object or situation.
    Accommodation: This happens when the existing schema (knowledge) does not work, and needs to be
    changed to deal with a new object or situation.
    Equilibration: This is the force which moves development along. Piaget believed that cognitive
    development did not progress at a steady rate, but rather in leaps and bounds.

    Equilibrium occurs when a child's schemas can deal with most new information through assimilation.
    However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into
    existing schemas (assimilation). Equilibration is the force which drives the learning process as we do not
    like to be frustrated and will seek to restore balance by mastering the new challenge (accommodation).
    Once the new information is acquired the process of assimilation with the new schema will continue
    until the next time we need to make an adjustment to it.

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