Here’s a short primer on Cognitive and Behavioral Learning Theories
Behavioral learning theories suggest that learning results from pleasant or unpleasant experiences in life while cognitive theories of learning suggest that learning is based upon mental processes. However, in an admonishment against being too closely guided by any one set of pedagogical principles, Johnson (2003) suggests that a fixation with process oriented educational theories among those in the politics of education has not served the education community well by aligning practitioners into separate camps.
A behavioral view in psychology has held that exploratory analysis of cognition must begin with an examination of human behavior (William & Beyers, 2001). Behavioral theory has benefited from the work of early researchers such as Pavlov, Thorndike, and later on the work of B.F. Skinner. Work relating to the development of behavioral theories in educational psychology has allowed theorists to explore ways in which human action could be controlled through manipulation of stimuli and patterns of reinforcement.
Cognitive theory as it relates to epistemological processes within the individual is based upon the idea that learning comes about as a result of processes related to experience, perception, memory, as well as overtly verbal thinking. Since the 1970s, information processing theory has been a dominant focus of study for cognitive theorists. Although the list of theories associated with cognitive theory is an expansive one to say the least, for the purposes of this paper, it is appropriate to mention several contemporary theories on cognition including: information processing theory, schema theory, and situated cognition theory.
Informational processing is based on a theory of learning that describes the processing of, storage, and retrieval of knowledge in the mind. Factors such as sensory register, attention, working memory, and long term memory play a significant part in this theory of cognition. Schema theory offers that human beings interpret the world around them based on categorical rules or scripts; information is processed according to how it fits into these rules or schemes. As an epistemology, schema theory focuses on meaningful learning and the construction of and modification of conceptual networks. Situated cognition theory postulates a social nature of learning situated within a community of practice in which knowledge is socially constructed.
An important component of this type learning, apprenticeship, is informed by social learning theory. Situational cognition as a theory posits that the individual is not a passive vessel, but rather, is an active self-reflective entity; as such, cognitive processes develop as a result of interaction between the self and others.
Another loosely related concept linked to social cognition is the construct of reciprocal determinism. This is a behavioral theory under which it is theorized that the environment causes behavior and at the same time, behavior causes the environment. Under this theory, personal factors in the form of (a) cognition, affect, and biological events, (b) behavior, and (c) environmental influences, create interactions that result in a triadic reciprocality (Pajares, 2002).
Johnson, B. (2003). Those nagging headaches: perennial issues and tensions in the politics of education field. Education Administration Quarterly, 39 (1), pp. 41-67.
Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy.
Williams, R. & Beyers, M. (2001). Personalism, social constructionalism, and the foundation of the ethical. Theory and Psychology, 11 (1), pp. 119-134.
Mafundisho ya Ujuzi wa Ujuzi na Utendaji Mafundisho ya Ujuzi wa Utendaji yanaonyesha kwamba kujifunza hutokana na uzoefu mzuri au mbaya katika maisha wakati nadharia za utambuzi za kujifunza zinaonyesha kwamba kujifunza hutegemea michakato ya akili. Hata hivyo, katika onyo dhidi ya kuwa na mwongozo wa karibu sana na seti yoyote ya kanuni za ufundishaji, Johnson (2003) anaonyesha kwamba kuunganishwa na nadharia za elimu za mchakato kati ya wale katika siasa za elimu haijawahi jamii ya elimu vizuri kwa kuunganisha watendaji katika kambi tofauti. Utafiti wa tabia katika saikolojia umedai kwamba uchambuzi wa uchunguzi wa utambuzi lazima uanze na uchunguzi wa tabia ya binadamu (William na Beyers, 2001). Kwa mfano, nadharia ya tabia ya binadamu ilitokana na kazi ya Pavlov, Thorndike, na baadaye ya B. F. Skinner. Kazi inayohusiana na maendeleo ya nadharia za tabia katika saikolojia ya elimu imeruhusu wanatheoria kuchunguza njia ambazo hatua za binadamu zinaweza kudhibitiwa kupitia udhibiti wa vichocheo na mifumo ya kuimarisha. Nadharia ya utambuzi, inayohusiana na michakato ya epistemolojia ndani ya mtu, inategemea wazo kwamba kujifunza hutokea kama matokeo ya michakato inayohusiana na uzoefu, utambuzi, kumbukumbu, na mawazo ya wazi ya maneno. Tangu miaka ya 1970, nadharia ya usindikaji wa habari imekuwa lengo kuu la utafiti kwa wanatheoria wa utambuzi. Ingawa orodha ya nadharia zinazohusiana na nadharia ya utambuzi ni kubwa, kwa madhumuni ya karatasi hii, ni sahihi kutaja nadharia kadhaa za kisasa juu ya utambuzi ikiwa ni pamoja na: nadharia ya usindikaji wa habari, nadharia ya schema, na nadharia ya utambuzi ulioko. Utaratibu wa habari unategemea nadharia ya kujifunza ambayo inaelezea usindikaji, kuhifadhi, na kupata maarifa katika akili. Mambo kama vile usajili wa hisia, umakini, kumbukumbu ya kazi, na kumbukumbu ya muda mrefu hucheza sehemu muhimu katika nadharia hii ya utambuzi. Nadharia ya Schema inatoa kwamba wanadamu hufafanua ulimwengu unaowazunguka kulingana na sheria au maandishi ya kikaboni; habari inashughulikiwa kulingana na jinsi inavyofaa katika sheria au mipango hii. Kama epistemology, nadharia schema inazingatia kujifunza maana na ujenzi wa na marekebisho ya mitandao ya dhana. Nadharia ya utambuzi wa hali ya juu inadai asili ya kijamii ya kujifunza iliyoko ndani ya jamii ya mazoezi ambayo maarifa yanajengwa kijamii. Sehemu muhimu ya aina hii ya kujifunza, mafunzo, ni aliiambia na nadharia ya kujifunza kijamii. Ujuzi wa hali kama nadharia inadai kwamba mtu binafsi si chombo cha kutoweza kufanya kazi, bali ni kiumbe cha kujitegemea, na kwa hivyo, michakato ya utambuzi huendelea kama matokeo ya mwingiliano kati ya nafsi na wengine. Dhana nyingine inayohusiana kidogo na utambuzi wa kijamii ni ujenzi wa determinism ya mwingiliano. Nadharia ya tabia ni nadharia ya tabia ambayo inadai kwamba mazingira husababisha tabia na wakati huo huo tabia husababisha mazingira. Kulingana na nadharia hii, mambo ya kibinafsi katika fomu ya (a) utambuzi, athari, na matukio ya kibiolojia, (b) tabia, na (c) ushawishi wa mazingira, huunda mwingiliano ambao husababisha ushirikiano wa triadic (Pajares, 2002). Johnson, B. (2003). Vichwa vya kichwa vinavyosumbua: masuala ya kudumu na mvutano katika siasa za uwanja wa elimu. Usimamizi wa Elimu Quarterly, 39 (1), pp. 41 - 67 - Mfano wa Usalama Pajares, F. (2002). Mtazamo wa jumla wa nadharia ya utambuzi wa kijamii na ufanisi wa kibinafsi. Williams, R. & Beyers, M. (2001). Personalism, Social Constructionalism, na msingi wa maadili. Mafundisho ya Kisaikolojia na Utafiti wa Saikolojia, 11 (1): 119-134 - Ni nini?