October 25, 2015| Kent Lee| UTRGV EDU 3320 Learning Theories Presentation Creating a Purposeful Learning Experience October 25, 2015| Kent Lee| UTRGV EDU 3320

Behaviorism, Social Learning, and Cognitivism Creating A Purposeful Learning Experience Cognitivism Gestalt Learning Theory Max Wertheimer 1880-1943 Genetic Epistemology Jean Piaget 1896-1990 Social Learning Social Constructivism Lev Vygotsky 1986-1935 Observational Learning Albert Bandera 1925- Behaviorism Classical Conditioning Theory Ivan Pavlov 1849-1936 Operational Conditioning BF Skinner 1904-1990 Kenneth W. Spence 1907-1967 Discrimination Theory http://www.lifecirShuell, T. (Ed.).

Behaviorism and Cognitivism Behaviorist and Cognitivist have different perspectives on how the individual learns. In Behaviorism, learning is a result of a stimulus/response. The focus is on observational behavior because it objective and measurable. In Cognitive Theory, learning is a mental/neurological process. Learning takes place because coding and associations are a result of the experience that the learner has been through. As facilitators, instructors, and trainers; we know that learners use both of these perspectives and more to learn and retain information. Behaviorism (1994)

Behaviorism Kenneth W. Spence (1907 - 1967) Bachelor’s and Masters in Psychology from McGill University PHD Yale 1933 Worked at: University of Virginia University of Iowa (1938-1964) University of Texas (1964 Clark Hull was his preceptor. Hull believed that learning was a habit. Kenneth W. Spence diverted from this because he felt that improvement in learning and performance was due to motivational factors not just out of habit. Among the most influential learning theorists of the 20th century Kenneth W. Spence.

Discrimination Theory Learning to respond differently to different stimuli. The learner is able to transform the information from short term learning to long term learning and apply that across different situations and stimuli. An example of this would be a child understanding that a balloon and a ball are different even though they are both round.

The Impact of Discrimination Theory The first challenge is to recognize that there are categorical differences. Differentiation is placing similar stimuli into different categories (hard ball versus a soft ball) Unitization learning to group stimuli into larger units and discriminate based on that unit (seeing a human body instead of individual body parts)

Evaluating the Applicability of Discrimination Theory In the Behaviorist Perspective, the learner is confined to what the Instructional Designer believes is important for him/her to learn because the stimuli [lesson plan] is designed by the trainer. The need to transform learning across different stimuli is crucial because school learning goes beyond the parameters of the classroom and into real life. For example; adding, subtracting, dividing, multiplying, etc. help keep the student buy toys at the store or a college student keep a balanced bank account.

Cognitivism Jean Piaget (1896-1980) Born in Neuchâtel, Switzerland Had a PhD in Biology Influenced by the works of James M. Baldwin. Baldwin believed the human developmental and biological development were inherited and innate. Jean Piaget departed from this perspective because he believed that learning and human development were established through conflict and by interacting with the environment. Campbell, R.

Genetic Epistemology Frames our understanding of how learning takes place in human development. Specific acts of intelligence are correlated with human growth Sensory Motor (0-2); sucking, cooing, instinctual movement of arms and legs Pre Operational (3-7) Pretend play (no concept of constancy) Concrete Operational (8-11) Concrete thinking Formal Operations (12-15) Abstract thinking Campbell, R.

The Impact of Genetic Epistemology Learning is a “building blocks” of cognitive constructs. For example one has to master one concept before moving on to the next. Knowledge is the interaction between the learner and the environment. This allows for autonomy and self efficacy by the individual. Conflict is essential and necessary to the learning process. Cognitive development is the growth of logical thinking from infancy to adulthood. Tompkins, G. (Ed.).

Evaluating the Application of Genetic Epistemology Knowledge is obtained by pre-existing experiences this is true of negative or positive familiarities. Learning is an active process where discovery, assimilation, adaptation, occur to accommodate for the new cognitive construct. There is no need for the “carrot and the stick” incentive because motivation comes from within. The learner has a prior learning, motivation, and mastery. For the instructional designer; teaching is a facilitation process. Tompkins, G. (Ed.).

Work Cited Behaviorism, Cognitivism and the Neuropsychology of Memory. (1994). American Scientist, 30-37. Campbell, R. (1997, July 7). Jean Piaget's Genetic Epistemology: Appreciation and Critique. Retrieved October 25, 2015, from http://myweb.clemson.edu/~campber/piaget.html Kenneth W. Spence ,Some observations and remembrances of Kenneth W. Spence. (2008, August 1). Retrieved October 25, 2015, from http://link.springer.com/article/10.3758/LB.36.3.169 Shuell, T. (Ed.). (2013, July 19). Theories of Learning. Retrieved October 25, 2015, from http://www.education.com/reference/article/theories-of-learning/ Tompkins, G. (Ed.). (2010, July 20). Overview of the Learning Theories. Retrieved October 25, 2015, from http://www.education.com/reference/article/overview-learning-theories/