Two Learning Theories  Behavioral Psychology theory  Cognitive Psychology theory

Two learning Theories  Behaviorists believe that learning is due to a change in behavior as a result of a result of experience.  Cognitive psychologist stress that learning is a change in mental representation and associations resulting from experience.

The Behavioral learning theory is presented as an S-R paradigm. Behavioral theories of child development focus on how envir0nmental interactions influences behavior. The Two learning Theories StimulusOrganismResponse The cognitive learning theory is presented as having some experience Knowledge of what is being learn.

A cognitive theory describe by Jean Piaget involves changes in cognitive process and abilities. Early cognitive development involves process based upon actions and later progresses into changes in mental operations. The Learning Theories Schemas Assimilation Accommodation Equilibration

Sensory motor stage (infancy).In this period(which has 6 stages),intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited (but developing) because its based on physical interactions/experiences. Children acquire object permanence at about 7 months of age(memory). Physical development (mobility)allows the child to begin developing new intellectual abilities. Some symbolic(language)abilities are developed at the end of this stage. Pre-operational stage (Toddler and Early Childhood). In this period(which has two substages),intelligence is demonstrated through use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a non logical, non reverse manner. Egocentric thinking predominates Concrete operational Stage (Elementary and early adolescence). In this stage(characterized by 7 types of conservation: number, length, liquid, mass, weight, area, objects. Operational thinking develops. Egocentric thoughts diminishes. Formal operational stage(Adolescence and adulthood). In this stage, Intelligence is demonstrated through the logical use of symbols relate to abstract concepts. Return of egocentric thought.35% of High school grads obtain formal operations; many do not think formally during adulthood. Stages of Cognitive Learning

Cognitive Development Applications Teaching the Preoperational child (toddler and early child) Use concrete props and visual aids to illustrate lessons and help children understand what is being presented.  Use physical illustrations  Use drawings and illust.

Cognitive teaching Development Applications Teaching the Preoperational child (toddler and early child) Make instructions relatively short, using actions as well as words, to lessen likelihood that the students will get confused.  After giving instructions, ask a student to demonstrate them as a model for the rest of the class.  Explain a game by acting out the part of a participant

Behavioral teaching development applications Operant conditioning Classical conditioning  If, when an organism emits a behavior (does something), the consequences of that behavior are reinforcing, it is more likely to emit (do) it again. What counts as reinforcement, of course, is based on the evidence of the repeated behavior, which makes the whole argument rather circular.  Learning is really about the increased probability of a behavior based on reinforcement which has taken place in the past, so that the antecedents of the new behavior include the consequences of previous behavior  is the process of reflex learning— investigated by Pavlov—through which an unconditioned stimulus (e.g. food) which produces an unconditioned response (salivation) is presented together with a conditioned stimulus (a bell), such that the salivation is eventually produced on the presentation of the conditioned stimulus alone, thus becoming a conditioned response.

Managing Students behaviors What is the goal of Using Positive Reinforcement for Teaching and Managing Student Behavior? The goal is to provide a conceptual framework for designing and integrating positive reinforcement into a proactive management plan that is integrated into daily instruction. What is positive reinforcement? Positive reinforcement refers to the situation when a teacher presents a positive consequence (e.g. Sasha, thank you for closing the door quietly and not disturbing the class) to increase in the probability that the behavior (i.e., closing the door quietly) will increase in the future. Why is reinforcement important? Reinforcement is a student performance that is a major management activity. It shows how reinforcement techniques are used will, in a large measure, determine the success of the instructional management program. When teachers are primarily positive in their interactions with students, the stage is set for increased academic achievement and improved student conduct. How does one use reinforcement and positive feedback in the classroom? So that your reinforcement procedures are effective, it is recommended that you follow seven guidelines when reinforcing and giving students positive feedback about their performance. Here are just three that I will mention.

Managing students behavior Guideline #1. Be specific and detailed when providing students any type of positive reinforcement. Be sure to specifically tell the student what he or she did to earn the reinforcement and why their positive behavior was important. For example, instead of just saying “Excellent job, John.” you should say “John, excellent job on lining up quietly.” Guideline #2. Reinforcement should be contingent on specific student behaviors. Your reinforcement should be delivered immediately following the occurrence of the social or academic skill that you are trying to teach or maintain. There are three learning situations when using contingent positive reinforcement for decreasing the probability of disruptive behavior during class. These learning situations are (a) when a student is learning a new academic skill or important social behavior, (b) when the new academic or social skill will require a lot of effort from the student, and (c) when learning an academic or social skill that is important to the student Guideline #3. The reinforcement you select should be age appropriate for the student. For example, when praising students, use vocabulary that is appropriate to the age and the ability of the student. Guideline #4. Use positive reinforcement frequently and intensively when students are learning new and difficult skills.

References Huitt&Humel, W&J (2003). Piaget's theory of cgnitive development. Retrieved September 7, 2009, Web site: Kendra Van (2009). About.com.Psycology. Retrieved September 7, 2009 Background and key concepts of Piaget's theory Web site: Atherton, James (2009). Learning. Retrieved September 7, 2009, from Behaviorism Web site: Kameenui&Darch, E&C (1995). Managing students behaviors. Retrieved September 7, 2009, from Alabama Teaching Council for exeptional teaching Web site: