Behavorism & cognitive theories

1. Analinda Corona Behavorism & cognitive theories

2. Introduction Learning theories are so central to the discipline of psychology that it is impracticable to split the history of learning theories from the history of psychology. Learning refers to moderately permanent changes in behaviorism and cognitive resulting from practice or experience. The universal processes and development throughout the entire life span offers a framework for interpreting and understanding change and development of all individuals.

3. Behaviorism Theory Ivan P. Pavlov 1849 – 1936 Pavlov is widely known for first describing the phenomenon of (respondent) classical conditioning. Pavlov’s received the Nobel Prize 1904 in science for discovering the autonomic nervous system of dogs. Primary Focus • Observable behaviour • Stimulus-response connections • Temperament • Conditioning • Involuntary relax actions

4. Classical Conditioning Association: the KEY element in classical conditioning is the process by which a neutral stimulus becomes a conditioned stimulus. It is sometimes called “reflexive learning” and respondent conditioning. Unconditional Stimulus (US) – Stimulus that elicits a reflexive response in the absence of learning. Unconditioned Response (UR) – A reflexive response elicited by a stimulus in the absence of learning. Conditioned Stimulus (CS) – initially neutral stimulus that comes to elicit a conditioned response after being associated with an unconditioned stimulus. Conditioned Response (CR) – response that is elicited by a conditioned stimulus.

5. Models: Pavlov’s Dog

6. Cognitive Theory Jean W. F. Piaget 1896-1980 Piaget is well known for his pedagogical studies and theory of cognitive development. He laid great important to the education of children. Theory of cognitive development & epistemological called “Genetic Epistemology Primary Focus • Mental behaviour • Knowledge • Intelligence • Critical Thinking

7. Cognitive Development Cognitive development refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors. Also, the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. Among the areas of cognitive development are information processing, intelligence, reasoning, language development, and memory.

8. Piaget Period of Cognitive Development

9. Cognitive & Classical Impact Education Teacher’s use of instructional discussions and activities to promote student’s higher order thinking, skills, and cognition and teacher’s focus on understanding rather than rote instruction. • Learn to solve problems and think creatively • Understand the “big ideas” and apply knowledge in novel situations • Get individualized feedback about their learning • Develop more complex language abilities

10. 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 6 6 6 6 7 7 7 7 Teaching Methods & Learning Styles • Intuiting • Practice • Apply concepts • Simulations • Feeling • Personal Experience • Role plays • Group exercises Strive for Diversity • Thinking • Reading • Questioning • Independent activities • Sensing • Lectures • Discussion • Problem solving

11. Teachers Analyze : Learning Pyramid There are four factors teacher can work together to promote classical & cognitive growth in education. Maturation- physical maturation (sound nutrition, good rest, physical activity). Experience- an essential cornerstone of the early childhood experience. Socialization- informal exchanges that allow children to test and modify what they think. Equilibration- the mechanism by which the child regulates her ideas and “puts everything together.”

12. Adult Education : Classical Conditioning Adult learners have a foundation of life experiences and knowledge. They realize active learning strategies in trainings, actively engaged the learners to gain knowledge of more learning takes place. Pavlov's description on how animals (and humans) can be trained to respond in a certain way to a particular stimulus drew tremendous interest from the time he first presented his results. His work paved the way for a new, more objective method of studying behavior. So, Pavlov’s training has been used in many fields, with anti-phobia treatment. An important principle in condition learning is that to established conditioned response (salivating in the case of the dogs) decreases in intensity if the conditioned stimulus (bell) is repeatedly presented without the unconditioned stimulus (food). This process is called extinction.

13. Adult Education: Cognitive Research focus on adult learning expanded greatly in the 1950s, thru the 70s with the infusion of insights from psychology and further exploration of the differences between adult and child cognition. Key assumptions about adult learning emerged from this research: 1. Immediacy 2. Self-direction 3. Experience 4. Motivation Click Video Piaget was interested in how an the evaluation of adult education environments is a continuing process throughout the development lifecycle, Finding from the study indicated that the instructors taught and evaluated adult education programs in discrete or combinations of levels of the cognitive classification system taxonomy developed.

14. Conclusion Now, that I explain how these two theories classical conditioning and cognitive development are so important in our life style. The world of work is continually changing and it is the task of education to provide students to take advantage of the knowledge, skills, and abilities of those who historically and traditionally have not been counted as "experts." Adult educators and adult education theorists must go beyond simply integrating a "situated component" to learning activities or adding situated ideas to studies of adult learning. We provide practical applications for change and suggestions for future research. 1. active/practical learning, 2. teacher/student interactions 3. clear expectations/learning outcomes.

15. References The University of Genève. Archives Jean Piaget: 1 Oct. 2009. http://www.archivesjeanpiaget.ch/ Piaget, Jean.17 Oct. 2009 http://en.wikipedia.org/wiki/Jean_Piaget Pavlov, Ivan.18 Oct. 2009 http://en.wikipedia.org/wiki/Ivan_Pavlov Conner, Marcia L. Ageless Leaner: 29 May 2007. http://agelesslearner.com/intros/edpsych.html