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The reinforcement is positive if it results in strengthening the response, or negative when its removal strengthens the response. The reinforcer must immediately and directly follow the response and be appropriate. Varying the schedule of reinforcement makes it more effective; either changing the time interval between reinforcements or the number of correct responses needed for reinforcement to be offered. Punishment on the other hand is an undesirable or painful consequence of a response and will usually lead to suppression of the behavior. According to Bouton and Moody (2004) conditioning is not necessarily such a simple process of learning and that the quality and length of duration of the conditioned stimulus can influence the type of behavioral response that results. They also emphasize the importance of distinguishing between "learning the hypothetical psychological and physical changes in the brain, from performance, the manifestation of that change in behavior" (p. 663).
Two of the main supporters of the cognitive learning theories were Jerome Brunner and Jean Piaget. The cognitive learning also known as constructivist theory basically says that learning is not a result of changing behavior; but that it involves thinking. People use previous information or knowledge to build new concepts with the present information. According to MarkWindschitl (1999, cited in Gordon, 2009) "constructivism is based on the assertion that learners actively create, interpret, and reorganize knowledge in individual ways" (p.39. When the learner is exposed to the environment, he selects and transforms the incoming information, uses it to construct hypotheses and make decisions using...
Piaget believed that each child is born with a few natural reflexes such as sucking, looking and grasping. He called these abilities to act in a certain ways a schema (an element in a person's cognitive structure). As the child interacts with the environment he matches his existing schema with the stimuli in the environment and builds knowledge or learns. He further attested that a child's cognitive structure increases in sophistication with development, moving from a few innate responses such as crying and sucking to highly complex mental activities.
Cognitive theories, unlike behaviorist theories believe that reinforcement is not necessary for learning to occur. Learners think about a problem until they gain an insight into its solution, whereas behaviorists will emphasize behavioral trial and error. Also, behaviorists believe that the mind is a blank slate (tabula rasa) whereas the cognitivists think that the mind is not blank and is active.
Effective teaching practices depend on the understanding of how learning takes place and the learning style of each individual student.
References
Alexander, Patricia, Schallert, Diane & Reynolds, Ralph. "What is Learning Anyway? A
Topographical perspective Considered." Educational Psychologist 44 (3) 2009: 176-
Bouton, Mark & Moody, Erik. "Memory processes in Classical Conditioning."
Neuroscience and Biochemical Reviews 28 (2004): 663-674.
Learning Through Play How Do Children Learn Through Play? How Does Teacher Intervention Support Or Limit Learning Through Play
Learning and Development Evaluation differs from or relates to: validation, assessment and monitoring in the following ways. Evaluation in the process of learning and development is a process that is used to study the outcome of the learning process with the aim of informing the design of future learning processes. It can be termed as a comparison between the actual and real expectations from a learning process with the predicted outcome from
Learning Improving Learning Strategies Based on the VARK Aural Style The VARK questionnaire has been developed to identify students' learning preferences from five potential styles, these are visual, aural, read/write, kinesthetic and multimodal (VARK, 2012) . The short questionnaire is not the identification of a true learning style, which deals with many different dimensions and can include many dimensions including elements such as environmental preferences and temperature, but a simple assessment of
Learning and Cognition Learning is defined as a route or process that is a product of a relative consistent change in behavior or behavior potential. Learning takes place only through experience and making responses that will impact his or her environment. Experience can be defined as taking, evaluating, and transforming information. Learning incorporates a response impacted by memory and learned behavior does not become modified simply based on physical maturation or
Apa.org). Critical thinking input: Good teachers that truly understand how distracted today's young people are (with technology, etc.) learn how to get the most out of students by combining proven strategies of engagement with scholarship challenges that are both entertaining and compelling to their active minds. B.F. Skinner Historical views of transfer. When something is said to you and it reminds you (without you having to conjure up memories) instantly of something from
This idea of guidance is important; children need the framework and support to expand their ZPD. Since the ZPD defines the skills and abilities that children are in the process of developing, there is also a range of development that we might call a "stretch goal"(Mooney). For Vygotsky, supplying the child with a combination of theoretical and empirical learning methods is a more robust way to ensure cognition. This leads