Furthermore, the child's behavior is strengthened or transformed by the outcomes of his/her actions and the reaction of other people (Aldinger & Whitman, 2003).
Cognitive Behavioral Theory:
As the second theory of cognitive learning perspective, the behavioral theory explains the role of knowing in determining and foretelling an individual's behavioral pattern. The cognitive behavioral theory implies that people tend to formulate self-concepts that influence the behavior they display. The formulated self-concepts can either be positive or negative depending on the individual's environment resulting in either good or bad behavior respectively. This theory also explains individuals' learning and behavior through the cognitive triad i.e. The self, the world, and the future.
Cognitive Model of Learning:
The first step in the cognitive model of learning is comprehension, which depends on an individual's prior knowledge and reading strategies. Comprehension is basically what takes place when an individual links new information with previous knowledge. This step involves prediction, which is understood as the initial exclusion of unlikely alternatives. In this case, readers don't start reading from the first word systematically through the last word but they instead predict the meaning of the passage first. They not only predict the content of the statement or paragraph but they also predict the relevant previous knowledge and the most appropriate reading strategies. For example, by a glance at the sport headline in a newspaper section, a reader begins to remember what he/she already knows about the topic. Another reader may as well skip reading the entire sports section through a glance at the heading. Both of these readers actively interpret what they choose to read and how deep to read.
The second step of the cognitive learning model is learning which does not necessarily occur from comprehension. This is largely because people do not normally remember much of the actual information they read and...
However, once information is comprehended by connecting it to previous knowledge, new information is obtained or learned. Therefore, learning occurs when new information is comprehended to become part of the present knowledge network (Grow, 1996). The conversion of comprehended information into learned knowledge through the linking of present and new information is a fundamental concept of cognitive learning theory. The other step in this model is recall and reconstruction which not only involves the recollection of read information but also includes the reconstruction of prior knowledge. While people do not retain information for a long time, they can reconstruct the essence of their present knowledge through a well-organized knowledge network.
In conclusion, the basic concept of cognitive learning theory is the significance of the brain in information processing and understanding. This theory is also based on the influence of intrinsic, extrinsic, and behavioral factors on an individual's learning and development.
