Learning and Cognitive Critique
In modern day learning, it is important to integrate creative approaches in order to minimize mental redundancy among learners. At any given time, the human brain utilizes less than ten percent of its total capacity. This explains the powerful ability of the human brain to carry out complex information processes in short periods. This study presents the necessity of having a hybrid approach in responding to intellectual learning requirements as identified in the previous modified behavior approach. The study also provides a parallel theory -- Piaget cognitive development -- in order to support the practicability of the behaviorism theory. It is evident that the cognitive development theory overrides the rapid behavior theory in various instances. The application of the Intel-Hybridism theory is useful in very demanding learning conditions that require the appropriate application of cognition.
Modified behaviorist approach
The previous research focused on the strengths and issues of Skinner's radical behaviorism. In particular, the research established that learning is a sequential product of change. In any case, better the learning experiences the more an individual learns something, the individual generated. The research also assessed the interrelationship between Skinner's radical behaviorism theory and to empiricism and positivism. These learning cultures can be based on objectivity and optimism. The learner understands the features of a phenomenon if he or she repeatedly performs the activity. Essentially, the learning outcomes advocated on Skinner's radical behavior approach are grounded on repetition. From Skinner's perspective, the learner does not have to process a comprehensive syntax when approaching a conventional task (Skinner, 2011). The modified behaviorist approach also focused on the measurable and observable aspects of human behavior. For instance, the learning outcome expected from teaching in class is that students will duplicate the information from the instructor.
Skinner Rapid Behaviorism vs. Piaget Cognitive development
Apart from Skinner, other theorists have provided diverse approaches in relation to the existing...
Piaget's cognitive development theory is entirely based on human intelligence. The difference between Skinner's and Piaget's theory is based on the different mental syntax thresholds required to approach and seek solutions for a given task, say "X." Piaget's learning outcome focused on the integration of reason and assessment while Skinner's focused on retrieving information. Skinner observed the brain acted as a data bank where information is stored and retrieved with limited modification on it. Skinner's approach believes that the brain can store significant information; an individual's steadfastness in developing decisions is based on the amount of information stored in his brain.
For instance, an elderly gray haired man could have a sufficient data bank and will eventually have a superior mental process compared to a teenager. However, Piaget's approach is grounded in rationality. He believes that the brains act as a data bank / processor (Deubel, 2003). Essentially, the brain is can store relevant information required for the next learning process. The brain is superior in filtering irrelevant information and applying superior mental syntax to solve any situation. Therefore, an individual may get little information but may develop significant results based on the quality of information.
Analysis
Piaget's rationalism gains influence in philosophical triumphs because it shows how someone can learn many things from limited information. However, Skinner behaviorism approach requires the existence of sufficient information for someone to learn a given concept. In learning environments, a learner is expected to act independently in relation their power to construct personal assumptions, evaluations, and analysis. A much-elaborated definition of Piaget's theory is cognitive develop-mentalism. Currently, many people lack the ability to process and remember complex data and information because of technological advancements. Learning focuses into fewer but voluminous subjects. Therefore, it is necessary to orient an individual to a singularized learning agenda that triggers thinking or what is referred to cognitive judgment. Shaffer and Kipp (2013) argue…
