Learning and Development Critique Because of the complexity of the human mind and brain function, teaching and learning can be a complicated process. For this reason, it is often better to use a combination of approaches to ensure that teaching and learning occurs in an optimal way. The modified approach that has been suggested is the Intel-Hybridism theory, which combines Skinner's behaviorism theory and Piaget's cognitive development theory in order to provide a balanced basis for teaching and learning within a very deamnding environment. The combination of these two theories into a type of hybridism ensures that the strengths of both theories complement each other while also eliminating the individual weaknesses of each. As such, a stronger approach is developed by using what is best about both theories.

Skinner's beahviorism, for example, concerns the perfection of concepts that have been previously learned, whereas Piaget relies on powerful syntax for the promotion of his theory. Piaget, as such, is concerned with stages of development and the way in which children construct for themselves a vision and concept of the world. In this way, his theory can be combined with Skinner's behaviorism to arrive at teaching strategies that are most appropriate for learners at certain stages of their lives, ensuring that cognitive processing and learned behavior work in tandem for an optimal learning experience. Hence, volumes of information and cognitive processing of such information are combined in the hybrid modified learning approach...

As such, cognition is used to manipulate mental data banks that are generated by means of constant repetition. As such, the premise is that rapid behaviorism theory and cognitive development theory both have advantages that can affect learning outcomes better in combination than either theory when applied on its own. When critiquing the modified approach according to the biological basis for learning and memory, as well as the motivation and self-regulation approach to learning, it becomes clear that the Intel-Hybridism theory works equally well on both platforms, being both a biological and psychological approach to the learning process.
According to Hull (n.d.), the biological basis for learning and memory begins with Pavlov's theory of biological conditioning, where repetitive actions are used as a basis for learning new tasks. This correlates well with both the behaviorism-based tasks suggested by Skinner and the developmental steps identified by Piaget. At a certain stage of development, for example, a learner will respond best to repetitive learning tasks. It must also be recognized, however, that later cognitive development stages would warrant higher-level types of learning behaviors.

Hull also suggests, for example, that memory may be increased or stimulated by the addition of emotional events. In a learning environment, adding an emotional component may then increase the learning and memory that occurs. In addition, sensory stimuli in addition to visual material can also increase recall when…