Radical behaviorism is a branch of psychological study that postulates that human “behavior” is at the integral part of psychological study. Unlike other disciplines such as cognitive psychology that concentrates on internal factors such as thoughts or rather obsessive preoccupations, behaviorism theory only considers the “observable” factors of the outside environment. Although radical behaviorism has been largely misunderstood, the simplistic reactions oftentimes reduce the behavioral tendencies that the public would accept.
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 learning methodologies. 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 that evolution of learning has required scholars to develop independent ideological positions in their central school of thoughts. Besides, learning is justifiably positive if it has the power to merge internal and external reinforcements (Guavain, 2007, p. 25).
Skinner' behavioral approach appears pragmatic on first encounter; however, its rigidity limits further development. It is admissible that Skinner's rapid behaviorism is based on archaic approaches. The underlying reasons are based on the role behaviorism in developing redundant brains. Duplication of information does not energize civilization, a vital prerequisite in the current learning age. Therefore, while seeking solutions for tasks X, Skinner's behavioral approach will attempt to visit the brain's archive and compare similar situations with the task. On the other hand, Piaget's cognitive approach examines the underlying factors influencing task X. Consider a moving vehicle situation: Skinner's behavioral approach holds that a vehicle moves because it has traditionally been made to do so. In such a case, information will be generated from the archive of moving vehicles that the person has witnessed previously. However, Piaget's approach will reason that a vehicle is moving because it has wheels, which facilitate motion or someone is driving it.
Skinner Rapid Behaviorism vs. Interactional theory
Human beings are expected to interact wherever possible: in a given society, people will interrelate differently based on the nature of their attitudes, beliefs, experiences, and assumptions. The best way to interact in a society is via mind reading other people: commonly known as social cognition. In relation to Skinner's Rapid Behaviorism, it is evident that it is not practical for this theory to facilitate the ability of an individual to understand other people in some instances. Currently, communication and transport are heavily advanced. People move from different locations and meet different people along the way. Skinner Rapid Behaviorism will not be practical. It is impossible to have customized mental files on characters of people that someone is meeting for the first time. In any case, one will be required to process superior language and social interactions with outmost agility (Shaffer & Kipp, 2013). This then calls for the application of a versatile theory- Piaget's social cognition when responding to interaction theory.
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