Behavioral vs. Cognitive Learning Theories: A Biblical Worldview

Introduction

How people learn has been one of the most pressing issues in the field of psychology. Since its inception, behaviorism has attempted to answer questions related to the nature and function of human learning via experimental research and empiricism, while avoiding the more subjective and nuanced aspects of how learning occurs. Cognitive psychology has not necessarily rejected the positivist approach used in behaviorism and does rely on empiricism to ground theory. However, cognitive theories of learning showcase how the mind stores and accesses information and how creative thinking helps the individual formulate new thoughts, with emphasis not just on behavioral outcomes but also on outcomes such as material mastery and the acquisition of new knowledge.

Historical Development

One of the root fields of psychology, behaviorism emerged around the early twentieth century to provide the first conscientious body of knowledge on human behavior based on empirical research design methods. Behaviorism has had a strong impact on the field of psychology, particularly in the realm of learning theory. Behavioral learning theories focus on the organism's reactions to stimuli in the environment, which cause conditioned responses. Over time, the individual can change his or her behavior via classical or operant conditioning. Key theorists like Watson and Pavlov laid the foundations for early behavioral theories of learning, based on the fundamental concepts of stimuli and responses (Ormrod, 2016). Other central issues in behavioral theories of learning include behavioral modeling, in which the person learns by observing and imitating others (Reimann, 2018).

Cognitive theories of learning postdated behavioral theories, evolving in the middle of the twentieth century. Researchers turned away from the positivist approaches behaviorists insisted upon and welcomed inquiry into mental processes and the nature of consciousness. Armed with new methodologies that added substance and validity to theoretical claims, cognitive psychologists applied empirical methods to the mental processes associated with learning (Ormrod, 2016). The early theories of learning within the realm of cognitive psychology focused on language skills acquisition, yielding the field of psycholinguistics (Ormrod, 2016). Subsequent theorists fused social psychology with cognitive psychology to show how people construct their self-concept and identity, forming worldviews and belief systems. Cognitive theories of learning showcase features of mental processing as diverse as memory processing and attention. Social learning theory is also linked to cognitive theories of learning. Historically, cognitive theories of learning have also informed research into artificial intelligence and related fields.

Key Concepts

Key concepts in behavioral theories of learning include the following. First, behavioral theories of learning imply "equipotentiality," which is the assumption that all sentient beings learn in the same way — via conditioning and responses to external stimuli (Ormrod, 2016, p. 52). Pavlov's classic experiments with dogs salivating at the sound of a ringing bell, even in the absence of food, applied just as well to humans, who can be conditioned to respond to a stimulus similar to a bell — even a smell — with a specific behavioral response. All human beings can be taught using behavioral strategies; universality is a key concept in the cluster of behavioral theories of learning.

Behavioral theories of learning also discount subjectivity in human learning, instead claiming that learning occurs in predictable and objective ways. In fact, behavioral theories of learning usually incorporate the assumption that intervening variables can be isolated and accounted for in clinical research. Such intervening variables might include socioeconomic factors, identity, personality, and emotions. Behavioral theories of learning seek direct causal relationships between environmental stimuli and behavioral responses, with learning outcomes that are strictly measurable as opposed to conceptual or procedural. While not all behavioral learning theories assume such a "black box" perspective on human learning, by definition all ultimately seek changes in behavioral outcomes rather than in mental or emotional states (Ormrod, 2016, p. 53).

According to most behavioral theories of learning, learning can be facilitated by reward systems — such as offering a gift — or via punishment: the essence of operant conditioning. These reward systems are known as positive and negative reinforcement. Positive reinforcement is an actual reward given upon the successful completion of a task, whereas negative reinforcement refers to a punishment — or the removal of a positive stimulus. Behavioral theories can be especially useful for simple, straightforward learning activities. Another main concept in behavioral theories of learning is that human beings learn based on extrinsic motivations, such as being driven to work for money or study for good grades, rather than on intrinsic motivation such as a desire for fulfillment or self-actualization. The latter concept, relating to the importance of intrinsic motivation in human learning, is more central to cognitive theories of learning.

Cognitive theories of learning promote a more complex understanding of how human beings process new knowledge and develop new skills. Some of the core concepts of cognitivism or cognitive psychology include the uniqueness of the human mind (Ormrod, 2016). One of the things that sets cognitive theories of learning apart from behavioral theories is the fact that cognitive theories cannot be applied equally to other members of the animal kingdom. Cognitive theories of learning also do not focus solely on behavioral outcomes but on interior mental and even emotional processes.

The theories of cognitive psychology also show how learning is constructed over time, as people assimilate new information, organize it in categories dependent on other psychological and sociological variables such as culture and self-concept, and then integrate new learning into their belief system. Like behaviorism, cognitive psychology does stress the importance of empiricism and measurable outcomes, but the measures used may be indirect because of the need to test the internalization of information. Information processing and constructivism are other major issues in cognitive theories of learning (Ormrod, 2016). Cognitive theories of learning show how different people learn in different ways and respond to information differently, whereas behavioral theories of learning ultimately insist that all people learn in essentially the same way. Another concept in cognitive theories of learning is the notion of the mental schema: the totality of a person's worldview that influences how that person makes connections between one idea or concept and another.