Behavioral and Cognitive Theories:

Beall-Davis_S

EDUC-8845_WK3 (Discussion): Cognitive and Behaviorist Learning:

Question: As you reflect on the differences between cognitive and behaviorist learning theories, which theory do you consider as a more realistic view of how people learn?

Response: As advances in technology create new opportunities for education, it is important to use a range of theoretical perspectives to optimize the use of new technology in teaching and learning. Behaviorism and cognitive theories are the two dominant theoretical positions in the field of learning with interactive courseware (Jonassen, 1991; Atkins, 1993; Hannafin, Hannafin, Hooper, Rieber, & Kini, 1996). Early computer-based materials are seen to be influenced by behaviorist concepts while discovery learning materials are felt to be founded on later cognitive models of information processing and constructivism. Both behavioral and cognitive views have pros and cons, yet somehow complement one another. Most commonly, designers adopt mixed approaches to design because it offers flexibility (Atkins, 1993). Cognitive and behavioral theories both focus on “What is learned” when learning takes place. The Behaviorists focus on “Specifications”, whereas those who support cognition theories focus more on “Mental Representations”.

Although instructional systems technology began rejecting many behaviorist assumptions in the 1980's in favor of the cognitivist view (Jonassen, 1991), the theory is the basis for innovations such as computer assisted instruction, mastery learning, minimal competency testing, educational accountability, situated cognition, and even social constructivism. Many designers assume that an instructional strategy that has had a certain effect in the past will do so again (Burton, Moore, & Magliano, 1996). Learners learn by doing, experiencing, and engaging in trial and error. A second assumption of behaviorism is that learning is a change in behavior due to stimulus or response events (e.g., experience). When my youngest son received less than acceptable grades in elementary school, I offered to pay him $10.00 for very “A” he received. His approach in terms of accomplishment changed (e.g., behavior) from “C” grades to “A” and “B” grades. Did he learn or did he simply comply with the obvious rewards?

In behaviorism, learning involves the formation of associations between stimuli in the environment. These stimuli may either precede or follow the action (e.g., antecedents vs. consequences). Behaviorists use habit and drive variables to explain behavior but may omit references to mental states. Cognition theories on the other hand, references learning that takes place in the mind, versus that of behaviorism. It involves the formation of mental representations of the elements of a task and the relationships between those elements. Latent learning is a prime example of the cognitive theory. It is learning that occurs, but you don't really see it until there is some reinforcement or incentive to demonstrate it. For example, for years I watched my mom fry chicken and when I turned 15 she told me it was time for me to go in the kitchen because she had taken on a second job, she was unavailable to help me the first time, I simply had to regurgitate what I’d seen since I was 2 or 3yrs old. I fried the chicken (perhaps not as good as she, but I fried it). The key to successful learning using the cognitive model is the quality of processing that occurs while actively engaging with subject matter (Atkins, 1993). In terms of which theory is better, it depends on what cues are available.

References

Atkins, M.J. (1993). Theories of learning and multimedia applications: An overview. Research Papers in Education, 8(2), 251-271.

Burton, J.K., Moore, D.M., & Magliano, S.G. (1996). Behaviorism and instructional technology. In D.H. Jonassen (Ed.), Handbook for research for educational communications and technology (pp. 46-73). New York: Simon & Schuster Macmillan. ISBN: 0028646630.

Driscoll, M., (2005). Psychology of Learning For Instruction. Pearson Education, Inc.

Green, C., ( 2010). Classics in the History of Psychology. York University, Toronto, Ontario. Retrieved on September 19th, 2010 from http://psychclassics.yorku.ca/Skinner/Theories/

Hannafin, M., Hannafin, K., Hooper, S., Rieber, L., & Kini, A. (1996). Research and research with emerging technologies. In D.H. Jonassen (Ed.), Handbook for research for educational communications and technology (pp. 378-402). New York: Simon & Schuster Macmillan.

Jonassen, D.H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5-14.

Note: Also posted in Walden discussion room.