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Adult Learning Theories Behaviorism vs. Cognitivism

Adult Learning Theories Behaviorism vs. Cognitivism. By Adan Cortez III. Behaviorism. Can be traced back to Aristotle’s essay “Memory” which associated events like Lightning and Thunder Based on studies of overt behaviors that can be observed and measured

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Adult Learning Theories Behaviorism vs. Cognitivism

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  1. Adult Learning TheoriesBehaviorism vs. Cognitivism By Adan Cortez III

  2. Behaviorism • Can be traced back to Aristotle’s essay “Memory” which associated events like Lightning and Thunder • Based on studies of overt behaviors that can be observed and measured • The Mind is a “Black Box”: responses to stimuli can be observed quantitatively; ignoring the possibility that thought processes occur in the mind • Can be divided into two categories: classical conditioning and operant conditioning. • Experts in Behaviorism are Pavlov, Watson, Thorndike, and Skinner

  3. Cognitivism • Can be traced to ancient Greeks, Plato and Aristotle • In 1920 Piaget aided in the development of this theory • By the 1950’s Miller and Bruner had brought it to the U.S. in the form of the Harvard Center for Cognitive studies • Key concepts are the Schema: New information is compared to existing structures, 3 Stage Information Processing model (Sensory register, Short- term memory, &Long-term memory), Mnemonic effects, etc. • Cognitive Theorists view learning as acquisition or reorganization of the cognitive structures by which humans process and store information.

  4. The Behaviorist: B.F. Skinner • 1904- 1990: believed that stimulus- response patterns conditioned behavior. • His work differs from the theory of classic conditioning by focusing on changes of observable behavior; ignoring the possibility of processes occurring in the mind. • Establishes chains of behavior by the use of reinforcements • His method is known as Operant Conditioning • Benjamin Bloom used his principles to develop his Mastery Learning

  5. The Cognitivist: Jerome S. Bruner • 1915- Present: viewed learning as a process resulting from how one thinks and incorporates new information. • Placed emphasis on the development of cognitive schema in specific stages. • Believed that instruction should be developed in a spiral manner so that the student can continue to build on what has already been learned. • Called position “Instructional Theory” because it focuses on how a subject should be taught not how to learn.

  6. Behavioral Analysis • The objectives can be broken down into specific and quantifiable, terminal behaviors. • The ABCD model is an example that shows what the student will be able to do after completing the lesson. Ex. The student will be able to answer 90% of the questions on the posttest after the unit is complete. • This impacts the teaching process because it allow the educator to examine the student’s understanding throughout the learning process as each objective is met. • Also it allows the teacher to go back and reteach if necessary until the student has achieved each objective of the unit with the 90% of accuracy that was stated at the beginning of the unit.

  7. Cognitive Analysis • Instead of breaking information into objectives the Cognitivist uses chunks of information or mnemonics to convey new information that can be integrated to old knowledge. • This process allows the students find meaning to the information and make it worth learning and retaining as opposed to forceful learning. • Adults learning in this method can use the information they’ve already acquired throughout their lifetime to make the lessons relevant and memorable. • This method also allows them to learn a task in a particular way using these techniques for consistency in the learning aspect.

  8. Evaluating Behaviorism • A weakness is that the learner may be in a situation where the stimulus for the correct response isn’t used make it difficult for the student respond. • Although the learner is able to focus on the set objective which allows him to respond to cues that can lead to a response. • This method also leads to the mastery of an object and its content.

  9. Evaluating Cognitivism • Weakness of this method is that the student learns a way to accomplish a task but not necessarily the best way or best suited to the learner or his situation. • Useful in teaching problem-solving tactics where defined facts and rules are applied in unfamiliar situations • Also useful in tasks that require higher order thinking and is associated with strategies that require a stronger cognitive emphasis.

  10. References • Brown, A., & Brown, T. (2006). The essentials of instructional design: connecting fundamental principles and practice. Upper Saddle River, NJ: Pearson Education Inc. • Woolfolk, A. (1998). Educational Psychology. Needham Heights, MA: Allyn & Bacon. • Rawson, M. (2000). Learning to Learn: more than a skill set. Studies in Higher Education,Vol. 25 (Issue 2), p225-238, 14p. • Mergel, B. (1998). Instructional Design & Learning Theory. Retrieved June 25, 2009, from Educational Communications and Technology University of Saskatchewan, from Website: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#Behaviorism • Mattingly, K. (2005). Katie Mattingly’s online instructional technology portfolio: Learning theories and theorists. Retrieved June 25, 2009, from website: http://tiger.towson.edu/~kmatti4/portfolio/theory.htm • 1.5 Focus on Cognitivists. (2008) Pearson Education Inc. Retrieved: June 25,2009, from website: http://wps.ablongman.com/ab_leverduffy_teachtech_2/0,9593,1568333-,00.html

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