Theory : Cognitive Learning Theory Essay

In this class we’ve learned that both Behavior Theory and Cognitive Behavior Theory both help explain human behavior through an A-B-C model or method. What are the A-B-Cs of Cognitive Behavior Theory?

There are many different kinds of ways that people and animals learn. People can adjust the way they learn to the different situations in which they are learning and what they have to learn. One form of learning is known as conditioning. Conditioning emphasises the relationship between stimuli and responses. The two types of conditioning found are Classical conditioning and Operant conditioning. Learning may occur in different ways. Psychologists have distinguished between different types of learning, these being Observational Learning and Insight Learning.

Time management, communication, and organization are three learning strategies that an on-line student must utilize to become an efficient student. The on-line learner must understand how to manage time, communicate with others, and coordinate their daily life with the requirements of returning to school. The use of learning strategy tools will assist the on-line learner with meeting their scholastic goals.

The Cognitively Guided Instruction professional development I attended several years ago has had the greatest impact on my growth as a teacher and the way learning takes place in my classroom. Speaking frankly, I was the most uncomfortable I’ve ever been going through this training. During our training, I squirmed in my seat, I avoided eye contact with our instruction and silently prayed she wouldn’t call on me to speak, behaviors I see often in my own first graders. I now know I was uncomfortable because I was growing. CGI was teaching me to let my children build from within. I had to let go of my teaching ego and empower my students to use their intuitive knowledge of math to lead our discussions, lessons and strategies.

Social-cognitive learning theory is the process in which someone learns, through observation. It's the process that the brain takes to learn to complete an objective through either experience or demonstration. (Ciccarelli & White, 2015, p.205)

One of the most important models that exists in education is how the brain learns and stores information. Knowing this information allows teachers to plan successful lessons for students to learn. Dr. David A. Sousa explains these two processes through a model with different visuals to represent how the short-term and long-term memory store information. The brain learns through the senses, and in order, most people learn best through sight, then hearing, then touching. Short-term memory is what we consider to be temporary, and it has a short span of time where it can adequately remember information. The short-term memory can also be interrupted in the case of a distraction in the classroom. The two separate parts in short-term memory are immediate

There are three parts of the multi-store model of memory; sensory memory, short-term store and long-term store. The model was proposed by Atkinson and Shiffrin in 1968. The proposed that information enters the system from the environment and first registers on the sensory memory store where it stays for a brief period of time before either decaying or passing onto the short term memory store. Sperling (1960) did a sensory store experiment, which involved showing the participants three rows of letters (12 on the chart) for a split second which they then had to recall. The findings showed that only a fraction of the letters were passed on to the

Cognitive psychology is the study of mental processes. The American Psychological Association defines cognitive psychology as "The study of higher mental processes such as attention, language use, memory, perception, problem solving, and thinking."[1] Much of the work derived from cognitive psychology has been integrated into various other modern disciplines of psychological study including social psychology, personality psychology, abnormal psychology, developmental psychology, and educational psychology.

Cognitive and behavioral learning theories tend to dominate modern discussions of learning theories. Employed in both educational and clinical settings, both have important contributions to understanding how and why individuals learn. Is one approach statistically better than the other, or do they each have their own place where one approach may be more effective under specific circumstances? Each theory has supporters who claim the efficacy of their theory is superior. Comparison of the theories is necessary to determine if one is significantly better than the other, or even if one theory may be slightly more effective than the other. Determining if one competing theory

The Behavioral Learning Theory believes that behavior is learned from either the environment, the people in the individual's life, the media, or society as a whole. This theory contradicts the Biological theory, which states that criminals are "born to be bad" and that criminal behavior is inherited. The behavioral theory looks at the environment as well as society's impact on how an individual acts which might be the reason for criminal behavior. This theory blames the environment as well as the individual by saying it is a learned behavior and that it also was a choice they made. A basic assumption is that behavior is learned and modeled by individuals, groups, the media, and society as a whole.

The theory of incidental learning is very interesting and reigns prevalent in the lives of many people today. It suggests that because we are constantly consumed with new information and products on a daily basis and that we are recognizing them without even realizing. Incidental learning is just another way that humans learn about information, but in a natural way. We have marketing strategists and advertisers placing their products in every area they can. From sidewalks with benches covered in ads, to commercials on television, and even banners running across the screens of our computers; if it’s out there, we 're going to see it. Incidental learning is the process of our brains recognizing something, even if we have never payed it much mind. It is casual and unintentional knowledge that we are consuming constantly. For example, a certain jingle you hear in a song may remind you of a product because the person promoting it used the song in a campaign commercial to catch people’s attention. Even if it is a product or brand that you do not use frequently, it still is noted in your head to associate the two together. Our brains are constantly stimulated by the flow of information that we see and hear. We recognize these updates as we are learning and evolving constantly. Another great example og incidental learning is Geico Insurance. Whenever anyone sees a green geico they automatically correlate it with the insurance company. The character is almost a staple in

Behavioral Learning Theories Most theorists agree that learning occurs when experience causes a change in a person's knowledge or behavior . Behaviorists emphasize the role of environmental stimuli in learning and focus on the behavior, i.e., an observable response. Behavioral theories are based on contiguity, classical and operant conditioning, applied behavior analysis, social learning theory and self-regulation/cognitive behavior modification. Early views of learning were contiguity and classical conditioning.

The learning experience in question is focused on the time a new smartphone was acquired to replace a simple cellphone. The new phone was touch screen type, with Wi-Fi and improved connectivity. In addition, it had Bluetooth capability as well as microUSB capability as opposite to the older phone. The social media and communication applications like WhatsApp, Facebook, Skype, emailing capabilities, and twitter were also part of the new phone.

Information processing models (IPM), first developed in the 1950s, seek to explain how learners’ observations and novel experiences are transformed via processes related to memory, cognition, and thinking to allow for new knowledge acquisition (Schraw & McCrudden, 2013). In this model, the brain functions in a similar manner as a computer—that is receiving inputs, processing the input, and delivering an output (In an article describing IPM, Schraw and McCrudden (2013) detail how the components of IPM work to form new knowledge. By this model, learning begins at the sensory memory level, the temporary register of inputs we sense. Up to 5-7 pieces of discreet data can be acknowledged by the brain at any given time. These data are processed in a very short amount of time, and if deemed stimulating or interesting, the data will be transferred to the working memory, otherwise it will be forgotten or discarded. In working memory, also called short-term memory, data are chunked into meaningful units or otherwise processed. Information in working memory can be lost due to interference, decay, or retrieval failure. Information that does remain in working memory is rehearsed or deeply processed before being sent to long term memory. Long term memory stores both inactivated memories, and activation memories that it sends back to the working memory for further processing and rehearsal (Schraw & McCrudden, 2013).

The very first thing one must know about the constructivist theory of learning is the premise that learners arrive at learning situations with prior knowledge and proceed to take and active part in building new knowledge upon that prior knowledge as they experience new things and reflect on those collected experiences (Learning Theories Knowledgebase, 2012). This theory directly contradicts the behaviorist learning theory in which learners are believed to arrive at learning situations with “clean slates” of understanding. From a behaviorist’s perspective, people learn because as they respond to negative and positive stimuli in their environment (Learning Theories Knowledgebase, 2012). While that may change observable behavior