Behaviorism, Humanism, And Theories Of Different Authors

Behaviorism, humanism, and theories of different authors

Everything that covers learning, as carried out, its definitions, as well as the theories of several authors, the applications of behaviorism, humanism, among other important topics.

It is interesting to know and see how each person learns, each one has a different and effective style to achieve learning. It is a relatively permanent change.

Learning is important because we also acquire values, emotional reactions, it also allows humans to adapt to different situations, we know that certain actions lead a consequence and therefore of that we can obtain an experience or a knowledge, on the other hand, thehuman is able to modify their behavior to achieve learning or knowledge.

There are two theoretical perspectives: behaviorism (answers) and cognitivism (thought), these theories and principles are a great tool for teachers, since they can reinforce learning.

Classic behavior and conditioning

Iván Pavlov is well known for his famous experiment with the salivation of the dog, which consisted of a bell, a prize (food) and of course the dog. He started playing a bell as a stimulus without even showing the food I had no response from the dog, but when touching the bell he showed the food to the dog and this salivó. Pavlov repeated it, bell, food and the dog. His theory was to produce a change in behavior to obtain learning through experience.

Classic conditioning also serves to give explanation to emotions, fears that people feel.

The clearest example would be with John Watson’s theory with the child’s experiment that presents a white rat and this is not afraid, instead Watson presents the rat again but now accompanied by a strong blow which causes him fear,Every time he showed the rat, he hit and the child’s response was to cry, because I created a fear not only to the rat, but to other animals like rabbits, etc.

Behaviorism covers cognitive factors as an object of study, explains learning principles and considers the stimulus-response. Teachers here can realize if their teaching mode gives learning when they see changes in the behavior of their students (Ormrod, 2005).

Skinner operating conditioning

An answer that is followed by a reinforcement is strengthened and, therefore, is more likely to occur again (Ormrod, 2005), this means, in a few words, the more frequent the stimulus is, the answer will be more continuousIn order to obtain learning, through experience. Provided there is a stimulus must continue the answer to have knowledge. It must be immediate to be more effective, and congruent with the response given.

Primary and secondary reinforcers

The primary reinforcer is the one that fills a desire or some need, by instinct, an example can be eating, drinking, breathing, sex. Secondary reinforcers are those that do not fill any need, such as having good grades, buying something that was wanted only for having it, singing and feeling that you are triumphing in some aspect.

Here also the negative and positive reinforcers are presented, the first is when the stimulus is withdrawn and there is an increase in the response (guilt, anxiety), on the other hand, in the positive it happens that there is a stimulus or motivation after the response.

According to Skinner, the child’s long -term response had to do with the child’s long -term response, to see if cognitive factors.

Operating conditioning applications

When the objectives are presented specifically between student-maestro, a good relationship is more reflected in the aspect of attention and concentration and capacities. The different theories of operating conditioning are not specifically for all students, since there are certain types of techniques and certain types of students.

Effects of aversive stimuli

A very important point of this issue is punishments, it is usually used or to eliminate a stimulus. Some theorists consider that it is not very effective, others comment otherwise, however, it is normal in people’s day to day;Therefore, just as there are advantages are disadvantages:

• A punished behavior is not eliminated, it is only suppressed: it makes the answer less likely to occur.
• Sometimes, punishment causes an increase in behavior that is punished: punishment as a reinforcing effect.
• The relationship between the response and punishment may not be noticed: punishment and physical punishment can easily distract the individual regarding the behavior that has been punished.
• The punishment can cause undesirable responses and can lead to escape and avoidance behaviors: here more than anything causes emotional responses not required.
• The punishment can cause aggression: when the punishment is painful, it produces certain emotions such as anguish and anger that would result in an aggressive response.

Socio-cognitive theory

The principle of this theory is that the way of learning starts from learning from others already by imitation, etc., It is like stirring concepts or techniques of behavioral learning, acquiring these by a modeling.

Sociocognitive theorists mention that what is around the person who will acquire knowledge or behavior is very important, this is much more positive and with better results than operating conditioning techniques.

Gestalt Psychology

Some of Gestalt’s basic principles are the organization, perception, learning, and problem solving. This refers more to innate perception so that there is a balance between reality and the non -real. Within this there are certain basic laws such as: Law of similarity, proximity and figure-fund.

In this aspect, mental processes are important, learning should be the objective and investigations of these laws, processes, techniques had to be empirical, all this in contemporary cognitivism.

Teachers must take into consideration the cognitive processes of their students if they want to help them understand the subject they try. Referring to the fact that teachers had to be attentive and take into account the processes of each of their students, each student is different and in them the processes vary, which are the sensing, attention, information processing, memory, thought, thought,Language, creativity and motivation.

Basic memory components

Learning and memory where knowledge is saved, at this stage the information already acquired is stored, codified and recovered. The memory of the people is constituted of three processes: sensory record that is the one that keeps the knowledge that was acquired in a short time. Attention that is what is automatically saved by stimulus, either because it is of the utmost importance, such as trying to memorize an address or a telephone number.

The memory system actively processes the learning information that was obtained, the working memory has a limited capacity. It is not known if there are differences between working and long -term memory, but also theoretically mention other results.

People only learn what they consider important to learn or, which interests them to store in their memory, since processing is limited. On the other hand, students go hand in hand with their metacognitive skills and their knowledge, with the teacher’s guide for their school achievements.

Transfer is a way to activate the process of information and skills acquired from knowledge, here it facilitates meaningful learning. Theory and research offer numerous suggestions to facilitate the transfer and resolution of problems in academic contexts. What mentions that theories are tools that we can apply in the school environment and have a better result having more knowledge of each student’s skills, the teachers themselves, as well as the resolution of a problem.

People socially are very active, there are advantages of this, such as facilitating thinking and understanding, in itself, it makes learning more efficient, because it acquires it through an indirect experience.

An example of this can be a debate, an anecdote, where knowledge is more complex.

Reciprocal teaching, cooperative learning, peer tutoring, learning community are some of the ways to facilitate the transfer of more efficient information.

Motivation is another very important point for people, as it drives us to do certain actions, to respond in a certain way to different situations that arise. Intrinsic and extrinsic motivation are not mutually exclusive force, students are frequently motivated with both.  

The first is positive, more than the other, since it is on initiative itself.

The Maslow’s needs pyramid goes very hand with emotion, because this feeling is very strong to have a motivation to do something, learn something, have knowledge of a situation, since a great information content is stored more quickly. The factors that influence students, students, people are extensive.

REFERENCES

• Ormrod, j. AND. (2005). Human learning 4th edition (vol. 4). Madrid: Pearson Education S.A.