compare Behavioral Learning Theories and Cognitive Learning Theories

Learning Theories
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Abstract
The purpose of this paper is to discuss the two central learning theories (Cognitive Learning and Behavioral Learning Theories) that are applied by present-day psychoanalysts and instructors. The realization of this undertaking will be determined by not only the analysis of the technical and historical settings from which the theories originated, but also through the investigation of the messages that the Christian perspective and the Bible conveys to the Christian about learning and its application in spiritual guidance and training. There will be an assessment of the available research and specific educational implications enforced on the learner by each theory. The paper will conclude by providing the premise that proves the effectiveness of Cognitive Learning Theory in a standard educational context. Additionally, the conclusion will incorporate the stipulation that behavioral learning theory is suited for a special needs instructional situation that is characterized by delays in mental growth and conception.
Learning Theories
It is hard to determine the most suitable Learning Theory for implementation in classrooms without possessing an understandable and comprehensive grasp of the historical circumstances that conceived these theories, the personal history of the psychologist that created the concepts and the research verifying each theory. This complication is similar to the genetics versus environment discussion that has exemplified the cognitive discipline.

The paper will reveal that there are instances where one learning theory surpasses the other virtually as frequently as there are conditions in the schoolroom backdrop where they cooperate to achieve the objectives of the student and the tutor. Collaboration between the two theories is essential in circumstances where the learning methods are used with special needs children. However, everything demands perspective, and this synopsis of behavioral and cognitive learning theories will strive to accomplish that.
Historical Development
Behavioral Learning Theory
Behavioral learning theory originated in the early 1900s from animal experiments that were conducted by a Russian physiologist called Ivan Pavlov (Ormrod, 2012).
In the process of establishing the causative factors behind dog salivation, Ivan learned that the animal intermittently developed a relation between the arrival of the scientists and the food that was given to them. He studied this tendency thoroughly and subsequently developed the model of classical conditioning.
Around the same period, Edward Thorndike was performing research for his doctoral exposition with felines and “puzzle boxes” (It is not clear why he choose a cat instead of other easier test subjects). Edward would position the cat inside a box that had an apparatus that allowed it to escape. He successively positioned the cat back in the box for every time that it succeeded to breakout (Ormrod, 2012). Subsequently, Edward noted that the cats would jump out faster with every introduction to the box. This concept came to be referred to as instrumental conditioning.
Later in the 20th Century, Burrhus Frederic Skinner adopted the previous investigations and understanding of S-R Conditioning to improve his principle of Operant Conditioning that was centered on the incentives and penances connected to learning. In behavioral theory, learning is depicted as a change in behavior as a result of the modification of environmental conditions. This domain of behaviorism underwent an expansion of concepts and was almost the single core of the psychological circle in America for the better half of the 20th century. There was a consequent advancement of all types of hypotheses, terminologies and models for behaviorism such as Extinction, Schedules of Reinforcement, and Avoidance Learning (Ormrod, 2012). This piece will not probe deeply into the precise terms and details, however, other than stating it for a historical framework. In our modern world, these components of behaviorism when merged with classroom supervision, crowd restraint and more explicitly with applied behavior analysis are helpful indifferently abled classroom environments. Therefore, despite the fact that cognitivist notions are accepted now in American psychology and education, behaviorism is nonetheless being employed in particular situations that will be considered later in this essay.
Cognitive learning theory
The contraposition to learning theory is Cognitive Learning Theory. This is where behaviorism practically emphases entirely on perceptible phenomenon and impacts of the setting on subjects. Cognitivism embraces an internal approach and pursues reason and meaning behind individual perception, internal events, and environmental events. In the 1960s, cognitivism started to be popular in the US after some psychoanalysts endeavored to utilize behaviorism in verbal learning. They discovered that the mechanisms through which people acquired language did not continually correspond to the framework of behaviorism, thus the need for a different method. The historical background of cognitive theory is more disarrayed and expansive as opposed to behaviorism. Between Tolman, Vygotsky, Piaget, and the Gestalt psychologists, there were various components of the general theory being studied at different times in entirely separate physical localities. In the instance of Lev Vygotsky, English psychoanalysts had no access to his research until it was interpreted from Russian into English in the 20th century (Ormrod, 2012).
During this period, Gestalt psychology was cultivating a standpoint that concentrated on “structural procedures in problem solving, discernment, and learning” (Ormrod, 2012). This was very different from the behaviorism that was present in the United States. Indeed, most German innovations in science manifested at the end of the 19th century.
Information Processing Theory progressed from the 1960s and even though it has various functional concerns, it attempts to elucidate on some processing features of human reasoning in an uncomplicated manner. Up to now, we lack a theory of cognitive learning and it appears to be more of a case of the situation having an influence over behavior (Ormrod, 2012). Here, the person using cognitive learning theories decides the appropriate method for the conditions they are encountering.
Key concepts. Upon examination of the key concepts of cognitive and behavioral learning theories, there is a discovery of various renowned philosophers and psychologists who have added to portions of theories and central concepts as it relates to both aspects of learning theory. Apparently, the principal advocate of behaviorism has already been covered with Burrhus Frederic Skinner, not borrowing anything from Pavlov and Thorndike with their inputs to behaviorism either. On the theory of cognitive learning, contributors include Bandura, Piaget, Erickson, Abraham Maslow and Vygotsky.
Behaviorism. Behaviorism is based on the concept that everything that is worth examining should be evidently recognizable responses to environmental inducements. A demonstration referred to as the Stimulus-Response. B.F. Skinner, the originator of Operant Conditioning, included the fortification side to this correlation. This implied that the moment a reaction is followed by an event, action or observable phenomenon, relying on the subject’s view of the reinforcement dictates whether the prospect of the response happening rises or declines in the time to come (Ormrod, 2012).
Cognitivism. Conversely, the earliest concept of cognitivism is the central mechanisms of the person’s mind, and it comprises Theory of the Mind, Theory-theory, and other parts of mental processes and perception that shape manifestation of learning and outward behavior. A fundamental facet of this theory is the memory and efficient ways of encouraging purposeful learning as opposed to the repetition that is characteristic of behavioral learning practices (Ormrod, 2012).
Research Support
Behavior Learning Theory Support
The first article to be assessed for behavioral schooling procedures is a paper on an instructional model called “Interteaching.” This concept relies greatly on behaviorism and learning theories such as positive reinforcements rather than precursors as is representative of instruction styles. This is achieved through permitting learners to contribute to the given topics that are explained in lessons after the first part of teaching. The article compared Interteaching with the lecture method of education in two reports. In both inquiries, it was discovered that there was an absolute consistency of students favoring Interteaching over conventional classroom lectures. Additionally, those instructed using the behavioral method performed demonstrably better on exams (Saville, Lambert & Robertson, 2011).
The subsequent behavioral learning article handles particularly with the special needs setting, more especially, autism. The article starts by tending to the absence of research relating to restricted and repetitive behaviors (RRB’s) rather than the social deficiencies that are more consistent across the autism spectrum. It specifically addresses applied behavior analysis, which when employed to the RRB’s and autism, has the differently abled educator or therapist conduct observations and ideally investigations with the aim of establishing the origin of the repetitive behaviors and their foundations (internal or external elements). The instructor afterward utilizes that data to construct an ABA program to instruct the child more suitable strategies of acquiring whatever the required result was noticed to be. The article additionally examines how ABA is apparently exhibited as being effectual when exploited for consequence and antecedent based behavior alteration (Boyd, McDonough & Bodfish, 2011).
Cognitive Learning Theory Support
The first article on cognitive learning theory reviews with incredible detail the particular frameworks of cognitive processes and learning and even explores the historical backdrop of the cognitive perspective of brain research transitorily. It successively examines the perception and the function it performs in cognition to demonstrate that the body and cognition are entwined inseparably. The article additionally considers research into cognitive intercessions for studying comprehension in which a PC program is utilized to harmonize perception and physical control of words with pictures with the objective of impelling the child to envision what they are reading. This intervention helps with reading comprehension, sentence structure, and vocabulary in a way that improves proper learning (Glenberg, Witt & Metcalfe, 2013).
The second article that backs a cognitivist viewpoint on education is about consolidating a cognitive method and an efficient methodology in learning and psychoanalysis. It is an exceptionally assiduous article in that it scrutinizes the fundamental themes of such an approach, and furthermore encompasses the contentions against merging the two methodologies. The article proceeds to debate on the affirmative and discouraging spotlights in research that encompass the subject in a way that explains the difficulty of cognitive study. It also highlights its execution in a combined strategy with a practical approach through the application of the behavioral impacts of cognitive processes as immediate intermediaries of the cognitive techniques (Houwer, 2011).
Educational implications. While many particular instructive ramifications can be derived from both hypotheses of learning, this paper will comprise the two ways to deal with educational instruction in the overall education context, which is the constructivist method and direct approach. The constructivist approach focuses on the student and permits him/her to adopt the instruction that the instructor imparts and develop the knowledge mentally. This can fit precisely into a cognitive classification of teaching as most of the learning happens in a way that depends greatly on the learner’s view of the material that is tutored. The direct technique is related in nature to the typical lecture in which the educator is giving a majority of the information and retaining control of the class with the target of augmenting classroom learning time and reducing disruptions such as misconduct (Santrock, 2014).
Both of these methodologies have a context where they could be most operational. While the constructivist technique has a reasonable cognitive inclination, the direct style appears to be more behavioristic since it depends on the educator maintaining restraint of the class (Feist, Feist, & Roberts, 2013). Moreover, given the conventional operant conditioning strategies of discipline that happens in many schools, the capacity of most learners to study in an unequivocally direct method learning situation will rely prominently on how well the teacher uses the punishment and rewards programs to increase learning time in the schoolroom.
Biblical Worldview
While analyzing the details concerning Christian scripture and education, it is necessary to consider the King Solomon’s compositions. He was blessed with an unrivaled wisdom, and his writings are filled with information and understanding that is notably relevant to the instructive process. Although the scriptures themselves do not particularly probe into the focus of the usefulness of the learning theories, as a child of God, it is nonetheless essential to take note of a couple of these unceasing truths for the purpose of adding perspective to the learning procedure.
The Book of Proverbs begins by revealing that the foundation of understanding is the reverence of God (Proverbs 1:7 KJV). However, this is not similar to the fear of snakes or spiders. The intended Hebrew word correctly deciphered more closely indicates reverence and exaltation. So to genuinely reach enlightenment, one should first respect and regard the architect of all creation. This is achieved from multiple points of view, although way means King Solomon cautions his readers to do is not to pursue materialism. “Vanity of vanities, saith the minister, vanity of vanities; all is vanity” is the first part of Ecclesiastes and is among the most adored sections of the Bible. This line advises the reader of the oblivion of material possession and worldly wealth in the excellent plan of things (Ecclesiastes 1:2 KJV). It is, of course, better to know the condition of your spirit and look for the knowledge of God than quench for earthly pleasures and belongings and lose your soul at last to everlasting perdition.
Most Effective Theory of Learning
Considering every piece of information that has been presented, there is no simple response to the subject of which learning hypothesis is the best. On the off chance that you’re talking about a general instruction setting, where the kids have standard development cognitive faculties, a cognitive method would probably be appropriate as it will draw in the memory and help with creating processes essential for mature capacities, such as initial speculation and critical thinking. For a custom curriculum setting, however, a more behavioral approach might be vital at times. This would rely enormously upon the requirements of the youngster were for instance with cognitive capacity or executive function. A youngster with executive capacity postponements would profit significantly from not solely support and external indications to facilitate the advancement of the deferred intellectual operation, but from utilizing behavioral reward and discipline methods to help with the rate of ability development. Soon after that, the support can be withdrawn after internalization (Yeager, Yeager, & Yeager, 2013).
Conclusion
All in all, the psychological fundamentals of learning continue evolving, and it is always being reviewed and contributed to by different researchers. Even though there are appropriate contexts representing the two key groupings of learning hypothesis to be used independently, such as the differently abled setting as determined by personalized education packages, there are possibly additional circumstances where a unified approach is better for the learning environment. Of course, there is the saying that goes, “do not pour the infant out with the bath water.” This is evidently a situation that shows that if one fully selects one learning theory and denies the other one, one will not only be preventing the learners of useful tools, but the educators will again find themselves in conditions where they are unfit to handle particular students due to a status of functional permanence.

References
Boyd, B. A., McDonough, S. G., & Bodfish, J. W. (2011). Evidence-based behavioral interventions for repetitive behaviors in autism. Journal of Autism and Developmental Disorders, 42(6), 1236-1248. doi:10.1007/s10803-011-1284-z
Feist, J., Feist, G. J., & Roberts, T. (2013). Theories of personality. New York, NY: McGraw-Hill.
Glenberg, A. M., Witt, J. K., & Metcalfe, J. (2013). From the revolution to an embodiment: 25 years of cognitive psychology. Perspectives on Psychological Science, 8(5), 573-585. doi:10.1177/1745691613498098
Houwer, J. D. (2011). Why the cognitive approach in psychology would profit from a functional approach and vice versa. Perspectives on Psychological Science, 6(2), 202-209. doi:10.1177/1745691611400238
Ormrod, J. E. (2012). Human learning. Boston, MA: Pearson.
Santrock, J. W. (2014). Adolescence. New York, NY: McGraw-Hill.
Saville, B., Lambert, T., & Robertson, S. (2011). Interteaching: Bringing behavioral education into the 21st century. The Psychological Record, 153-166. liberty.edu
Yeager, M., Yeager, M., & Yeager, D. (2013). Executive function and child development. New York, NY: W.W. Norton & Co.