Behaviorism, as explored by the before mentioned, is a biological basis of learning and focuses exclusively on observable behaviors. Behaviorism and social cognitive theories are two great theories to use when setting up a behavior management plan in the classroom. They both offer reinforcements to get desired behaviors. Social cognitive theory focuses on observations that can be used to understand what and how people learn and how they take control of their own behavior Ormrod, , p.
Observing and taking care of own behavior and environmental alteration to change a behavior are the key differences between these two methods. When using these in the classroom, both theories are both effective if used with the right student.
Behaviorism and social …show more content… Joe cries and yells for teacher. Teacher calls office and has Bob removed from classroom by principal and Joe is escorted to nurse.
This is an example of a stimuli and a response taking place at the same time or contiguity. Unless Bob and Joes behavior is conditioned Joe will continue to steal from Bob and Bob will punch him in the face.
Classical conditioning can be exhibited after the event between Bob and Joe. Classical conditioning is when new responses are learned from the result of two stimuli occurring approximately at the same time. A hypothetical example for Bob would be because in his past experiences he has had his belongings stolen from him and in response he punches the culprit in the face when he catches them in the act.
Classical conditioning of an involuntary emotional response will help understand the terms unconditioned response UCR , unconditioned stimulus UCS ,. Get Access. Learning Theories, Behaviorism And Social Cognitive Theory Words 5 Pages Introduction Learning is a complex process that influences the knowledge and behaviours that humans do, or do not develop to adapt to a variety of situations Ormrod, Read More.
Compare And Contrast Behaviourism And Behaviorism Words 5 Pages Learning is the relatively permanent change in behavior Burns, , and can come in the form of observable activities and internal processes.
This is accomplished through conditioning, which is a behaviorist term for learning. As the person uses trial and error to learn, they figure out what works best for them, and discard those things that do not work ideally.
This is in contrast to the social cognitive view of young learning in which young individuals take on many new skills by watching how others are acting. Those individuals that are learned from are termed models. We may teach something to a group of students, but without a measurable change in behavior or performance, how can we be sure that it was truly learned?
To the behaviorist, forming associations between stimuli and responses is very important. For instance, people are more likely to learn behaviors if they believe it will elicit a particular response. Social cognitive theorists look more specifically at the mental processes underlying the learning taking place. They acknowledge the importance of mental tools such as encoding changing the format of new information as it is being stored in memory for learning new skills.
Behaviorists look at the amount of time between a stimulus and response, when the two happen at basically the same time, they are said to have contiguity occurrence of two or more events at the same time. For instance, hearing the whistle at the start of a race sending a group of athletes into a sprint. Having practiced, breaking into a run after hearing the whistle would be said to be a contiguous event. Differing from behaviorism, social cognitive theory looks at how individuals and their environment tend to influence each other.
While behaviorists will agree that an environment shapes the person, the reverse may also be said from this perspective. A student in college takes classes there, but they are also choosing which classes they take, what their major is, and how they spend their time while on campus.
In a classroom, I see behaviorism as the more classic approach to guiding behavior. This could be both a positive and a negative experience for the student. The teacher quickly descends upon the student and scolds him for his behavior. The immediacy of the consequence and the embarrassment that is evident by his reddening face has to be observable in behaviorism!
The sooner the response to his actions the better, the learning will be more effective if the events are contiguous.
On the other end of the spectrum, a young girl raises her hand and answers a question correctly in her class. The teacher smiles warmly and praises her for paying attention.
The other students in the class see and acknowledge this accomplishment. This positive feedback conditions the young girl to continue to try hard and do well in school, in search of a similar response. To increase behavior management in a classroom, a behaviorist would say to increase the amount of feedback that is being given. This gives birth to the idea of rewards and punishments.
For example, if a student has completed all his homework correctly, the teacher will reward him by praising him. Moreover, the idea of Tabular Rasa an empty slate is another concept is behaviorism.
Behaviorists believe that children are born with no knowledge; they learn through experience and their experience the rewards and punishments they get shape how they behave. Furthermore, there are two main types of behaviorism as classic conditioning and behavioral or operant conditioning. Classical conditioning is concerned with involuntary responses or natural reflexes to stimuli. Operant conditioning, on the other hand, occurs when a response to a stimulus is reinforced.
Here, if a certain response to a stimulus is rewarded, that response is more likely to be repeated. The following diagram explains this concept in detail. Figure 1: Operant Conditioning.
This theory focuses on how the human brain process information and how learning occurs through the internal processing of information. This theory is credited to Jean Piaget, an educational psychologist who believed that learners actively construct knowledge based on their existing cognitive structures.
Moreover, this cognitive learning is based on individuals cognitively processing input to result in a behaviour. There are various elements in mental processes such as organizing, interpreting, categorizing, attention, forming generalizations, etc.
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