Discuss the behaviourist and cognitive theories of learning. Evaluate the implication of each for the classroom setting

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Discuss the behaviourist and cognitive theories of learning. Evaluate the implication of each for the classroom setting

This paper will discuss both behaviourist and cognitive theories. It will comment on both theories and apply them to a classroom setting. The paper will look at classical, operant and social theory of learning.

Behaviourism developed its principles from the work of Pavlov and Thorndike, namely classical and operant conditioning. Hill (2003) states classical conditioning is the process in which people learn to associate reflex responses with certain stimuli. Pavlov found that dogs would start salivating before the food was introduced to them. Hill (2003) affirms Pavlov found for learning to take place, the two stimuli had to be presented close together in time. If the time between the appearance of the neutral stimulus and the appearance of the unconditional stimulus was too large then learning would not take place. The conditional stimulus will result in a conditional response. Flanagan (2001) asserts, some features of classical conditioning include; extinction, generalisation, timing and discrimination.

Within the classroom it is important for teachers to ensure students only associate pleasant and positive emotional responses with educational situations. Classical conditioning can be seen as an explanation for the development of school phobias: if a student experiences bullying at school then it is more likely that the student will associate school with fear. Schools should be pleasant environments where learners can experience positive emotions. Teachers can implicate this in the classroom by avoiding punishment and humiliation as outlined by Fontana, (1995 cited in Gadsdon et al 2005).  

Watson and Rayner, (1920 cited in Flanagan 2003) applied this conditioning to humans in the case of ‘Little Albert’. He was conditioned by pairing the presence of a rat with a loud noise, creating a conditioned emotional response. Albert’s fear widened to other white furry things such as wool and Santa Claus’ beard. Classical conditioning therefore, only works because of the importance of reinforcers.  

On the other hand, Operant conditioning involves voluntary behaviours, “operant conditioning occurs when organisms learn to associate particular behaviours with particular consequences” (Braid et al 2009). The principles of operant conditioning were first explored by Thorndike and then more in depth by Skinner. Hill (2003) explains, Thorndike studied the way cats would escape from a puzzle box through trial and error. Thorndike found that any response which led to the needed consequences was more likely to occur again. Operant conditioning can involve positive reinforcement, negative reinforcement or punishment. Skinner, (1938 cited in Braid et al 2009) studied rats to see if they could learn through operant conditioning; placing them in boxes containing levers, pushing the lever provided food.

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Operant conditioning within an educational setting has various types of influencers which can be used to alter a student’s behaviour. These can be categorised as intrinsic and extrinsic factors. In addition, extrinsic factors can be divided into social or materialistic causes. Public praise and approval in the classroom, for example; ticks, gold stars, stickers, are all extrinsic reinforcers designed to modify a student’s behaviour in a positive way. If the praise was administered in private then the praise is labelled as intrinsic. Contrasting to classical conditioning, punishment and exclusion can be employed to modify a student’s behaviour; withdrawing rewards and ...

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