Explain the behavior and cognitive approaches to learning. Which is most relevant to training?
Explain the behavior and cognitive approaches to learning. Which is most relevant to training? Explain Explicar el comportamiento y los enfoques cognitivos para el aprendizaje. ¿Cuál es más relevante para el training? Explique Whereas both cognitivism and behaviorism are both viable learning theories, cognitivism has overshadowed behaviorism as the dominant perspective. For the last two decades and more stringently at the turn of the century, behaviorism no longer holds the dominance it once held as a learning theory. Discontent with behaviorism’s “thoughtless” approach to learning, cognitivism and its subcategories of multiple intelligence, brain-based learning and learner-style learning have usurped behaviorism as the most widely acceptable and utilized theories today. While behaviorist theories explain learning in terms of strictly observable behavior with the learner as a passive recipient of knowledge through stimulus-response interaction with the environment, cognitivists view the learner as an active participant in the learning process. Cognitivist place greater interest in knowledge, meaning, intentions, feelings, creativity, expectations and thoughts as well as cognitive structures and processes such as memory, perception, problem-solving, comprehension, attention, and concept- Learning. Despite the major difference between the two theories—the fact that
Investigating the nature of children's scientific reasoning: cognitive structures, conflict and scaffolding.
Investigating the nature of children's scientific reasoning: cognitive structures, conflict and scaffolding. Abstract. This is an account of a study on the nature of children's scientific understanding of the concepts of floating and sinking, and the role of cognitive challenge and scaffolding in supporting conceptual change. The procedure involved the analysis of video-recorded interviews conducted with two female participants of different age. Results showed that, while the younger participant's reasoning was confined to her concrete experience, the older participant developed a more sophisticated understanding of scientific concepts, which is consistent with Piaget's argument that scientific reasoning requires the development of specific cognitive structures. Moreover, the older participant demonstrated conceptual change when faced with conflicting evidence, and her progresses were supported by scaffolded discussion. On the other hand, the cognitive challenge did not spurred a real qualitative cognitive change in the younger participant. Moreover, she seemed to benefit less from adult guidance and displayed a less clear progress in her reasoning, in contrast with Vygotsky and Wood's predictions. Introduction. The ability to think about the world in terms of symbolic representations is an essential pre-requisite for understanding mathematical and scientific
How should you interview Clients?
How should you interview Clients? RONALD SMITH DS3010 CONTENTS Introduction Methodology Case studies Initial contact with client Items to take Meeting client for the first time Knowing the character of your client Understanding what the client requires Designing for client Presenting ideas to the client Time scale Advertising Conclusion Bibliography Sample questionnaire Introduction My aims for this module are to research into how a designer should best approach a client or company with regards to designing and making a product for them. Throughout my research I will consider a number of crucial factors associated with visiting a client or company to design an item of furniture for them. I will also considering the various stages from the initial contact with the client through to presenting the finalised design, and delivery of the completed product. The major themes I will consider are how best to understand what product the client/clients really want to fulfil their requirements. In order to carryout an accurate and detailed investigation of this I will interview ten designers/makers who do this for a living and ask them a range of important questions. I will evaluate the information I receive and analyse the best method to use when approaching the client right through to the final idea. I will also question and research major topics like adding up the
Peparing for a interview
Prepare for an interview! 'Essay' It is important too prepare before an interview to be successful. You should find out about the organisation/sixth form college/job. What do they do? What would you do in the job, course or training scheme? If you are applying for a Sixth Form College you should find out the results of the college in the particular course you are considering taking. While you're in the interview they may ask short, fast and snappy questions for example: * What are your hobbies and interests? * Why did you apply? * What is your favourite school subject and why? A couple of days before the interview you should make sure you know who you will be seeing- their name and position of the person, when, where and what time your interview will be held, bus, tube and train times-plan your route. You should be positive about yourself and show enthusiasm. Think about question you can/should ask: * Training, day release to college? * Hours, overtime? * Holiday, wages? * How long will it be before you hear whether you been successful or not? Do not be shy to ask any questions, let the interviewer know you are nervous he or she will not mind. Also if you do not hear or understand the question ask the interviewer to repeat it in a polite manner, do not worry about any notes the interviewer makes. If it's a course or training scheme: * What happened to last
Social Cognitive Theory
Social Cognitive Theory vs. Behaviorism EDUC 501 Abstract This paper will attempt to draft differences between social cognitive theory and behaviorism. I will summarize each theory in the opening section of this paper, and then offer a final conclusion that will offer my personal opinion. I must admit by saying I wasn't aware of the various learning models are theories associated with learning or human development. I found the readings at some points confusing, fascinating and thought provoking. The fundamental challenge in this assignment, I believe, was to determine the difference or differences between the social cognitive theory and the theory of behaviorism. In order for any difference to be determined, one must first present the current theories. The social cognitive theory, according to my readings, is an extension of behaviorism. But, before I explain the extension portion of this statement, please allow me to offer a summary of the social cognitive theory. Social cognitive theory is a learning theory that is based upon the notion that people learn by watching other people and that the human thought process is essential to understanding our personalities. Moreover, it juxtaposes that people behave in a specific way to achieve goals. In this model behavior is self-directed and is not directed by any other factors. Central to this theory is the fact that the mind
How important are mental representations in cognitive theories?
How important are mental representations in cognitive theories? Mental representations are the fundamental component of cognitive processes as it is believed that much of cognitive processing can only take place with the aid of metal representations. Consequently this area of study is extremely important to psychologists and many cognitive theories have been modelled around the assumption that mental representations form the basis of cognitive processing. It has been identified through various forms of study, that incoming information which is received by the cognitive system must be represented in the form of a symbol or copy which signifies the real thing. An object can often be represented in the form of pictures or by a verbal label, whilst spatial location can be represented by a map or by the numerics denoting a date or time. Mental representations can also be viewed from a number of perspectives and a broad division is often distinguished between prepositional language-like abstractions and analogical image-like copies of the real thing. Mental representations are essential in dealing with new experiences as they allow us to conceive of objects that are not immediately available to our senses. The most commonly used construct to account for complex knowledge organisation is the schema. Schema theory was originally introduced by Bartlett (1932) and he proposed that
Cognitive Psychology.
Cognitive Psychology What is cognitive psychology? Cognitive psychology is a general approach to psychology emphasizing the internal mental processes. To the cognitive psychologist behaviour is not specifiable simply in terms of its overt properties but requires explanations at the level of mental events, mental representations, beliefs, intentions, etc. Although the cognitive approach is often contrasted sharply with the behaviourist approach it is not necessarily the case that cognitivists are anti-behaviouristic. Rather, behaviourism is viewed as seriously incomplete as a general theory, one which fails to provide any coherent characterisation of cognitive processes like thinking, language, decision making, etc. unlike the behaviourists, the cognitive approach does not put forward a single body of theory and no single theorist has predominated the development of the approach (although Piaget and Bruner are two of the better known theorists.) In the late 1950s, may British and American psychologists began looking to the work of computer scientists to try and understand more complex behaviours which, they felt, had been either neglects altogether or greatly oversimplified by learning theory (conditioning). These complex behaviours were what Wundt, James and other early scientific psychologist had called 'mind' or mental processes. They are now called cognition or cognitive
How Adults Facilitate Children's Cognitive Development.
How Adults Facilitate Children's Cognitive Development Piaget, Vygotsky and Bruner are all prominent researchers in the field of cognition. They also differ in their views on the ways adults facilitate children's cognitive development. Therefore the main focus of this essay will be to compare and contrast their views as well as discussing the strengths and weaknesses of their theories. Primarily I will provide a definition of the term "cognitive development". The term is in other words intellectual development as the term refers to the way us as children interact with the world. It describes the inner processes involved in addition to interaction with the environment. Jean Piaget was a zoologist and among the first researchers to construct intelligence tests. However, he was discontented with the general idea that intelligence lies on the genetic level. He then developed a theory that intelligence was a process which developed over time as a result of biological maturation, also acclimatizing children to their environment. He insisted that intellectual development occurs through active interaction with the world, meaning children's understanding of the world only increases when the child discovers the world. Besides occurring through interaction with the environment he also stated that intellectual development is a process, children are not born with all necessary knowledge
Describe and evaluate the Cognitive Approach
Describe and evaluate the Cognitive Approach ________________ The cognitive approach in psychology focuses on the internal mental processes of an individual. The word cognition refers to the process by which the sensory input is transformed, reduced, elaborated, stored, recovered and used; this definition was from Ulric Neisser. This approach was very dominated in the 1950’s onwards. This was because of the modern research on human performance and attention during the 2nd world war, developments in computer science, artificial intelligence and the growing interest in linguistics. This approach is different from other approached in different ways. On way is that the approach adopts the use of scientific, experimental methods to measure mental processes rejecting the psychodynamic use of introspection. Another difference is that the approach advocates the importance of mental processes such as beliefs, desires and motivation in determining behaviour unlike the behaviourist approach. Cognitive psychologists focus mainly on the internal mental processes like memory. Interest is taken in how individuals can learn to solve problem and the mental processes that exist between stimulus and response. A certain model of this is the information processing approach. The information processing approach can be compared to a computer in terms of the mind the software and the brain
To what extent can cognitive theories of depression explain the onset as well as maintenance of the disorder?
To what extent can cognitive theories of depression explain the onset as well as maintenance of the disorder? Seligman's original learned helplessness theory (1975) was based on the experimental examination of two groups of dogs. The experimental group were given unavoidable electric shocks repeatedly, while the control group were given the same shocks but with the option of escaping them. The experimental group showed what Seligman described as 'learned helplessness' (characterized by lethargy, sluggishness, loss of appetite) Seligman theorized that this phenomenon was a result of a perceived lack of control, and he generalized it into a theory of human clinical depression. In other words, he theorised that if you expose a person to a stressor and they perceive no control over it, they will respond with learned helplessness. However, Seligman's theory has received major criticisms, namely: you cant generalise from a sample of one species of animal to humans: Blankley, 1978 Seligman's theory doesn't explain individual differences: why do some people deal with stressors well and others poorly? In an attempt to deal with the individual differences criticism, Abramson introduced attributional styles into the theory of learned helplessness 4 basic premises: Expected aversiveness (expecting that highly aversive outcomes are probable) Expected uncontrollability
