Behavioural and Cognitive Learning Theories
Introduction
The cognitive and behavioural learning theories explain the processes involved when a learner acquires change because of experience, stimulus or motivation and the process involved in retaining that knowledge. The behavioural learning theory suggests that an external stimulus causes learning in human beings. This theory claims that individuals learn more from their interaction with the environment while inherited or innate factors play a minimal role in human behaviour. Meanwhile, cognitive learning theory suggests that the brain processes information and learning occurs through that processing. The approach focuses on the mental processes involved in delivering a response rather than the external stimulus. Although the two learning theories have several similarities in their analysis of human behaviour, the differences are many and more significant. This article analyses the two theories, key concepts, educational implications, and biblical worldview of the theories.
Historical Development of each Theory
Psychologist Jean Piaget is the first person to develop the cognitive learning theory suggesting that human beings’ knowledge development involves the mental processing of information gained from the external environment. Piaget believed that learners gain knowledge through the active construction of existing cognitive processes. He focused his research on analyzing children’s intelligence on the assumption that thoughts determine the behaviour and emotions of human beings. The theory has developed gradually with a new branch of psychology due to studies internal process such as attention, learning, problem-solving, and perception. Several have developed the Piaget theory and linked teaching to mental processes. The behavioural learning theory argues that the environment stimulates a response in organisms through learning. Pavlov concluded that a stimulus-response system determined human behaviour and presented the now-famous Pavlov’s Dogs experiment to prove his claim. He noticed that his dogs would salivate when he rang a bell because the dogs had learned that being fed came after hearing the bell ringing. The theory argues that a stimulus-response element can break down complex actions. The approach has developed significantly with new aspects such as positive reinforcement being applied in student learning.
Critical Concepts of each Theory
The cognitive learning theory key concepts include analyzing the cognitive mechanisms involved in creative thought and memory. The theory focuses on the six concepts involved in cognitive learning: reflection, spaced learning, retrieval, self-practice, elaboration, and interleaving. The theory emphasizes the processes involved in creativity as a function of memory and declares that more creative individuals have more associations than less creative individuals. The theory claims that as individuals grow, they gain skills and knowledge through training and maximizing their brain’s potential. The theory’s unique argument that the brain’s ability to retain information constitutes learning instead of behavioural theory’s assertion that learning results from an environmental stimulus-response system. The behavioural learning theory suggests that individuals and organisms learn from the environment they interact with through a stimulus-response act. Through experiment, the theory argues that organisms’ compulsive or impulsive behaviour results from a goal-directed action or habits and affects behavioural learning and explains one’s differences in decisions (Turner & Parkes 2020). The theory plays crucial roles in understanding human behaviour and determining the motivation needed for students in a classroom setting.
Research Support for Each Theory
The primary aim of cognitive learning theory is to describe cognitive learning using thought. The article “cognitive learning theory for clinical teaching” identifies the components of cognitive learning. The report provides insight into how thought is used to gain and retain knowledge. The elements of cognitive learning include reflection, spaced learning, retrieval, self-practice, elaboration, and interleaving (McSparron Vanka & Smith 2019). For instance, asking students to revisit the previous day’s learning program will incur the students to use spaced learning, and retrieval concepts to deliver points discussed the last day correctly. The article on innovative entrepreneurial thinking utilizes swarm optimization algorithm to show that social and innovation environments impact cognitive learning (Xu 2020). The two articles suggest that thought and factors such as innovation and social environment contribute to cognitive learning and intelligence. The article on generalized behavioural learning theory analyzes the gap of literature exhibited between classical conditioning and existing behavioural learning theories. Using a microcontroller card and a mathematical model, the researchers discussed the gap in literature within the behavioural learning theory (Ertuğrul 2017). Identifying and discussing the classical conditioning left out in behavioural learning theory is essential to eliminate the literature gap. The article on prefrontal regulation of behavioural control utilizes rodents as specimens to understand their adaptation and decision-making. The researchers concluded that the cortical part of the brain is involved in decision-making and that habits affect the behaviour of organisms.
Educational Implications
The cognitive learning theory focuses on the effective utilization of the brain, which is vital in classrooms. Cognitive learning, such as meaningful learning, has several essential roles in class, including enhancing comprehension as students develop extensive understanding and application of materials since it involves students learning by doing. Also, the theory incorporates problem-solving skills, which are essential in leaderships and social integration. Furthermore, the theory proposes ideas that encourage continuous learning and boosts the confidence of students. The theory would explain understanding as a process of gaining knowledge through the cognitive interpretation of information.
The behavioural learning theory has significant applications and benefits in a classroom setting, such as motivation. For instance, a teacher may use punishment to influence her students to improve their grades by setting a specific pass mark for everyone. This form of positive reinforcement has significant implications for students as it allows them to maintain good behaviour if effectively applied. To teach in a classroom, a teacher may identify factors or components that motivate their students and use them to benefit her class and, in turn, make teaching easier.
Biblical Worldview
The Bible views human’s ability as God-given to those who believe in Him. Proverbs 1:7 states that “The fear of the Lord is the beginning of knowledge” and guides the Christian interpretation of knowledge. All Christians believe that God is the giver of knowledge and can take the knowledge, and thus man should learn to place his trust in God (Brown 2018). In general, the Bible says that for an individual to learn or consider themselves knowledgeable, they should acknowledge that God is the redeemer and giver of all knowledge (Jer 24:7). A learner will have to identify God as having dominion over all the world, including knowledge for them to learn.
Most Effective Theory of Learning
The cognitive learning theory is the most effective as it involves generating ideas and conclusions from continuous maximization of the brain potential. The brain performs significant functions, including interpreting, analyzing, memory retention and other mental processes vital for knowledge acquisition (Ormrod 2016). The behavioural learning theory lacks insight into the cortico-cortical interactions and instead focuses on thalamocortical pathways, which dramatically limits the theories’ viability in a classroom (Turner & Parkes 2020). The limitations offered by the behavioural learning theory, such as its dependence on an external stimulus to achieve a change, further enhance the cognitive learning theory effectiveness.
Conclusion
These theories provide a considerable amount of insight into understanding human behaviours and the processes involved in decision-making. The theories applicability and straightforwardness make them essential in the teacher-student relationship. Studies into the theories enable researchers to identify the brain’s functions in shaping human behaviours, which is helpful in the teaching profession. The theories also guide researchers to determine the appropriate theory to use and allow dialogue into the agent-driven and data-driven research.
References
Brown, C. T. (2018). Naturalistic or biblical worldview of human development. Journal of Alternative Medicine Research, 10(2), 117-123.
English Standard Version Bible (2001). ESV Online. https://esv.literalword.com/
Ertuğrul, Ö.F., Tağluk, M.E. (2017). A novel machine learning method based on generalized behavioral learning theory. Neural Computing & Applications, 28, 3921–3939. https://doi.org/10.1007/s00521-016-2314-8
Kwon, H. R., & Silva, E. A. (2020). Mapping the landscape of behavioral theories: Systematic literature review. Journal of Planning Literature, 35(2), 161-179. https://doi.org/10.1177/0885412219881135
McSparron, J.I., Vanka, A. & Smith, C.C. (2019), Cognitive learning theory for clinical teaching. Clin Teach, 16: 96-100. https://doi-org.ezproxy.liberty.edu/10.1111/tct.12781
Ormrod, J. E. (2016). Human learning—Access card package (7th ed.). Pearson.
Turner, K. M., & Parkes, S. L. (2020). Prefrontal regulation of behavioral control: Evidence from learning theory and translational approaches in rodents. Neuroscience and Biobehavioral Reviews, 118, 27-41. https://doi.org/10.1016/j.neubiorev.2020.07.010
Xu, H. (2020). Research on the cultivation path of innovative entrepreneurial thinking based on cognitive learning theory. International Journal of Electrical Engineering Education. https://doi.org/10.1177/0020720920931439
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