Behaviorism, also known as behavioral psychology, is a theory of learning
based upon the idea that all behaviors are acquired through conditioning.
Conditioning occurs through interaction with the environment. Behaviorists
believe that our responses to environmental stimuli shapes our behaviors.
According to behaviorism, behavior can be
studied in a systematic and observable manner with no consideration of internal
mental states. This school of thought suggests that only observable behaviors
should be studied, since internal states such as cognitions, emotions and moods
are too subjective.
There are two major types of conditioning:
1. Classical conditioning is a technique used in behavioral training
in which a naturally occurring stimulus is paired with a response. Next, a
previously neutral stimulus is paired with the naturally occurring stimulus.
Eventually, the previously neutral stimulus comes to evoke the response without
the presence of the naturally occurring stimulus. The two elements are then
known as the conditioned stimulus and the conditioned response.
2. Operant conditioning Operant conditioning (sometimes referred to
as instrumental conditioning) is a method of learning that occurs through
rewards and punishments for behavior. Through operant conditioning, an
association is made between a behavior and a consequence for that behavior.
Behaviourism focuses on actions as habits.
Audiolingual teaching of language is meant to develop speaking habits by
repeating sentence patterns over and over. Another approach, sometimes referred
to as a cognitive approach, focuses more on understanding the mechanism of the
grammar. Behaviourism has been tried and discredited as a theory to language
teaching and learning.
Cognitivism focuses on the inner mental activities – opening the “black
box” of the human mind is valuable and necessary for understanding how people
learn. Mental processes such as thinking, memory, knowing, and problem-solving
need to be explored. Knowledge can be seen as schema or symbolic mental constructions.
Learning is defined as change in a learner’s schemata.
A response to behaviorism, people are not
“programmed animals” that merely respond to environmental stimuli; people are
rational beings that require active participation in order to learn, and whose
actions are a consequence of thinking. Changes in behavior are observed, but
only as an indication of what is occurring in the learner’s head. Cognitivism
uses the metaphor of the mind as computer: information comes in, is being
processed, and leads to certain outcomes.
Edward Tolman proposed a theory that had a
cognitive flair. He was a behaviorist but valued internal mental phenomena in
his explanations of how learning occurs.
Some of his central ideas were:
1. Behavior should be studied at a local level.
2. Learning can occur without reinforcement.
3. Learning can occur without a change in behavior.
4. Intervening variables must be considered.
5. Behavior is purposive.
6. Expectations of fact behavior.
7. Learning results in an organized body of information.
Based on his research of rats, Tolman proposed
that rats and other organisms develop cognitive maps of their environments.
They learn where different parts of the environment are situated in relation to
one another. The concept of a cognitive map also called a mental map has
continued to be a focus of research.
The Cognitive Approach (awareness of the rules).
Cognitive theory assumes that responses are also
the result of insight and intentional patterning. A variety of activities
practised in new situations will allow assimilation of what has already been
learnt or partly learnt. It will also create further situations for which
existing language resources are inadequate and must accordingly be modified or extended
- "accommodation". This ensures an awareness and a continuing supply
of learning goals as well as aiding the motivation of the learner.
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