A Critique of the Behavioural Theories of Learning
A CRITIQUE OF THE
BEHAVIOURAL THEORIES OF LEARNING
One of the most debated issues in psychology pertains to the nature and meaning of learning. The systematic study of learning is relatively new as it was in the late nineteenth century that studies in this realm began in a scientific manner. Psychologists borrowed techniques from the physical sciences, and conducted experiments to understand how people and animals learn. Psychologists have tried in the past to define and explain how learning takes place. Two of the most important early researchers were Ivan Pavlov and Edward Thorndike. Among later researchers, B. F. Skinner was important for his studies of the relationship between behaviour and consequences. They are also known as the Behaviourists. According to them, learning can be defined as “the relatively permanent change in behaviour brought about as a result of experience or practice.” Their goal was to explain complex behaviour in terms of learning from simple behaviour. Thus as a result of learning it is possible for an individual to, use past experience to predict the future, to adapt to a rapidly changing environment and to exert control over our environment.
The question or issues that concern us are about conditions or elements, which influence most of our learning. These, according to Dr Ferguson T.J., may be concerned with whether habits are learned? Is aggression learned or innate? How do we learn fears, guilt, and pleasures? Do we learn more when the reward is greater? If the greater the reward, the more we enjoy the behaviour?
This paper discusses the various learning theories, as proposed by the behavioural theories their advantages and limitations.
THEORY OF CLASSICAL CONDITIONING
In the late 1800s and early 1900s, Pavlov and his colleagues studied the digestive process in dogs. During the research, the scientists noticed that the dogs started salivating not just while eating but also at the sight of
BEHAVIOURAL THEORIES OF LEARNING
One of the most debated issues in psychology pertains to the nature and meaning of learning. The systematic study of learning is relatively new as it was in the late nineteenth century that studies in this realm began in a scientific manner. Psychologists borrowed techniques from the physical sciences, and conducted experiments to understand how people and animals learn. Psychologists have tried in the past to define and explain how learning takes place. Two of the most important early researchers were Ivan Pavlov and Edward Thorndike. Among later researchers, B. F. Skinner was important for his studies of the relationship between behaviour and consequences. They are also known as the Behaviourists. According to them, learning can be defined as “the relatively permanent change in behaviour brought about as a result of experience or practice.” Their goal was to explain complex behaviour in terms of learning from simple behaviour. Thus as a result of learning it is possible for an individual to, use past experience to predict the future, to adapt to a rapidly changing environment and to exert control over our environment.
The question or issues that concern us are about conditions or elements, which influence most of our learning. These, according to Dr Ferguson T.J., may be concerned with whether habits are learned? Is aggression learned or innate? How do we learn fears, guilt, and pleasures? Do we learn more when the reward is greater? If the greater the reward, the more we enjoy the behaviour?
This paper discusses the various learning theories, as proposed by the behavioural theories their advantages and limitations.
THEORY OF CLASSICAL CONDITIONING
In the late 1800s and early 1900s, Pavlov and his colleagues studied the digestive process in dogs. During the research, the scientists noticed that the dogs started salivating not just while eating but also at the sight of
References: Eggen, P. & Kauchak, D. (1997). Educational psychology. Windows on classrooms. New York: Prentice-Hall. Huitt, W., & Hummel, J. (1997). An introduction to operant (instrumental)conditioning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved on November 25,2005,from, http://chiron. Mangal, S.K.(1997). Advanced educational psychology. Nature and theories of learning. New Delhi: Prentice Hall of India, Pvt. Ltd. Myers.D.G. (2004)Psychology. Myers in modules.New York:Worth publishers Ormrod, J.E Williams, T (2002). Behaviourism. Retrieved on January 5,2006 from http://pangea.tec.selu.edu/~twilliams/ -----------------------