Summary
In learning psychology, two main perspectives are used to illustrate the components of learning: cognitive and behavioral perspectives. According to the cognitive perspective, learning is a process of gaining knowledge by processing information. On the other hand, behavioral perspectives perceive learning as a behavior people adopt as they grow (Constantino, Schlüter, Weber, & Wijermans, 2021). This study will outline the two types of learning methods and conduct a comparative analysis between them independently.
Cognitive Perspective
Description
The cognitive perspective on learning can be traced back to the 20th century, when behavioral theorists struggled to explain how people make sense of and interpret information. This implies that the limitations and dissatisfaction with behavioral theories led to the introduction of the cognitive perspective (Xu, Peng, & Anser, 2021). According to cognitive theories, mental processes and prior knowledge play a larger role than stimuli in shaping responses and behavior. Therefore, it was found that humans and animals do not similarly respond to environmental stimuli.
History
Some of the key figures who marked the beginning of cognitive theory include Jean Piaget, Edward Chase Tolman, Jerome Bruner, Lev Vygotsky, and other German Gestalt psychologists. Edward Tolman is considered one of the central figures who initiated the cognitive perspective movement. He experimented with rats in the 1920s, demonstrating that rats could navigate a maze due to their mental capacity (Dong, Jong, & King, 2020). According to Tolman, behavior and motivation significantly impact the transformation of expectation into behavior.
Since then, the cognitive perspective has undergone significant improvement by the mid-1950s, having a substantial impact on the educational world. This was when empirical works on attention, memory, information processing, and concept formation in cognitive science were established (Dong, Jong, & King, 2020). According to the cognitive school of thought, learning is an active process that includes acquiring, reorganizing, and storing information. This implies that the learner is an active participant, including people and animals.
Cognitive learning insists that learning is a mental process that works through internal information coding (Xu, Peng, & Anser, 2021). This is why cognitive theorists are more concerned with how learners acquire information; thus, it is mainly used to explain how learners can gain and apply knowledge.
Theories
Some examples of cognitive theories include Piaget’s theory, which consists of four developmental stages: sensorimotor, preoperational, concrete operational, and formal operational. According to his theory, children are much like scientists in their acquisition of knowledge, which involves gaining knowledge through experimentation and interaction with the world through observation (Xu, Peng, & Anser, 2021).
Another cognitive theory is Vygotsky’s social cognitivist theory, which is based on the Zone of Proximal Development. This refers to the point at which children in the zone of proximal development for a specific task can perform the task independently, albeit not yet perfectly. However, they can perform the tasks successfully with support from the right people (Xu, Peng, & Anser, 2021). Thus, instructions can be used to help learners navigate dilemmas.
Behavioral Perspective
Description
The other perspective is the behavioral perspective, which involves interactions with the environment. As theorists have tried to explain the motivation of human beings, it has been noted that their responses are either aligned with responses to their stimuli, which are either a result of learned or natural responses. Behavioral theories examine human behavior by evaluating its environmental or learned associations (Kwon & Silva, 2019).
All human behavior is acquired by conditioning and can be evaluated without considering thoughts or feelings. Since all human behavior results from specific stimuli, all humans can be conditioned to behave in some way with the proper conditioning. Thus, conditioning does not depend on talents, personality, genetics, cognition, or skills.
Watson’s and Pavlov’s Experiments
Psychologist John B. Watson introduced the first behavioral theory in 1913. According to this theorist, people start their life as blank pages and, therefore, can be taught or conditioned on how to behave (Kwon & Silva, 2019). Another theorist was Pavlov, the founder of classical conditioning, in the famous experiment called the Pavlov dogs.
This experiment, conducted in 1897, aimed to determine the amount of saliva dogs produced when Pavlov’s lab assistant presented them with a bowl of food (Kwon & Silva, 2019). After a specific period, they discovered that the dogs would salivate when they saw the assistant lab technician, regardless of whether he was carrying a food bowl or not. This indicates that the salivating stimulus, which occurs when dogs are given food, was associated with a different stimulus, namely the lab assistant (Kwon & Silva, 2019). This experiment introduced the classical conditioning theory, which laid the foundation for the behavioral perspective.
Another experiment conducted was the infamous Little Albert experiment, which was done on a small baby. Although it would be illegal nowadays, there were fewer restrictions on doing experiments on humans during those years. The primary objective of the Little Albert Experiment was to determine if the same results obtained with dogs in classical conditioning could also be achieved with human beings (Simons, 2021).
The two theorists showed little Albert neutral stimuli, including a rabbit, a white rat, and a monkey. Albert showed no signs or stimuli for fear of seeing these, indicating a neutral stimulus. However, on the contrary, Albert would cry when a hammer was struck against a steel bar at the back of his head. After that, the steel behind his back was struck every time he was shown the white rat (Simons, 2021). Albert learned that the white rat was associated with pain; therefore, he burst into tears once he was shown the white rat, even without striking the metal on the back of his head.
Thorndike’s Law of Effect
Another theorist was Edward Thorndike, known for his learning theory of human operant conditioning. He developed the “Law of Effect,” which states that satisfying responses are likely to recur in similar situations (Simons, 2021). He conducted his experiment with cats that were trying to escape from a box. Whenever a cat knew the lever would help them escape the box, it used it to get out every time it was put back in (Simons, 2021). This demonstrates that behavioral theories can be employed to explain the specific behaviors of humans and how they acquire knowledge.
Comparison Between Cognitive and Behavioral Theories
Areas of Interest
There are differences between cognitive and behavioral theories when analyzing and comparing them. Behavioral theories are primarily based on observable learning behaviors independent of mental activity (Kwon & Silva, 2019). On the contrary, cognitive learning theories primarily concern how the human mind works during learning (Dong, Jong, & King, 2020). Therefore, while behavioral theories focus on observable learning behaviors, cognitive theories are based on mental processes of learning.
Assessed Effects
Another difference between the theories is that the effects of behavioral theories are based on the stimulus or response. In contrast, the effects of cognitive-behavioral theories are assessed through mental reactions. According to behaviorists, actions are impacted by a person’s external environment.
This is why, in classical conditioning, animals or even people can be trained to respond in a specific manner using repetitive practices (Kwon & Silva, 2019). In operant conditioning, animals or persons respond in a specific manner due to punishment or rewards attained after behaving in a specific way. On the contrary, the effects of cognitive conditioning are assessed based on mental processes such as logic, thinking, motivation, and positive and negative thoughts. This method is essential as it enables psychologists to differentiate between humans and animals and examine humans independently of one another.
Application
Both branches of psychology have been applied independently in both the learning and health sectors. Behavioral theories have been highly used in detoxifying and rehabilitating alcohol and drug addicts. Behavioral theories are used to eliminate the stimuli that provoke panic attacks and other withdrawal symptoms, which have proven to be very helpful (Dong, Jong, & King, 2020).
On the other hand, cognitive theories have been used to treat other mental illnesses such as depression, generalized anxiety disorders, suicidal tendencies, and other psychiatric disorders. For instance, if a patient has suicidal thoughts, a cognitive psychologist can change the patient’s thoughts by showing them positive things in life and appreciating life and what it has to offer. Therefore, instead of prescribing antidepressants, a cognitive psychiatrist is more focused on finding the root cause of the problem and correcting it. However, both branches of psychology have proven to help us learn about human cognitive and behavioral patterns, and neither is better.
References
Constantino, S. M., Schlüter, M., Weber, E. U., & Wijermans, N. (2021). Cognition and behavior in context: a framework and theories to explain natural resource use decisions in social-ecological systems. Sustainability Science, 16(5), 1651–1671. Web.
Dong, A., Jong, M. S.-Y., & King, R. B. (2020). How does prior knowledge influence learning engagement? The mediating roles of cognitive load and help-Seeking. Frontiers in Psychology, 11(2). Web.
Kwon, H. R., & Silva, E. A. (2019). Mapping the landscape of behavioral theories: Systematic literature review. Journal of Planning Literature, 35(2). Web.
Simons, J. D. (2021). From Identity to Enaction: Identity behavior theory. Frontiers in Psychology, 12(4). Web.
Xu, P., Peng, M. Y.-P., & Anser, M. K. (2021). Effective learning support towards sustainable student learning and well-being influenced by global pandemic of COVID-19: A comparison between mainland China and Taiwanese Students. Frontiers in Psychology, 12(3). Web.