Behavioral Learning Theory vs Cognitive Learning Theory

Behavioral Learning Theory vs. Cognitive Learning Theory
Liberty University
Psyc 365

Abstract:
In the behavioral learning theory school of thought, theorists believe that an individual has learned or that learning has occurred when there are changes in behavior that can be observed. Within the behavioral learning model, learning is believed to be the result of conditioning. The basis of said conditioning is that there will be a reward, which is given following the desired response. The reward then acts as the reinforcer to the behavior and then increases the likelihood that this desired response will be repeated in the future.

Then there is the Cognitive learning theorists, who believe that learning is more of an internal process. A process where information is internalized into an individuals cognitive and intellectual structures. Cognitive learning theorists believe that learning occurs through this internal processing of information that is received and then processed.

There are many similarities and differences in the two learning theories, the Behavioral learning theory and the Cognitive learning theory. This paper will address both of these approaches and discuss the historical development of each of them, as well as the key concepts, research that supports both, and the educational implications of each of the two theories.

Historical Development of the Behavioral Learning Theory
The Behavioral Learning theorys school of thought developed along the same time period in the 20th century as did psychologys psychoanalysis development. Within the Behaviorist movement there were three primary influences. These were Ivan Pavlov, John B. Watson, and B.F. Skinner. These three men paved the way for this school of thought. Pavlov whom we know as the father of classical conditioning, then John B. Watson whom is known to have rejected the introspective methods of his day, and instead sought out other ways to push psychology into the methods of laboratory experimentation. Last of the behaviorist was B.F. Skinner, whom sought to give proof that there should be an ethical standards upheld within behaviorism. (Chavis, 2011)
The behavioral learning theory is an approach within psychology that is based on the idea that ones behavior is able to be researched scientifically. One of the assumptions that have been draw from the behaviorist school of thought is that all behavior can be determined by the environment, through either reinforcement or through association. There are however different things that have been emphasized within the behavioral learning theory. There are some behaviorist that have concluded that observation of behavior is the best method in which to conduct research into the psychological process. There are still others that believe that the best way is to investigate the processes themselves and that behavior is the only appropriate subject that should be researched in these psychological studies.
Historical Development of the Cognitive Learning Theory
In the Cognitive learning theorys school of thought, Jean Piaget was the first psychologist that began into this study of cognitive development. Cognition being the mental action or processes of acquiring knowledge and understanding through ones thoughts and senses as well as an individuals experiences. According to Piaget, he believed that children are born with the basic mental structures that all of their later learning, knowledge and thought processes would be based upon.

Piagets made many contributions to this new theory, these contributions included the overall theory that the children he studied experience a timeframe of this cognitive development. Piaget submitted detailed observational studies, proof of the cognition within the children that he worked with and studied, he used a series of simple tests that he tailored to reveal different cognitive abilities in the children that he worked with. The common belief before Piagets work was that children were not as competent of thinkers as their adult counterparts were. Piaget attempted to show otherwise, that young children simply thought in very different ways compared to adults.

According to the article written by Chris Hanson on Cognitive-Behavioral Interventions, the modern version of cognitive therapy, which expanded on the cognitive learning theory began to emerge between the years of 1955 through to 1965. Hanson pointed out that this newly emerging cognitive therapy was not necessarily recognized within literature as a separate field within the scope of psychology until around the 1970s. Hansons research shows that, Aaron Temkin Beck was the psychologist that seems to have founded the cognitive therapy movement in his day. Beck’s work was primarily used in the treatment of depression. Hanson compares Beck’s cognitive-based approach with treating depression with antidepressant medication. (Hanson, 2008)
Key Concepts
Major points that have been made as a part of the Behavioral learning theory focuses on principles of classical conditioning that were contributed to the theory as well as developed by Ivan Pavlov in his study of the salivation of dogs, next added to the Behaviorist school of thought was operant conditioning which was developed by B. F. Skinner. In the studies that Pavlov conducted he was able to demonstrate that, there was indeed an association between time and space, and that the sound of a diner bell could have an effect on dogs by cueing the dog to salivate in preparation of receiving the meat powder. Next was the contributions of classical conditioning and learning that B. F. Skinner added to the literature in his documentation of how and when behavior occurs, then careful documented entries of that which followed the behaviors, the consequences of behavior. Skinner attempted to answer questions such as did either of these variables, (the behavior and the consequence of the behavior) could have an effect to either increase or decrease the frequency, duration, or even the intensity of the behaviors that were being seen. (Chavis, 2011)
Even now in modern times behaviorism still can trace its origins to the work of its forefathers of Pavlov, Watson and Skinner. These original three men established the beliefs and modern behaviorist have followed in those beliefs that very much like animals, men and women are creatures that have shown that their behavior is formed in repeated forms of conditioning.This repetitious conditioning has shown that there are certain types of behavior that are rewarded, as well as the opposite of that, there are certain types of behaviors that are to be punished. Taking these ideas into human learning, Skinner (1976) suggests that students may learn better when they are “Drill[ed] and [forced to] Practice”; students must practice until they are properly trained. (Juhary, 2006)
In Juharys article the author points out that the principles of military learning have been founded upon the basis of behaviorism. Juhary states that within Military personnel they have come to depend critically on their automatic responses to dangerous situations. These dangerous situations are akin to “stimulus” that Pavlov and Skinner identify as the cause for soliciting a behavioral response. (Juhary, 2006)
Still today, modern military training remains completely based in behaviorism. With the steady improvements of technologies in military training the behaviorist theory and their approach become the key learning theory in the make up of military training and courseware. The first of this courseware that the Military used was completely based in the behaviorist approach. This was a course of Computer Assisted Instruction (CAI), this courseware was designed in the 1970s, CAI incorporates “drill-and-practice” techniques which are the basis of conditioning students’ learning. (Juhary, 2006)
The major points that are a part of Cognitive learning theory include Albert Bandura who was another psychologist that would later add to the Cognitive school of thought. In 1977 Bandura added his finding into the theory. He refined the development of this therapy by exploring the role of cognition and emphasizing that people learn vicariously. In her research Chavis found that behavior therapy had been used as an approach to psychotherapy which is based on the learning theories, the goals of these therapies are to attempt to treat psychopathology with these techniques in which are designed to reinforce the desired behaviors and to extinguish the undesired behaviors.
Chavis noted that, Today with the thrust for evidence based practice and measurable results, behavioral therapies are widely used to change general as well as dysfunctional behaviors such as depression, anorexia, chronic distress, substance abuse, anxiety, obesity, phobia, passivity, obsessive behavior, self-mutilating behavior, anger disorders, mental retardation, and alcoholism. The explanation of these behaviors is based largely on culture. Culture is a major factor in explaining and intervening in human behaviors. (Chavis, 2011)
how new information is acquired what is the goals of learning what is unique about each theory
Modern Cognitive therapist’s perspectives are steeped in the founding ideology as well, those beliefs that an individual’s personality has come to be formed by the central values that have been come to be developed early in ones lives which are results of many different factors in an individual’s environment. These type of environmental factors have served as the basis for the way one encodes, as well categorizes and eventually evaluates the experiences that they encounter.

In Chris Hansons article he points out that cognitive therapists believe psychological problems have come from an individuals faulty learning, where incorrect assumptions have been made, and as a result of this faulty learning, inadequate or incorrect information has been stored, which has led to an individual being unable to adequately distinguish between what is imagination and what is reality.

Hanson goes on to say that early views of cognition shaping an individuals view of the world may have come from early Greek philosophers such as Plato. Hanson points out that philosophers during the seventeenth and the eighteenth century viewed the world around them with the concept that the mind controls ones reality.
Included in his article Hanson goes on to share that within the nineteenth century cognitive therapy was practiced by two early psychologists, Wundt and James, who defined their discipline as the science of mental life Wundt and James’ research centered around cognition such as the way individuals perceived, stored, and used information. (Hanson,2008)
In another article written by Sean Fulop and Nick Chater these authors explain how formal learning matters to cognitive sciences. In this article they point out that within the formal learning theory, there is a diverse number of approaches that can be applied to the mathematical modeling of learning.
According to these authors when it comes to the viewpoints made by the cognitive science school of thought, the formal learning theory could provide obstacles on what is learnable by different types of idealized mechanisms. They go on to describe how in some cases, specific algorithms discussed may be part of the cognitive model, and therefore, this type of modeling could possibly be relevant to human learning, by modeling the learning algorithm directly or by deriving theoretical results which constrain what any learning systems may be able to achieve. (Fulop ; Chater, 2013)
Biblical Worldview
There are several scripts within the Bible that point toward learning and knowledge being primary goals that God would have for his children. Three such verses come right out of Proverbs. Proverbs 1:5 says Let the wise hear and increase in learning, and the one who understands obtain guidance, Proverbs 9:9 states Give instruction to a wise man, and he will be still wiser; teach a righteous man, and he will increase in learning.Then in Proverbs 18:15 An intelligent heart acquires knowledge, and the ear of the wise seeks knowledge.
Everything in Gods word points to the fact that He wanted his people to be wise. He wanted them to search out answers, to not be so quick to act or react but to know what they were getting involved in. The Bible leads one to believe that learning was a fundamental part of Gods plan for all his followers. There were many instances within the Bible that God allowed his people to go through trials and tribulations so that they might learn something, a lesson that he need them to understand and they wouldnt be able to fully grasp unless they had lived through it. God uses these trials as a way to mold man, to shape in in a way that only he can. To this day God still will use these method as a way of teaching his children.This type of biblical worldview has the intended impact of encouraging everyone to gain knowledge. To not be so quick to believe everything that everyone tells you. That wisdom and knowledge are power. When a man is wise he will not follow blindly and be led astray. This is what God would have for everyone.
Most Effective Theory of Learning
In a comparison of the two theories the Cognitive learning theory seems to have a better grasp on what learning and gaining knowledge is all about. For the behaviorist they believe that it is with the change in behavior that signifies that learning has occurred. That seems to be a very limited viewpoint. So can it then be said that if there is no change in behavior that learning has not occurred?
In the Cognitive learning theory school of thought this method covers a much broader scope of what learning can be. The cognitivists believe that learning happens internally, that information is received and then processed. This seems to be much more sound then learning only occurs when there is an observable change in behavior. According to Ormrod Children acquire new knowledge through both unintentional and intentional learning processes. Many contemporary psychologist agree that children learn some things with little or no conscious awareness or effort. (Ormrod, 2012 pg 303)
Therefor this would suggest that learning is not a part of a system of being conditioned into a new behavior with the expectations of being rewarded for newly observed behavior because it was learned internally, with little to no conscious awareness of having learned it.

References
Fulop, S., ; Chater, N. (2013). Editors’ Introduction: Why Formal Learning Theory Matters for Cognitive Science. Topics In Cognitive Science, 5(1), 3-12. doi:10.1111/tops.12004. Retrieved from http://rx9vh3hy4r.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Why+formal+learning+theory+matters+for+cognitive+science&rft.jtitle=Topics+in+cognitive+science&rft.au=Fulop%2C+Sean&rft.au=Chater%2C+Nick&rft.date=2013-01-01&rft.eissn=1756-8765&rft.volume=5&rft.issue=1&rft.spage=3&rft_id=info:pmid/23335571&rft.externalDocID=23335571¶mdict=en-US
Gibson, S. K. (2004). Social learning (cognitive) theory and implications for human resource development. Advances in Developing Human Resources, 6(2), 193-210. Retrieved from http://search.proquest.com/docview/221206794?accountid=12085
Hansen, C. (2008). Cognitive-Behavioral Interventions: Where They Come From and What They Do. Federal Probation, 72(2), 43-49.

Juhary, J. (2006, Winter). Simulation and learning theories. Academic Exchange Quarterly, 10(4), 210+. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA159921072&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=17eae32a5937e0dca25d9e73d74c1a43
Killeen, P. R. (2014). A theory of behavioral contrast. Journal of the Experimental Analysis of Behavior, 102(3), 363-390. doi:http://dx.doi.org/10.1002/jeab.107
McCullough Chavis, A. (2011). Social Learning Theory and Behavioral Therapy: Considering Human Behaviors within the Social and Cultural Context of Individuals and Families. Social Work In Public Health, 26(5), 471-481. doi:10.1080/19371918.2011.591629
Ormrod, J.E. (2012). Human Learning. Upper Saddle River, NJ: Pearson Publishing.