From Behaviorist to Constructivist Teaching Geoffrey Scheurman Constructivism refers to a set of related theories that deal with the nature of knowledge. The common denominator linking these theories is a belief that knowledge is created by people and influenced by their values and culture. In contrast to this view is the behaviorist belief that knowledge exists outside of people and independently of them, and that the major goal of a good education is to instill in students an accepted body of information and skills previously established by others.
Bring fact-checked results to the top of your browser search. Behavioristic approaches to motivation The behavioristic approach examines how motives are learned and how internal drives and external goals interact with learning to produce behaviour.
Learning theorists have taken a somewhat more global perspective when studying motivation than researchers using the biological approach. These researchers have regarded motivation as one component out of several that combine to cause behaviour.
Thus, for example, one major theory regards learning and motivation as combining multiplicatively to determine behaviour. Among the behavioristic approaches, three concepts are especially prominent: Woodworthan American psychologist, in The concept of drive is closely tied to the concept of homeostasis.
It was assumed that drive would be triggered when internal conditions changed enough to be detected and to initiate the motivational changes that amounted to drive.
Thus it was assumed that some tissue need within the body would instigate drive, which would, in turn, instigate behaviours aimed at reducing the drive.
According to this sort of analysis, energy depletion would lead to a hunger drive, which would in turn lead to food-seeking behaviours.
Drive, then, would serve to energize appropriate behaviours, either innate or learned, which would effect a lowering of the need state of the individual. The most extensive theoretical model of drive was developed by Clark Hull in the s. Hull argued that drive is general in nature and that various motives such as hunger, thirst, or sex may add to the overall drive level of an individual.
Since drive was regarded as the instigator of behaviour, increases in drive level were expected to lead to increases in activity. These internal stimuli were thought to be different for different motives and to direct the activity of an individual in ways appropriate for the particular motive state present.
Thus, for example, a hungry person might go to the refrigerator seeking food because drive stimuli linked with hunger had been associated with responses of obtaining food from the refrigerator in the past. Finally, Hull suggested that learning itself depends upon adequate drive.
Responses were thought to be strengthened when followed by drive or drive-stimulus reduction. If drive or drive stimuli were not reduced, then learning would not occur.
For example, studies showed that increases in activity that occur when subjects are deprived depend largely on the species of the subject and the manner in which the activity is tested.
Some species do not become more active when deprived, and changes in activity that are apparent when one type of apparatus is used e. Finally, several studies have shown that learning can occur under circumstances that would seem to preclude any reduction in drive or drive stimuli.
Although explicit theoretical models of drive have not proved to be any better at explaining motivation than other approaches, the drive concept, in general, would seem to have some validity if only because people often express their subjective feelings of motivation in terms that suggest they are driven.
In particular, the drive concept would often seem to apply to feelings associated with human sexual motivation. The drive theory no longer has wide acceptance in the motivational field. Learned motives One of the most significant contributions that the learning approach has made to the study of motivation is its emphasis on the ability of individuals to learn new motives.
It has been demonstrated that new motives may be acquired as a result of three learning techniques: Classical conditioning In classical conditioning, also called Pavlovian conditioning, a neutral stimulus gains the ability to elicit a response as a result of being paired with another stimulus that already causes that response.
Such learning situations can then lead to changes in motivated behaviour. Pavlov, for example, showed that dogs would develop what appeared to be neurotic behaviour if they were required to make finer and finer discriminations between stimuli in a classical conditioning discrimination experiment.
The dogs became motivated to avoid the experiment room, were restless during the experimental session, and sometimes bit the apparatus.
The neurosis developed when the dogs were no longer able to discriminate between the two stimuli presented to them. Later researchers have noted that this motivational change may have resulted from a lack of predictability or control on the part of the animal rather than from the classical conditioning process per se.
In the American psychologists John B. Watson and Rosalie Rayner demonstrated the development of an emotional response in a young boy using classical conditioning techniques.
The presentation of a white rat was paired with the striking of a steel bar, which induced fear in the little boy. After only a few pairings, the white rat became capable of inducing fear responses similar to those produced by striking the bar. This early demonstration of learned emotional responses has suggested to psychologists that many human motives may result from the accidental pairing of events.
It has been proposed that some fears, phobias, taste aversionsand even eating problems can result from classical conditioning. Instrumental learning The second type of learning technique is instrumental learning, or conditioning, also called operant conditioning.
In this type of conditioning a response is followed by some consequence which then changes the future probability of that response. For example, instrumental conditioning appears to be one way in which aggressive motivation can be changed.
If an aggressive response by one child toward another child is followed by some positive event such as the aggressor getting to play with a desired toy, then the motivation to behave aggressively can be expected to increase in the future.Cognitive learning theories are credited to Jean Piaget.
The cognitive approach to learning theory pays more attention to what goes on inside the learner’s head and focuses on mental processes rather than observable behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner’s mind.
Unlike behaviorism, cognitive information processing is governed by an internal process rather than by external circumstance. The cognitive approach to learning theory pays more attention to what goes on inside the learner’s head and focuses on mental processes rather than observable behavior.
The Behaviourist and Cognitive Approaches to Psychology Essay Words | 5 Pages. In this essay I am going to explore two of the major approaches to Psychology, Cognitive theories and Behaviourist theories. Behaviorist VS Cognitive. LEARNING THEORIES Learning is the “relatively permanent change in behavior” (Burns, R., ) and can come in the form of observable activities and internal processes.5/5(2).
Belsky () briefly discusses the behaviourist perspective in relation to language acquisition (p. ). Social Learning Theory (or cognitive behaviourism), a theoretical perspective established by Bandura, emphasises the important role of modelling in development, that is the role of observation and imitating others (pp.
, Belsky, ). Social and Behavioral Theories. 1. Learning Objectives. After reviewing this chapter, readers should be able to: • Define what theory is and identify two key types of social and behavioral science theory Social Cognitive Theory, and the Social Ecological Model.