RESEARCH ON COGNITIVE THEORY OF LEARNING

Research on Cognitive Theory of Learning



Research on Cognitive Theory of Learning

Introduction

The meaning of this term seems simple: Learning theory is the theory about how learning is achieved. Unfortunately, things are not that simple. A fundamental problem is that the term learning theory seems to suggest that there is a single, true theory of learning. Olson & Hergenhahn (2009) mention although one cannot exclude the possibility that such a theory might be developed, at present, nothing even comes close to the overarching learning theory. Learning theory is based on the principle that people learn attitudes through direct experiences and messages that are relevant to life's challenges and that they use arguments and reasons presented in messages to develop the opinions that guide their behavior. Learning theory provided the rationale for one of the largest and most important research projects ever conducted to explore the nature of persuasion in social influence. This paper discusses cognitive theory of learning in a concise and comprehensive way.

Research on Cognitive Theory of Learning

In words of Olson & Hergenhahn (2009) a new perspective has emerged in psychological learning theory which provides a more precise understanding of the relationship between cognition, emotion, and delinquent behavior. These new assumptions about learning have now been formalized in the literature as neo-cognitive learning theory.

The objectives of the present paper are to describe the theory's major principles and assumptions, cite contemporary research evidence which supports each assumption of this new perspective (Olson & Hergenhahn, 2009), distinguish how this model of learning offers a significant advance over first-generation cognitive and reciprocal social learning models of deviance, and discuss the implications of the neo-cognitive learning perspective for prevention and early intervention strategies with at-risk youth (O'Keefe, 2004).

A new perspective has emerged in psychological learning theory which provides a more precise understanding of the relationship between cognition, emotion, and delinquent behavior. This new understanding has striking implications for the prevention of delinquency, most notably through early intervention programs with at-risk youth.

The pioneering work leading to these discoveries about learning was carried out experts (O'Keefe, 2004). These researchers formulated a set of four psychological principles which they called Psychology Of Mind. These principles then served as the foundation for a group of new assumptions about learning which has now been formalized in the literature as neo-cognitive learning theory, or NLT.

Major Assumptions of Ned-Cognitive Learning Theory

NLT is based on a "wellness" model of human psychological functioning and contains three major principles or assumptions. The first is that every child begins life with a natural, inborn capacity for healthy psychological functioning. That is, at birth, children do not have a mind-set which points them toward delinquency, drug use, or other forms of deviant behavior. On the contrary (Olson & Hergenhahn, 2009), this innate capacity for healthy functioning includes the use of common sense, a desire to learn, and the motivation to develop and utilize these abilities in pursuing prosocial lifestyles. Further, this mind state incorporates unconditional, positive self-worth, a desire to ...