LEARNING THEORIES

Learning Theories



Learning Theories

Introduction

The study is related to the theories of learning which are the set of theories that have been developed in the early century, the twentieth century and remained to work on development until the present time and the first philosophical schools, which focused on theories of learning and teaching pertained to cognitive, neurophysiological and evolutionary theories.

Discussion

Kurt Lewin is an American psychologist original German specializes in social psychology and behaviorism, a major player in the human relations school . Its activities primarily focused on "action research", the" field theory"and was responsible for the concept of" group dynamics "major concept of "industrial psychology"which later became the psychology of work . It is also known to be among the first to consider psychology as a "hard science", particularly in its research behaviorists.

In addition to behavioral approaches, which make the observation of behavior in the foreground and do not deal so much with the performance of the brain, there is on the other hand, the cognitive approaches that emphasize just this aspect strongly, questioning and exploring.

The cognitivists want to recognize explain the thought processes of learning and. One could also say that the cognitivists deal in contrast to the behaviorists with the "black box" that is, the internal processes in an individual. Fundamental features of the cognitive approach are

Human behavior is more than a stimulus-response chain (passivity), responses are only partly controlled by the outside / manipulated

Development is an active process of a subject, which is equipped with cognitive functions

This subject builds knowledge through active engagement with the environment on (example: a child takes LEGO brick, it sucks, throw it away, etc. And learns both the nature of the subject and know the consequences of their actions with the object ( = tool)

Actions are determined by thought processes and not only from the external environment (eg, children can develop behaviors that do not occur in their environment)

the link between stimulus / environment and response / behavior is the cognitive representation: not just the perception coupled coding and integration of information / stimuli / environmental factors in a personal experience and thought system (dogs are bad, maybe sheep are also evil -> Caution of animals)

stimuli to be included, not only but also subjected to an evaluation and elaboration of Vera

Representatives are determined by the cognitive: 1 content (subject matter, the conduct of persons), (figuratively, through action, intellectually, linguistically) 2nd channel of information (input optical, acoustic, etc.) and third kind

the type of cognitive representation is changing with age, high above all, so is spiritual development is not just a mere collection of facts, but zuehmende adaptation to the environment

This whole process of information processing is relatively independent of a personal motivation situation, especially with increasing age

in adaptation, there are accommodation (individual adapts itself to the environment) and assimilation (individual adapts to the environment per se), both alternately, depending on conditions through intelligent thinking and acting

Besides it, Jean Piaget dealt extensively with the thinking and cognitive processes in children, and later ...