LEARNING THEORIES

Learning Theories Applied to Learning Experiences

Learning Theories Applied to Learning Experiences

Behaviorism is an approach to psychology which is to focus only on the behavior observed in order to characterize how it is determined by the environment and history of interactions between the individual and its environment, without recourse to internal mechanisms in the brain or processes are not directly observable. The learning can be described as an observable change in behavior due to changes in force with which a response associating with stimuli outside (external environment) or internal stimuli (internal environment) on the body. All reactions, both intellectual and emotional, can be controlled. Mental development is reduced to the doctrine, that is, any acquisition of knowledge and skills which are not only specially formed, but also occur spontaneously.

From this perspective, learning is a broader concept than training, because it includes and is specifically formed for teaching knowledge. Thus, the study of intellectual development can be reduced to the study of the formation of behavior, relationships between stimuli and emerging on the basis of their reactions. Motivator, acted or even rejected, in a few rudimentary passions (like fear), to which it was forced to seek to explain the conditioned reflex regulation of emotional behavior.

The constructivism theory of learning has been developed, among others, in response to behaviorism, which in his opinion, too limited to association learning stimulus response. The constructivist approach emphasizes the activity and capacity inherent in each subject, which allows him to grasp the reality surrounding it. Constructivism assumes that knowledge of each subject is not a simple copy of reality, but a reconstruction of it. Constructivism focuses on studying the mechanisms and processes to the construction of reality in people from parts already built.

The understanding, unceasingly renewed, is developed from the earliest representations of past events, the subject has already stored in a person's experience. In fact, the subject restructures, internally, the information received in relation to its own concepts such as the phenomenon of restructuring through conceptual experiences.

Thus, specifically studying the problem of social cognition of it is linked with the development of signs and symbolic function, considering the child's assimilation of multi-manifold ways and means of orientation. For example, a hundred-stability of predictability, the nature of the causal ties, etc. Currently accepted this, and in another reality, we can find phenomena, deterministic different laws and require different levels and ways of knowing. It is ...