| For learning to be effective,
| |
| | introduced operant conditioning. Skinner
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| practitioners need to understand, current
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| | experimented with rats. He designed
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| thinking on how learning
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| | boxes for the rats, which housed a
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| occurs and the various ways in which
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| | mechanism that delivered food pellets
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| adults learn.
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| | each time the lever was pressed.
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| Learning can occur through observation
| |
| | In the rats' natural behavior, it makes
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| and participation opposed to
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| | accidental contact with the
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| teaching through definition and theory,
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| | lever three or four times and food is
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| depending on the situation.
| |
| | delivered. After this the rat
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| How adults learn, is crucial to the
| |
| | demonstrates an intentional behavior.
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| whole learning and teaching
| |
| | This indicates learning has
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| process.This assignment will explore the
| |
| | occurred.Carl Rogers and Abraham Maslow
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| teaching and learning process through
| |
| | developed the Humanistic approach in
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| a micro teaching relevant to practice.
| |
| | America in the 1960's in a reaction
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| This will be evaluated through
| |
| | against the two other prominent
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| personal reflection and linked supported
| |
| | psychology approaches. The emphasis is
|
| by the relevant policies.The teaching
| |
| | placed upon the individual and
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| process can be defined in many ways. A
| |
| | the stimuli, which motivates individuals
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| learning
| |
| | to perform certain
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| approach/theory has been developed to
| |
| | behaviors. Maslow's hierarchy of needs
|
| cover each aspect, all of which
| |
| | demonstrates this.
|
| are outlined below.The behaviorist
| |
| | Bruner developed the Cognitive approach,
|
| approach is more commonly known as
| |
| | in the late 50's and early
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| classical and
| |
| | 60's. Bruner compared the mind to a
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| operant conditioning and is based on a
| |
| | computer, stating that we too are
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| stimulus-response. Pavlov first
| |
| | information processors. He studied the
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| introduced classical conditioning. He
| |
| | internal mental processes
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| observed the behavior of dogs
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| | between the stimuli we receive and the
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| and their salivation at the sight of
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| | responses we make. Cognition
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| food. Pavlov deemed this an
| |
| | means to know and the cognitive
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| unconditional response. He developed
| |
| | processes refer to the ways in which
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| this further and sounded a bell
| |
| | knowledge is gained, used and retained.
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| with a meal and discovered the dog would
| |
| | Cognitive psychology is the
|
| salivate upon hearing the
| |
| | most dominant approach to psychology
|
| bell only. Pavlov called this a
| |
| | today.Constructivist learning approach is
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| conditioned response.E.g. Food (US)
| |
| | a follow on to the cognitive
|
| -----------------------------------------
| |
| | approach. However the emphasis is placed
|
| -Salivation
| |
| | upon the individuals self
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| (UR) - UNCONDITIONEDTRIAL PAIRING OF
| |
| | awareness and view on their own
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| FOOD WITH BELLFood (US) + Bell
| |
| | learning.Bandura introduced the Social
|
| ----------------------------------Salivat
| |
| | learning theory in 1977. The theory
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| ion (UR)Bell (CS)
| |
| | states that we don't merely learn
|
| -----------------------------------------
| |
| | through positive and negative
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| --Salivation (CR) -
| |
| | reinforcement but through imitation.
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| CONDITIONEDHowever, Skinner (1968)
| |
| |
|
