peer responses due in 3 hours
combs
PSY331responses.docxCharles:
I think there is much disagreement between cognitivist and behaviorist, because behaviorist suggest that learning only occurs with outward manifestations, almost completely refuting the notion that a mental state and/or process exists and having little to no effect that is separate from behavior. As such, behaviorist argued that cognition, was in essence, a behavior with no distinct separation from any other form of behavior. Whereas, cognitivist maintained that our cognitive ability, which by most definitions is essentially how we acquire, process organize, store information, and retrieve that information, demonstrates how outward manifestations tend to mirror inward thoughts. Meaning it is our cognitive ability that drives our behavior. Thus, suggesting that cognition is much more than simply an observed and then duplicated behavior when it comes to learning. I think at some point in our lives, such as early development, behaviorism comes into play more. However, as our cognition develops, and we become more aware of it we are able to learn rather than simply responding to reinforcements. So, for me I see validity in both theories to varying degrees, but I think when it comes to true learning, where a person is able to retain and recall information cognitivism has the upper hand. Some of the notable differences between the two theories are; “Behaviorism focuses on the importance of the consequences of those performances and contends that responses that are followed by reinforcement are more likely to recur in the future” (Ertner & Newby, 2013). Additionally, behaviorist place emphasis on the environment as a factor or outcome of learning where memory and transfer have little to no role and are characterized more along the lines of what many call muscle memories which comes with repetition. “Repetition, however, does not guarantee that a learner will retain the information in his or her long-term memory” (Rosser & Majors, 2013). While the two theories use similar methods to achieve results they are applied for different reasons. Contrary to Behaviorism, cognitivism places emphases on a higher order of thinking and organization skills through the use of schemata.
I certainly concur with the cognitivist viewpoint that learning is a change in one’s schemata. We know that schema organizes knowledge into units and contained in those units is our stored information. As such, we use schemata to make relationships between different things like situations, or objects and even actions. “Marshall (1995) sees a schema as a mechanism in human memory that allows individuals to organize similar experiences in such a way that they can easily recognize additional similar experience” (Rosser & Majors, 2013). For example, “Instruction must be based on a student’s existing mental structures, or schema, to be effective. It should organize information in such a manner that learners are able to connect new information with existing knowledge in some meaningful way. Analogies and metaphors are examples of this type of cognitive strategy” (Ertner & Newby, 2013). I believe my personal schemata has changed vastly throughout my life time and will continue to change as I learn and further define and or develop my schema. For example, when I was in my teens, I was fearful that I would not be accepted or even respected by others. I also had a hard time sharing my feelings which in turn caused me to deprive my emotional needs as well as isolate myself socially. At one point I had feelings of abandonment, and because I isolated myself so much and for a long period of time. As a result, it was very hard for me to reestablish any social connections where I felt safe and secure. As the text states “If there are too many external stimuli, it is hard for a learner to process important information” (Rosser & Majors, 2013). I owe a lot to my best friend who really pulled me out of that state where I was able to overcome and learn from my change in schemata.
As I mentioned in my introduction, psychology really chose me for so many reasons. One of these reasons was that I had a yearning to better understand myself and the people that surround me in everyday life. Before I selected my major, I had very little knowledge of the concepts, theories, or even practical application of psychology. However, as my knowledge has grown with each course, so has my perspective and understanding in so many different areas. Furthermore, “by recognizing that too much information at once (such as cramming for a test) can be detrimental to successful knowledge acquisition, we could more effectively organize our method of learning new information (e.g., studying and practicing information for shorter periods of time on a regular basis)” (Rosser & Majors, 2013). I have personally experienced this for the last 17 years of my life in the military and I am sure in other ways as well. However, the first thing that came to mind was with military promotions. Although, there have been recent changes, there is so much material to cover and know with regard to the Air Force itself. Also, with my career field as well, that if you don’t start studying for the next rank immediately after a promotion or at least well in advance it is highly unlikely that a person can successfully retain the knowledge in a short period of time. So, I had to learn how to effectually breakdown and organize the material in a meaningful way to evenly distribute the cognitive load. I did this by breaking apart the material, color coding and tabbing out the material by importance of what the Air Force considered the most important information.
Ertmer, P., Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/piq.21143
Rosser-Majors, M. L. (2017). Theories of learning: An exploration. Retrieved from https://content.ashford.edu
David:
Seeing as how cognitivist focus on intellectual functions or developments, they focus more on understanding, retention, and retrieval of material. Cognitive psychology includes rationality, recollecting, verbiage, learning, and more (Atkisson, 2010). On the contrary, behaviorist associate learning with repetition or conditioning through environmental interaction, and for the most part, completely neglect the coalition between behavior and cognitive reaction. For quite some time, mental expression and feelings where shunned from psychology due to a lack of visual aid (Atkisson, 2010). Atkisson (2010) says it well with, “The two movements differ particularly in their views on behavior. Behaviorism, whose research subjects were mostly animals, views behavior as an irreducible consequence of environmental stimuli, where as Cognitivism, whose research subjects are often humans, sees behavior as a point from which to abstract the mental processes behind the behavior” (para. 2).
I am a true believer that learning is a change in one’s schemata. If one’s schema is the separating and grouping of information and thoughts, binding related data throughout the sorted info together, then all data that enters is ever-evolving and changing one’s cognizance (Rosser-Majors, 2017). According to Cherry (2019), a Swiss psychologist by the name of Jean Piaget believed that “people are constantly adapting to the environment as they take in new information and learn new things. As experiences happen and new information is presented, new schemas are developed, and old schemas are changed or modified” (para. 5).
The more I learn and take in, the more I can discuss thoughts, as well as grow and articulate ideas with people, which only expands my knowledge, …and that causes involuntary change within. When I was younger, I boxed for quite a few years. I was a very decent fighter and did well off sheer athleticism. I trained every single day, hitting mitts, running, and working on combinations was my life. I loved to compete; I won some, I lost a lot less, but I started felt stagnate during fights. After I lost in back to back decisions, my coach and I started working on my mental game. I was learning how to read people, watching their foot placement, see the punches before they even throw them. And when it all clicked, my fight IQ went through the roof, everything I was doing in repetitions of made sense mentally; I could read my opponent with ease, counter everything he would throw. I would even piece together my own combinations on the fly in the middle of a fight. I went on a tear of wins after going through that cerebral journey. My cognitive ability to understand, and not to just mindlessly do, took me to that next level. Whereas I don’t compete anymore, I do still train, and I use this method of learning with my fighters.
Throughout the wonderful years that I have served for the Navy, I have been put in a few leadership positions, and with these positions come patience and communication. I grew up an Irish hothead from the poor side of the tracks, so I had to change everything I knew about confrontation; the Navy handles it a bit different than I used to. Communication with the younger or junior sailors was a significant obstacle for me to climb. I went to many various seminars, offered through the military, to expand and open up my abilities to interact with troubled sailors. When trying to reprimand or counsel sailors, you have to know how to read a person. We must approach different sailors in different ways; some you can apply a little pressure, and they will blossom; others will immediately shut down. We, as leaders, must take into consideration the homelife, geographical area, mental state, and current situation of every sailor. When all of this calculates correctly, one can relay the message or lesson needed in a relatable and understanding manner. At the end of the day, we have to get our point across and prevail in calmer seas.
Reference
Atkisson, M. (2010). Behaviorism vs. Cognitivism. Retrieved from https://woknowing.wordpress.com/2010/10/12/behaviorism-vs-cognitivisim/
Cherry (Links to an external site.), K. (2019). The Role of a Schema in Psychology. Retrieved from https://www.verywellmind.com/what-is-a-schema-2795873
Rosser-Majors, M. L. (2017). Theories of learning: An exploration. Retrieved from https://content.ashford.edu
MY INITIAL POST AND THE STUDENT WHO RESPONDED IS BELOW:
MY POST:
The working memory is termed to be the conscious part since we are aware of any given moment cannot be turned off. Doolitle in the talk explains how the working memory can help to pull the information from where they are and it is them used to make a decision and help them to move forward. There is however limitation to cognitivist movements that we can easily remember so that we can be able to recall or even remember things that we have discussed, it repeats with that thing.
Cognitivist disagrees with the behavioral way of learning which takes place when there is outward manifestation behavioral is designed on the fact that behavior is attained via conditioned interaction and the involved environment. A behaviorist is that of the internal state of the individual and is about mood, emotion, and cognition which are subjective in nature. Cognitivism is viewed as the information processing approach (Clark, 2018). Behaviorist knows and believes the thinking exist even though it is a behavior.
I agree with schemata since it is an approach that is a cognitive point of view that helps in assist in the organizations well as interacting and interpretation the information. The schema is key since they help in creation of shortcuts in the process of interpretation of the huge volume. I have been able to change in the aspects of loyalty and being honest in what I did and my interaction with my friends and relative. Over years I have seen changes in the ways I interpreting volume.
One thing that has changed over time is my social schemas since I have identified the different ways people behave in various situation and I acknowledge why they behave in that way. More so, it becomes easier to respond to the way they behave. Learning has not been an easier process, I made sure I had to grasp the simple and basic information so that the bulk information can be retained and making sure I keep repeating the same information to internalize it in the head.
References
Clark, K. R. (2018). Learning theories: Cognitivism.
TEDTalks: Peter Doolittle—How Your “Working Memory” Makes Sense of the World
Retrived from:
Student response to me:
Alice:
Hello,
Nice work on your discussion post! You had got me to thinking about how you said one thing that has changed over time was your social schema as people behave differently in every situation and you can acknowledge why they behave this way, which is interesting as I do the same thing. To an extent I suppose. We have to act differently in every situation when it comes to being with friends, family, coworkers, and employers. There are many times that I could say that I would not act a certain way with my friends as I would around my employers (or bosses). With our friends we tend to have a more relaxed schema, as opposed to our bosses we need to have a more professional schema. This is something that we are usually taught or learn along the way so our social schema's change in various situations.
Best of luck to you!
Kind regards,
-Alice:)
