Learning Theories - B. F. Skinner

Behaviourism and Cognitivism

There are two schools of thought with regard to integration models. The first is the objectivist model of learning and the second is the constructivist model of learning. Within the objectivist model, “knowledge has a separate, real existence of its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it in their minds.” (Roblyer, 2006, p.37). Underlying theories to the objectivist model include B. F. Skinner’s work in Behaviourist Theory and Robert Gagne’s work in Cognitive-Behavioural Theory.

In both behaviourism and cognitivism, there is high organizational control over content and structure. Learning is mastering pre-determined objectives where developmental and formative learning occurs. The learning domain is considered a transmission of knowledge where the learner is led by an instructor or teacher through lecturing and teacher-led demonstration. (Siemens, 2005).

Behaviourism:

As a learning theory, behaviourism states that “learning is an activity that occurs inside the mind and can be inferred only by observed behaviours. Behaviours are shaped by contingencies of reinforcement to shape desired responses: positive reinforcement increases desired behaviours with rewards, negative reinforcement increases desired behaviours by withholding rewards and punishment which decreases undesirable behaviours with aversive stimuli.” (Roblyer, 38).

Principles of behaviourism:

1. Behavior that is positively reinforced will reoccur; intermittent reinforcement is particularly effective
2. Information should be presented in small amounts so that responses can be reinforced ("shaping")
3. Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning http://tip.psychology.org/skinner.html

With the behaviourist theory, learning is transmitted from instructor to student in a very formal setting.

References

Operant Conditioning – B. F. Skinner. Retrieved July 10, 2007 from http://tip.psychology.org/skinner.html

Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson Prentice Hall.

Siemens, G. (20050. Learning development model: Bridging learning design and modern knowledge needs. Elearnspace. Retireved July 10, 2007 from http://elearnspace.org/Articles/ldc.htm