In deciding if a social approach is a process of how one learns I must first ask how learning is broken down. In the Yilmaz article, they argued that learning is broken into 3 categories Cognitivism, Behaviorism, and Constructivism. They argued that behaviorist focused more on teacher-centered instruction, while Cognitive and constructivism focus more on the individual. Which is why they started a pushing for learning to be cognitive and constructive because it focuses on how a person acquires and stores knowledge. I agree that to understand how a person learns there must be more attention put into how the individual learns. As a product of American school system, I noticed that our education system will try to lump us all together even when …show more content…
As stated "theories of learning are based on the premise that learners construct meanings in their minds and integrate new knowledge into their mental constructs." They broke it into two categories social and cognitive. Cognitive approaches learning from the individual. Social approaches learning from social environment and the learners' participation. I agree that cognitive and social constructivism is how a person learns. But for the purpose of this paper, I would argue that a person depends heavily on learning socially before they can take a cognitive approach to learning. I say this because there are very few times that I can remember that I learned something on my own without any interference from others. For example, When I was 7 years old, I taught myself how to skate. I didn't have a teacher physically teach me how to skate, but I watched others skate and how they kept balanced and mimicked their movement. This can be considered a cognitive approach because I didn't have a physical person show me how to skate, but I consider it a social approach because I learned based off of watching others. It's the same way a baby learns how to speak and walk. Unbeknownst to them they are studying and watching their surroundings and reacting to it. They are hearing and watching their mother or guardian talk and move and attempts to mimics it. This is the reason why I think a cognitive approach to learning is dependent on social approach because if we take a baby out of the environment of social interactions and put them in isolation would they still be able to talk and walk? I personally don't think so because I think social constructivism is emphasized in early development stage because of the importance of an infant developing a relationship with
In today’s society, individuals have a propensity to follow the ideas of others rather than create their own. Our society will not wear any article of clothing that is not in style or approved by their peers are even are scared of what others may say or think about them. Today’s Classrooms are filled with children who are too concerned, or terrified of being wrong and rather choose not to raise their hands in attempts to answer a question or even read a book aloud to the class for fear of someone making fun of them. When a student or two finally muster up the courage necessary to raise their hands in efforts at answering a question, eventually other fellow classmates will begin to follow. This is what Social Learning Theory entails.
Bandura’s social cognitive theory, relates to the way Student A acts. Bandura’s theory focuses on observational learning like imitating and modeling, which Student A does through out the days I have observed. When the teacher teaches her how to say a word, student A imitates the lip movement and sounds the teacher makes. “People acquire a wide range of behaviors, thought, and feelings through observing others’ behaviors and that these observations form an important part of children’s development” (Santrock, 2010, p. 31). As I observed Student A, I saw how she always focused on what the teacher was doing, she would do exactly what the teacher was doing, on my fourth observation, when they were doing math, student A was doing exactly
Social learning theory also has its own limitation. As we know that, nothing is perfect in the world. One of the limitations of social learning theory is the children who watch violent TV shows and some video games that convey bad meaning yet they never imitate it. When a person recognizes that the message is more towards their attitudes, the message take greater possibility to influence the learning behavior of that particular person (Cohen, Shumate, & Gold, 2007). Children are still young and they do not have the ability to differentiate which content of the TV shows are good and which are bad. They think that everyone in the TV shows act like this, so they can also act like what the actors did. The theory emphasis on what is happening with the children rather than how the children interpret the information that is given to them. Simply exposing them to model does not in itself ensure that they will attend closely to them (Bandura, 1971). Not every single child has the attention to concentrate on a single thing. Maybe there are some other things that distracted them from what is happening. Models who possess interesting and winsome qualities are sought out, whereas those who lack of pleasing characteristics tend to be ignored or rejected (Bandura,
What are theories of crime? Why are they important? In this paper, will discuss two crime theories. Social learning theory and the labeling theory. We will compare both crime theories. It will also explain how these theories are related to specific crimes. The two theories discussed will also explain the policy implications. Finally, we will address what types of programs can be created to mitigate specific crimes related to the causation theories.
I found that when I reflected on my learning process that I incorporated the most elements from constructivism than any other learning theory. I used elements from cognitive constructivism, social constructivism, and critical constructivism. I used the zone of proximal development, part of cognitive constructivism to help me learn because I watched and learned how to long board by having someone who knew how to and was able to show me and guide me throughout the process. For example, Eddie would tell me how to do it, and help me stay balanced on the board until I was comfortable enough to try on my own. An aspect of social constructivism that I used was informal learning. We practiced outside my dorm on a strip of sidewalk that I normally wouldn’t associate with education. It helped me to practice outside because it was a new environment and it was probably safer than practicing long boarding down a hallway. The last aspect of constructivism I used was thinking of the social consequences that would occur if I didn’t learn how to long board or if I fell off the long board. Since we were outside, people were constantly walking by us and could obviously see us. This means that if I fell or gave up, then other people would know and could judge me, as I know I would have judged or pitied others attempting the same task. Because I didn’t want to be judged or pitied I made myself practice until I looked semi graceful while long boarding, and didn’t fall as
Originally influenced by three weaknesses observed in the behaviorism model of learning (i.e., limited behavior range, the theory did not account for fluctuations in behavior, and only one type of learning was studied), Bandura’s (1989) model of the social cognitive theory of human development in turn has served as a catalyst for developmental psychologists and still remains its influence to this
In a general sense the theory of cognitive development is not just a single theory but a number of theories offered by a number of cognitive psychologists over the past century. In summary though, cognitive development is the processes by which learning is developed by the construction of thought processes, memory, solving problems, decision-making and covers the life span from childhood to adulthood, but learning does not necessarily stop with adulthood. This construction process is clinically known as “Constructivism”. In constructivism it is not the world, or society that is developing a child but it is the child that is taking in information and constructing themselves with the information that the society they live in has accumulated over previous generations.
Powell, Katherine C, Kalina, Cody J “Cognitive and social constructivism: Developing tools for an effective classroom” Education, Winter2009, Vol. 130 Issue 2, p241-250, 10p
Social cognitive theory of learning is a theoretical perspective that focuses on learning by observing others and eventually assuming control over one’s own behavior (Ormrod, 2011, p.323). Social cognitive theory is a perspective that helps us understand about learning by observing other people doing the same thing. This theory is a blend of behaviorism and cognitive psychology (Ormrod, 2011). Behaviorism theory relates to learning as a stimulus- response relationship and suggests that learning involves a behavior change whereas according to social cognitive theory learning is an internal process that may or may not lead to a behavior change. For example one might attempt to ride a bicycle as soon as they learn to ride the bicycle but learning how to put air in the bike may not be needed until the bicycle need air.
Jean Piaget’s cognitive development theory is focused on the belief that development precedes learning, specifically upon individual development of one’s knowledge through independent learning and experiences (Lourenco, 2012). Piaget’s theory discusses how an individual’s surroundings affect their development resulting in a series of changes in the understandings of their environment.
In a social constructivist view on learning the brain is a complex, flexible, ever changing organism that reshapes itself in response to challenge (Abbott & Ryan, 2001). Constructivism view is that knowledge is obtained and understood through a student’s mental framework (Abbott & Ryan, 2001). Learning is not a passive process but it is a deliberate and progressive process that deepens meaning (Abbott & Ryan, 2001). The student does not only reply on a teachers lectures but also on their interactions with the environment around them (Abbott & Ryan, 2001). In this view it is important that the teacher sees the student as the centre of teaching endeavours, by assisting them to obtain information they can integrate into their already known knowledge. There are many ways that a teacher can assist their students, one example is Scaffolding. Scaffolding is where a teacher provides students with just enough help in order to complete the tasks themselves, then over time decreasing the amount of help so that a student can master this themselves.
Growing up, everyone has different upbringings and everyone develops in different ways or at different rates. Their social class, social background, and or gender identities play a large role in the way which they perceive the world and in the way that the world perceives them. According to Vgotsky social interactions play a crucial role in the development of cognition. This term refers to the mental processes that are involved in gaining knowledge and comprehension. These processes include thinking, knowing, remembering, judging
As is mentioned in [10] and [24], Social Learning is usually introduced as a learning technique in environments where more than two agents act autonomously, where each one has its own information about and knowledge about the world and the other agents.
A couple weeks ago you asked the class if we thought we were individual or social learners. I said individual. In the moment it seemed like a lot to admit; I felt like I needed more time to evaluate myself. Since then, and thinking about it now, I realize that that that’s still true, I am an individual learner.But that’s not the basis of this paper. However, to answer the question raised, I would say that human cognition is inherently an individual process. Even if Finland, the country with the best schools, stresses outside group play instead of in class group work, Piaget’s stance that learning is an individual process makes sense. My own experiences and other assigned readings point to this conclusion.
Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism: Implications from theory for instruction and assessment. Constructivism in the Human Sciences, 9(1), 67-90. Retreived from: http://www.teach.valdosta.edu/whuitt/brilstar/chapters/cogdev.doc