Running head: RESEARCH PAPER 1

Cognitive Learning Theories Vs. Behavioral Learning Theories

Student Name

University
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Abstract

Human learning takes place in multiple ways, making it challenging to understand and

explain. Imagine how individuals acquire new ideas, adopt new behaviors, and advance their

knowledge. That said, experts or individuals have made lone steps to figure out how human

beings learn new things. It is given rise to two prevailing theories that explain how human beings

change behaviors and acquire new ideas or knowledge. Cognitive learning theory and behavioral

learning theory are two perspectives that help understand social learning and development.

Cognitive learning theory concentrates on how information is processed in the brain and how

learning happens through internal processing. Typically, it involves understanding how the

human mind operates while people learn. On the other hand, behavioral learning theory states

that behaviors are acquired or learned through interaction with the environment. Primarily it

entails response to inducements or conditioning. The research paper will exhaust the two theories

by checking the key concepts, historical development, Biblical review, and educational

implications.

Cognitive Learning Theories versus Behavioral Learning Theories

Undeniably, learning takes place throughout our lives, everywhere, and anytime. As a

child is born, he/she learns new things daily and acquire new behaviors. Behaviors, reasoning,

and thoughts change in every stage of development. The big question is, how do human beings

learn new ideas and adopt new behaviors. Indeed, individuals know that they learn, but they

don't know-how. That said, there is a discussion on the learning process in human beings. A

section of experts believes that learning happens in the brain, and human beings can participate

in the learning process by connecting new ideas with the preexisting ones. The other section

believes that learning occurs through external factors in the surroundings and how individuals
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react to them. The contradictions sparks debate between cognitive learning theory and behavioral

learning theory. Therefore, the paper exhausts the history of the two approaches, significant

ideas, education implications, Biblical worldview, and research support, to determine the most

effective learning theory. S

Historical Development

Cognitive Learning Theory

The cognitive theory of learning is primarily attributed to psychologist Jean Piaget

(Ormrod, n.d.). Through six-decade research in Switzerland, he developed an interest in the

origin of knowledge and forms it takes as it develops. The idea prompted Piaget and his

colleagues to conduct considerable research on how children think and learn everything

surrounding them. In 1936, Piaget developed Cognitive Learning Theory and concluded that

knowledge is actively constructed by learners based on the things they previously learned. In his

theory, it focuses on the learner's mind and how it dictates behavior. Despite Piaget's theory

dating back to the 1920s, it was until 1960 that it was recognized in the Western hemisphere

(Ormrod, n.d.). His work was inaccessible since it was written in French until John Flavell, an

American psychologist, translated it. He also used a clinical method that did not match the

standardized procedures used in research. Primarily, its logical discordancy compared to the

behaviorist view that everybody was well aware of. That said, he focused on mental events,

which by then was rejected by the majority. With all those challenges, Piaget's theory remains

the most popular today because of its diversity. It covers a wide range of relevant topics such as

logical reasoning, language, conceptions of time, moral judgments, number, and space.
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Vygotsky is also a pioneer of Cognitive theory. Before his death in 1934, he had

conducted multiple studies of children thinking (Ormrod, n.d.). Majorly, he focused on activities

that children could complete with adults' assistance, unlike Piaget, who focused on activities

children can handle independently. He concluded that children could handle more complex tasks

with assistance, besides admitting that children have different learning abilities. Notably,

Vygotsky's work became popular in the twentieth century when his work was translated into

English. Despite his inability to develop his research, the ideas are being utilized in many

contemporary theories today.

Behavioral Learning Theory

Edward Thorndike first figured out the idea of behavioral learning in the late 1890s

(Ormrod, n.d.). He placed a cat in a puzzle box with a door that only opened when a particular

device is suitably operated in his experiment. He observed how the cat was involved in

accidental behaviors to escape. The subsequent experiment so that cat getting out of the puzzle

box faster than the first experiment and the time reduced with proceeding experiments.

Thorndike then decided that knowledge entails making mistakes behaviors and steady engraving

in and stamping out specific actions resulting from consequences that certain behaviors bring.

Alternatively, Edward Thorndike also developed the law of effect, focusing on operant

conditioning (Ormrod, n.d.). He put a cat in a puzzle box to escape and reach a scrap of the fish

outside. With time, the cat realized that the box would open much faster when it stepped in a

lever and reached the fish. Thorndike then summed up that it is likely that behavior that is

followed by an exciting moment or action is going to be repeated.

Similarly, American Psychologist B.F Skinner majored in Thorndike's work and

anticipated that organisms acquired behaviors followed by inevitable consequences. He used the
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Skinner box to study the behavior of rats and pigeons. It gave rise to operant conditioning where

rats could press the bars, and plastic disks were stricken by pigeons to get food. Skinner then

concluded that a response followed by reinforcement is strengthened and is likely to reoccur.

Russian psychologist Ivan Pavlovian, the author of Classical Conditioned, researched dogs'

salivation in response to being fed. Initially, Pavlov assumed that dogs would salivate on the

food site, which was not true as they started salivating on hearing the footsteps of the one who

was feeding them. He later learned that the same response would be initiated anytime the dog

hears and object to associating food with.

In his temporal congruity law, the two stimuli should be presented close to each other for

learning to take place (Ormrod, n.d.). The idea was later developed by Watson, who wrote an

article in 1913 titled "Psychology as the behaviorist views it" after getting ideas from previous

behavioral learning findings. It is believed that the paper set straight assumptions regarding

methodology and behavioral analysis. In his article, he highlighted some assumptions and

misunderstandings. He concluded that all behavior is acquired from the environment. Besides,

behaviorism is not concerned with internal events but majorly observable behaviors. He also

suggested that psychology should be seen as a science and theories be supported with empirical

data.

Furthermore, Watson realized that there is a thin line between learning that takes place in

animals and human beings. Most importantly, the behavior is caused by stimulus-response.

Watson used his article to outline the principles of all behaviorists. In his theory, Watson

believed that an individual physical response provided insight into internal actions. Besides,

Watson conducted multiple experiments concerning child emotions, with the most memorable

one being little Albert. Undeniably, his work paved the way for many behaviorists and scientists.
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Notably, mental health professionals are applying the little Albert experiment in driving away

phobias.

Key Concepts

Cognitive Learning Theory

Cognitive learning theory majorly focused on the mind or mental ability in learning.

Piaget's Cognitive Learning theory focused on some key areas. Piaget proposed that children are

active and motivated learners and are actively eager about the environment, making them seek

information to broaden their understanding rather than responding to stimuli they encounter.

Besides, children organize what they learned from their past experiences (Ormrod, n.d.). That is

to say, they pull or apply their experiences depending on what the world presents. Piaget also

proposed that cognitive learning and development require the physical environment. He argued

that children act like young scientists even though they don't possess that scientific reasoning.

Furthermore, interaction with people is vital in the learning process. Indeed, children are

considered self-centered, but they have more to learn by interacting with people. Cognitive

learning claims that children react to the environment through accommodation and association.

Accommodation will involve adjusting the scheme to fit the environment, and assimilation

requires modifying the environment's perception to fit the scheme.

Moreover, Piaget proposes that a process of equilibrium promotes progression to

increasingly complex thoughts. That said, at a balance, they will be able to make and react to

presented activities using prior techniques, but as they grow, they encounter complex situations

beyond their scheme. Such thoughts cause disequilibrium that pushes them to make sense of

what they observe. As a result, it will help in developing their knowledge. Finally, cognitive
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learning theory argues that children at varying stages of life they reason qualitatively and

variedly. Cognitive development is associated with four developmental stages, of which its

unique lines of thought characterize each. The preoperational stage, formal operations, the

sensorimotor stage, and concrete operations are the four stages of mental development. For

instance, in the sensorimotor stage, how kids understand the environment relies on how they

interact with the environment. In contrast, informal operations stage, children can think critically

about the abstract.

Behavioral Learning Theory

Behavioral learning theory is based on different expectations. Learning principles should

equally apply to multiple characteristics and animal types. Behaviorists assume that learning is

similar in some animals and humankind (Ormrod, n.d.). That said, the principles that they have

derived from animals they are applying to human beings. Behaviorists also assume that the

learning process can be operative when stimuli and responses are incorporated into the study.

That said, they view learning as stimulus-response psychology and is the only way of achieving

objectivity. Besides, behaviorists also believe that they should be abandoned or minimized in

theoretical explanations and research explanations. This is because they cannot directly observe

and measure internal mental processes and should not measure learning.

Conversely, cognitive learning theory focuses on mental development and ability in

learning. Behavioral learning theory defines learning as a behavior change that is reflected in

individuals' actions. This is a direction that is dismissed by many psychologists. Additionally,

behaviorists also argue that organisms are brought forth as blank states. They don't have

predispositions to behave in a particular way and will acquire their unique behavior in the

surrounding. Primarily, behavioral learning theory attributes learning to environmental events. It

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ignores the term learning and associates every process with conditioning. Behaviorists propose

that psychologists explain most behaviors from the simplest to the most complex by utilizing few

learning methods.

Research Support

Cognitive Learning Theory

The research was conducted to prove the efficiency or importance of cognitive and

metacognitive skills in improving nursing reflective clinical reasoning. Indeed, strategies have

been deployed before, and the results have not been better. That said, practical clinical reasoning

will only be achieved when cognitive and metacognitive skills in critical and reflective thinking

are developed in nursing (Kuiper & Pesut, 2004). Education scholars have also supported the fact

that cognitive and metacognitive skills are vital in boosting clinical reasoning (Kuiper & Pesut,

2004). Another study on the importance of socio-cognitive support in collaborative learning was

also conducted to prove how this theory can help learners achieve more with videoconferencing

(Ertl, Fischer & Mandl, 2006). Indeed, videoconferencing has been proven to be effective in

facilitating communication between individuals or parties that are far apart. But the study

exploits how socio-cognitive can help in making it better.

Behavioral Learning Theory

Behavioral theory has also been utilized in multiple areas. A research study indicates how

behavioral learning theory can be used in marketing and promotions (Rothschild & Gaidis,

1981). According to the theory, conduct that is expressed continuously, the larger percentage will

happen again. This concept can be used in marketing, especially in low purchase situations, to

promote such products. The point is people will tend to buy what they than what they don't
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know. That said, by continuously showing them your products, they are likely to buy them. In

another article, it was unifying correlative learning instructions to uninterrupted and behavioral

knowledge. It claims that for an animal to survive, it will have to study the globe and take

appropriate measures (Duff & Verschure, 2010). The said skills are acquired through perpetual

and behavioral learning. But the right actions will entail accurate perceptions, and it also

involves acting on the world. The study concluded that for perpetual learning to be implemented

effectively, behavioral learning must be incorporated.

Educational Implications

Cognitive Learning Theory

Cognitive learning theory in education implies that students are responsible for their

learning process by utilizing their mental ability. Therefore, the teachers should act as their role

models by providing them with materials and support to better their understanding. Cognitive

learning theory exhibits multiple benefits, such as improving comprehension, since the students

learn through the hands-on methodology. Children will learn new concepts through mental

discomfort. Besides, students also develop problem-solving abilities since cognitive theory

teaches students to learn effectively and maneuver in all situations (Jaeggi, Buschkuehl, Jonides

& Shah,2011). It boosts long-term learning since students can build on their past learning

experiences allowing them to relate and apply in the new concept. Cognitive theory improves

learning skills and understanding in students, thus boosting their confidence. Most importantly, it

makes students develop a love for learning since cognitive theory allows them to participate

actively in learning.

Behavioral Learning Theory

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The behavioral theory implies that students will have to behave and respond proactively

to learn (Zimmerman & Schunk, 2003). Besides, students will need to be evaluated for a

behavior change to know the understanding. Repetition of stimulus-response habits strengthen

such habits, and students should replace break those habits to learn. Additionally, classical

conditioning can also help students acquire involuntary responses that can aid in learning.

Learners should break bad habits by replacing them with new ones. Finally, environmental

events will significantly determine what students will learn and what they won't.

Biblical Worldview

Besides, the Bible's usual learning that every believer understands is following the Lord's

ways and living long. That, walking away from the will of God will attract punishment.

Undeniably, that directive utilizes both observations, series of events, and the cognitive ability to

follow the way of Christ. In Proverbs 23: 26, "My son gives me your heart." Biblically, a

person's heart refers to his center of commitment and thought. That said, the wise man was

calling for the son's careful and close attention. He continued by saying, "Let your eyes observe

in my way." It is interpreted to mean that the young man is advised to learn and follow what the

wise man is doing (Olusegun, Olutunde & Oluwatoyin, 2014). The verse applies behavioral

theory by asking the son to capture the older man's good behaviors and plant them in his heart.

Besides, there is also some cognitive learning element where the young can utilize his center of

commitment and thought to do the right thing. "Stand at the crossroads and look: ask for ancient

paths, ask where the good way is, and walk in it, and you will find rest for your souls" (Jer 6:16).

It calls for observational learning by assessing the lives and characters of others. Behavioral

learning theory is applied when the Bible asks to look at the events and find the right way.

Unquestionably, the cognitive theory will be required to utilize the mental ability to choose
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between right and wrong. "Love the Lord your God with all your heart and with all your soul and

with all your strength" (Deut 6:5). Therefore, to succeed, one must give all his attention to the

Lord, requiring attending behavior (Olusegun, Olutunde & Oluwatoyin, 2014). It is a

combination of both cognitive learning and behavioral learning.

The Greatest Active Learning Theory

Despite the assumptions of behavior theory, I believe it is the most effective. The

approach focuses on the observable change in behaviors that revolves around all human beings.

The environment that people live in will influence their behaviors (Ormrod, n.d.). Environmental

events will necessitate learning. Naturally, human beings respond to the events surrounding

them. For instance, when a flood is coming, human beings will respond with fear and start

moving to a safer place. The change in behavior and events can be noticed almost immediately

as they happen. Besides, it is about stimuli and response, which are vital in classical and operant

conditioning as this is vital in changing behavior. Most importantly, it determines how students

react and behave in class. It is upon the teacher to change the events to mold the behavior of

students. For instance, a teacher can introduce punishment for children who make noise and

introduce gifts to most disciplined students. Most importantly, behavioral learning is also

Biblical as God directs us to follow His ways to enjoy everlasting life.

Conclusion

Cognitive learning and behavioral learning theory are essential in facilitating the learning

process. Despite that, they differ in many ways as cognitive learning theory involves how the

human mind operates while learning, while behavioral learning theory entails response to

inducements or conditioning. Behavioral learning theory states that behaviors are acquired or
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learned through interaction with the environment. In contrast, cognitive theory majors on the

brain dispensation of ideas and how learning happens through internal processing. Cognitive

learning theory helps in improving comprehension, learning new concepts through mental

discomfort, students also develop problem-solving ability since cognitive theory teaches students

to learn effectively and maneuver in all the situations, it boosts long-term learning since students

can build on their past learning experiences allowing them to relate and apply in the new

concept, improves learning skills and understanding in students. It makes students develop a love

for learning since cognitive theory gives students a chance to participate and learn proactively.

On the other hand, behavioral learning theory has implications such as student learning when

they can behave, respond actively, and evaluate students to understand and change their

behavior. Repetition of stimulus-response habits strengthens such habits, and students should

replace them to learn. Classical conditioning can also help students acquire involuntary

responses that can aid in learning. Learners break bad habits by replacing them with new ones.

Furthermore, the Biblical worldview on learning behavior expresses both the theories of

learning. That said, they are both critical in the diverse learning experience. Despite that, I think

that behavioral learning theory should be used the most.

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References

Duff, A., & Verschure, P. (2010). Unifying perceptual and behavioral learning with a correlative

subspace learning rule. Neurocomputing, 73(10-12), 1818-1830. doi:

10.1016/j.neucom.2009.11.048.

Ertl, B., Fischer, F., & Mandl, H. (2006). Conceptual and socio-cognitive support for

collaborative learning in videoconferencing environments. Computers &

Education, 47(3), 298-315.

Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2011). Short-and long-term benefits of

cognitive training. Proceedings of the National Academy of Sciences, 108(25), 10081-

10086.

Kuiper, R. A., & Pesut, D. J. (2004). Promoting cognitive and metacognitive reflective reasoning

skills in nursing practice: self‐regulated learning theory. Journal of advanced

nursing, 45(4), 381-391.

Ormrod, J. Human learning.

Olusegun, A., Olutunde, O., & Oluwatoyin, B. (2014). Biblical Perspectives on Albert Bandura

Theory of Observational Learning. International Journal Of Philosophy And Theology

(IJPT), 2(3). doi: 10.15640/ijpt.v2n3a13.

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Rothschild, M., & Gaidis, W. (1981). Behavioral Learning Theory: Its Relevance to Marketing

and Promotions. Journal Of Marketing, 45(2), 70. doi: 10.2307/1251666.

Zimmerman, B. J., & Schunk, D. H. (2003). Albert Bandura: The scholar and his contributions to

educational psychology.