4.5 min. video, 1 min. read.
Bush (2006) argues that the 1920s ushered in the new psychological theory of behaviorism; “only observable, measurable, and outward behavior was worthy of scientific inquiry.” The concept was that proof of learning was visible only by changed behavior. Bush proposes that behaviorism is based on the relationship between feedback and increased understanding. The author describes scientists as connectionists, exposing the link between stimulus, response, and conditioning. Behaviorism has inherent weaknesses as it does not account for the mental processes related to learning (Bush, 2006). As a result, the shift to cognitivism began in the late1950s.
Bush (2006) proposes that cognitive science emerged from psychology, computer science, neuroscience, philosophy, anthropology, and linguistics. The researcher contends that scientists began studying the bridge between cognition and language, information theory, and the emerging field of computer science and saw similarities between the brain and central processing units (CPUs). Bush suggests that at that time, computer science was starting to develop in the fields of “cybernetics, artificial intelligence, and using computers to simulate cognitive tasks.” Collaborations among multiple disciplines launched learning theories like information processing theory (garbage in garbage out) and constructivism (Bush, 2006).
Conclusion
Cognitivism resulted as a natural progression from behaviorism and led to information processing and constructivism theories. Although the approaches are classified differently, further investigation will reveal some overlap of the tenets.
Comments are gratefully received at the bottom of this page
References
Bush, G. (2006). Learning about learning: From theories to trends. Teacher Librarian, 34(2), 14-18.
Brain image credit Milad Fakurian from Unsplash
Commentaires