Developmental Theory
This course deals with Development and Leaning. Material on development is found on the DEVELOPMENTAL THEORY page.
Material on Learning is presented in terms of two theories, Behavioural and Cognitive. Links to this material are presented below.
Behavioural Theory
Many types of psychology try to explain the inner forces which affect our behaviour. Behavioural psychology attempts to deal only with the relationships between observable behaviour and observable conditions in the environment. Behaviourists have conducted their most basic research in animal laboratory studies. The researchers claim that such experiments reveal fundamental principles clearly unclouded by suppositions about human intentions. Their interest does not stop in the animal laboratory, however. Behaviourists are intensely interested in applying laboratory research findings to explaining the functioning of human beings in a wide range of life situations including the functioning of teachers and students in schools. Some educators are interested in behavioural theory because they see in it a way to control what happens in their classrooms. Likely, all educators should become familiar with behavioural theory because much of contemporary education is based on it. This is true even though most educators are only vaguely aware of what the behaviourists teach.
Cognitive Theory
Cognitive theory provides a strong contrast to behavioural theory. While behaviourists try to construct an understanding of human functioning strictly on the basis of observable behaviour, treating our heads as closed black boxes, cognitive psychologists use conjectures about the processing that goes on in our minds as an integral part of their theory. Of course, cognitive psychologists have to use the same sort of observable evidence as behaviourists, but they reject the idea that the behaviour is the most important thing. Cognitive psychology looks at behaviour as an expression of the thoughts and ideas in the mind. Cognitive theory is concerned with mental processing as an explanation of behaviour.
Implications of the Theories
Implications vs. Applications
The distinction between implications and applications is significant. Implications provide a way of thinking about educational challenges. Applications tend to preclude thought by, in effect, saying "Here is the solution. Do this." While implications will sometimes be applications, they more often are generalized approaches to problems where specific actions will need to be thought out for particular cases. In general, behavioural theory is more oriented toward suggesting specific applications while cognitive theory seldom does.
In this section we will begin the process of examining the implications of behavioural and cognitive theory for a few important educational concerns: motivation, evaluation, instruction, and technology. These are just a sample of the possible areas which could be considered, but they should provide a template for looking at other concerns and issues in a similar manner.
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