Module 2

Cognitivism as a Learning Theory

In Kerr's blog (2007), the author explains, views by Downes and Kapp, that Kapp supports that learning can be described through the construct of behaviorism. Kapp maintains that stimulus and response are strong components in reinforcing and maintaining behavior. Downes argues that behaviorism has been abandoned and that learning can only be described through the construct of cognitivsm.

In Kapp’s blog (2007), the author states that no theory is complete. Cognitivism and behaviorism only give part of the explanation of learning. One has to sift through and choose the best elements of any learning theory.

In response to the two blogs, I have to agree with Karl Kapp’s moderate and inclusive view of choosing the best elements of any learning theory to describe how one learns. I don’t think that you can take a “black and white” or “cut and dry approach” to most topics of discussion, especially learning theory. There are “layers of gray” to one’s point of view.

Heredity does play a big role in how students learn. My older son is an analytical thinker like his father. I, on the other hand, don’t have an analytical bone in my body. However, I am the one who has spent the most time with my son who is now sixteen (as a parent) than his father. My younger son has ADDHD and Asperger’s. His learning is also hereditary.

The biology of his brain has kept him from having difficulty with social cues, figurative language, empathy, and so forth. With medication and “the blood, sweat, and tears” of his mother (me), the biology of his brain has been altered so that he can focus in class and maintain more appropriate classroom behavior. Plus, I have worked hard over the years to "train" my son in thinking figuratively, have empathy, and to attend to many social cues. Have I been successful? In many ways, yes. Frustration assaults me when I feel that he should be further in his development socially.

Both of my sons have benefitted from the environment in their learning (behaviorism). My older son entered gifted classes in kindergarten and I also made sure that he was enrolled in summer enrichment programs through the college and the school system. I read lots of books to my older son (and younger son) starting when he was a baby.

My younger son had lots of behavior modification with the help of a psychologist. One summer, he had to take one small bite of the same food everyday for a week. (This child has a very limited diet of foods that he will eat.) He was rewarded for taking that one small bite (after lots of encouragement and some frustration). One summer, after failing the 3^rd grade CRCT, I tutored him at home instead of sending him to summer school in preparing for the retest. My principal and I both agreed that summer school would not be effective. We worked an hour a day in reading and math. The psychologist recommended that breaks should be taken throughout the test, such as after a story was read and answered. The IEP had been changed earlier that year to reflect testing changes. The retest score went from a failing grade to the excellent range. The quite difficult child that I love didn’t get smarter. His environment was changed so that he could take more breaks and experience less frustration. Today, he is in the 10^th grade and attends a high school with an excellent autism program. Just this past summer, I was able to use a small amount of money to modify his behavior. The rewarded behavior was to walk a mile or more everyday, brush his teeth—am and pm, and shower daily. Since money is now a tangible reward (wouldn’t respond to money as a significant reward in the past), my child is healthier and cleaner now.

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html