Behavioral Learning Theories and Cognitive Learning Theories
In contiguity learning, two events are repeatedly paired together and become associated in the learner's mind.
Behaviourist theories are also seen to have a reductionist attitude since it considers human behaviour as mechanical and simply the product of stimulus-response. It ignores human beings’ complex thought processes and emotions. Behaviourist theories of learning’s principles were only tested on animals, which this could not necessarily apply to human behaviour, which behaviour is much more complex. Elsewhere other theorists have argued that learning can be understood throughout diverse aspects however on cannot ignore cognitive factors, something that behaviourists did. This approach does not seem adequate for HR practitioners since it does not perceive individuals as capable to learn on their own. Given this brief overview of the strengths and weaknesses of both learning theories, it is now optimal to understand which of these learning theories can be of more use to an HR practitioner, if in fact they are and even propose new learning theories keeping in mind their relevance to HR practice. On one hand, learning in Human Resources Development has more often than not posed different challenges.
Learning should be sequential in the sense that the items to be learned should be presented according to their level of difficulty.
In music classical conditioning is where students can be conditioned to like or enjoy a piece of music. For example if a classical song is being played that the students don’t know or like the teacher can play it repeatedly so they can get an understanding of it and eventually the students will enjoy the music because of the repetition of the song being played. There response to the song might be in the way of moving their bodies, tapping their feet or nodding their head.
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Huitt, W. & Hummel, J. (1999). Educational Psychology. Web.