cognitive learning vs behavioural gb

8/3/2019 Cognitive Learning vs Behavioural GB

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COGNITIVE LEARNING V/S BEHAVIOURAL

LEARNING THEORY..CAN LEARNING BEMEASURED???....

Submittedby:-

Meghalakhanpal

Renu sudan

KanikaKashyap

Mohit Sethi

Dheeraj


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DEFINITIONS: LEARNING IS:

1. a persisting changein human performanceor performance potential . . . (brought) aboutas a result of the learners interaction with the

environment (Driscoll, 1994).

2. the relatively permanent changein apersons knowledge or behavior due to

experience (Mayer, 1982).

3. an enduring changein behavior, or in thecapacity to behave in a given fashion, whichresults from practice or other forms ofexperience (Shuell, 1986).


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TYPES OF LEARNED BEHAVIORS

1. Physical behavior We learn many physical behaviors to respond to a situation e.g. learn to

walk , talk , interact with others,

Consumers learn certain physical activity through the process ofmodeling, in which they mimic the behavior of other individual such as

celebrities.

2. Symbolic Learning and problem Solving Traffic signs , McDonald's Golden arches, slogans etc. and also the

cognitive process.

3. Affective Learning Human learn to value certain elements of their environment and dislike

others. As a result they develop certain favorable and unfavorableattitudes towards some product which depends upon their wants needsand goals .


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4 ELEMENTS OF LEARNING Motives

Motives arouse individuals and as a result they respond. This arousal

function is essential because it activates the energy needed to engage inlearning activity.

By achieving the goal ,the arousal reduces, but have a greater tendency tooccur again, that is why marketers put their product in a way that whenrelevant consumer motive arouse their products are their to satisfy theneed.

This result that consumer will learn a connection b/w the product andmotive .

Cues Capable of providing direction i.e. it influences the manner in which

respond to motive.e.g. hungry man is guided by restaurant signs or aromaof food.

Response Mental or physical activity in reaction to a stimulus satiation.

Reinforcement Anything that follows the response and increase the tendency of response to

reoccur in a similar situation.


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1.1 THEORIES: BEHAVIOURAL

Primary Focus Observable behaviour Stimulus-response

connections

Assumptions Learning is a result of

environmental forces

Subcategories Contiguity Respondent

(Classical) Operant (Instrumental)

Major Theorists Thorndike Pavlov Watson Skinner
http://../behsys/behsys.htmlhttp://../behsys/behsys.html


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BEHAVIORISM IN THE CLASSROOM

Rewards andpunishments

Responsibility forstudent learningrests squarely

with the teacher Lecture-based,

highly structured


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CRITIQUES OF BEHAVIORISM

Does not account for processes takingplace in the mind that cannot be observed

One size fits all

Knowledge itself is given and absolute

Programmed instruction & teacher-proofing


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1.2 THEORIES: COGNITIVE

Primary Focus Mental behaviour Knowledge

Intelligence

Critical Thinking

Assumptions Learning is a result of

mental operations/processing

Subcategories Information Processing

Hierarchical

Developmental

Critical Thinking

Major Theorists

Bloom Piaget

Gagne


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COGNITIVISM IN THE CLASSROOM

Inquiry-orientedprojects

Opportunities for thetesting of hypotheses

Curiosity encouraged Staged scaffolding


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CRITIQUES OF COGNITIVISM

Like Behaviorism, knowledge itself is givenand absolute

Does not account enough for individuality

Little emphasis on affective characteristics


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BEHAVIORAL VS. COGNITIVE VIEWSOF LEARNING

These traditions in learning theory have existed for decades. They give differentanswers to the fundamental question, What is learned when learning takes place?

Behaviorists say: Specific

actions

Cognitivists say: Mental

representations

For example, in a Skinner Box, arat may receive a food rewardevery time he presses the bar. Hepresses faster and faster. Whathas he learned?


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These traditions in learning theory have existed for decades. They give differentanswers to the fundamental question, What is learned when learning takes place?

Behaviorists say: to

press the bar.

Cognitivists say:

For example, in a Skinner Box, arat may receive a food rewardevery time he presses the bar. Hepresses faster and faster. Whathas he learned?

that pressing produces food.


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Cognitivism(learns that)

1. Learning takes place in the mind, not in behavior. It involves the formation ofmental representations of the elements of a task and the discovery of how theseelements are related.

2. Behavior is used to make inferences about mental states but is not of interest initself (methodological behaviorism).

3. EXAMPLE: Tolman & Honziks experiment on latent learning. Tolman, a pioneerof cognitive psychology, argued that when rats practice mazes, they acquire acognitive map of the layoutmental representations of the landmarks and theirspatial relationships.


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ANALYSIS OF THE TWO

To finalise the analysis of the two theories, one cansummarise five important aspects that determineeach theory individually, and follow it up by answeringthe question: Which theory is favoured?

The view of the learning processfor a behaviorist ischange in behavior, while a cognitivist views internalmental process (including insight, informationprocessing, memory and perception).

The locus of learningfor behaviorists is the stimuli inexternal environments, whereas cognitivists haveinternal cognitive structuring.


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The purpose of educationin terms of behaviorists is toproduce behavioral change in a desired direction, andcognitivists develop capacity and skills to learn better.

The teachers role through behaviorists is to arrange theenvironment to elicit desired response, while a cognitivistmay structure the content of a learning activity.

And the manifestation in adult learningin relation tobehaviorists include; behavioral objectives; competencybased education and skills development and training. Acognitivist side would include; cognitive development;intelligence, learning and memory as a function of age;and learning how to learn (Merriam & Caffarella).


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MEASURES OF

CONSUMERLEARNING


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GOALS OF CONSUMER LEARNING

Increase Market Share

Brand Loyal Customers


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MEASURES OF CONSUMER LEARNING

Recognition & Recall Measures

Cognitive Measures

Attitudinal & Behavioral Measures


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RECOGNITION & RECALL

RECOGNITION tasks are when information is placedbefore the consumer.

RECALL tasks are when the consumer must retrievethe information from long term memory without anyprompting.


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COGNITIVE MEASURES

Degree to which consumers accurately comprehend theintended advertising message.

PRETESTING

POSTTESTING


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ATTITUDINAL & BEHAVIOURAL

MEASURES BEHAVIOURAL measures are based on observable

responses to promotional stimuli- repeat purchasebehaviour.

Eg: Bakery- Doughnut

ATTITUDINAL measures are concerned with consumersoverall feelings about the product and the brand and theirpurchase intention.

cognitive learning vs behavioural gb

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