Journal Article 1
The first journal article I reviewed was Peel, D. (2005). The significance of behavioral learning theory to the development of effective coaching practice. After reading the article I discovered the Behavioral Learning method is extremely effective. The focus of this article is developing an effective coaching practice, as the title of the article states. A major key I took from this article is rewarding over punishment or non-rewarding system. For instance, “Thorndike (1911) developed his ‘Law of Effect’, which stated that behaviors that were rewarded tended to recur, while behaviors that were punished or not rewarded tended to weaken. Later, Thorndike (1931) refined his ‘Law of Effect’ to reflect the fact that he found that punishment did not weaken the stimulus-response connection, rather it lead subjects to avoid the situation or initiated feelings of anxiety or fear.” This is a perfect example of behavioral learning, rewarding good behavior to gain the desired behavior. What did surprise me was the negative behavior not being punished or not rewarded. I understood the anxiety and fear that is associated with punishment however, I did not believe it would cause a negative outcome. I believed that punishment would also create the desired behavior by the subject learning from their mistakes.
Journal Article 2
The second journal article I read in the Behavioral Learning Theory is Stephen D. Truscott email the author, Donna Kreskey, Michelle Bolling, Lynnae Psimas, Emily Graybill, Kizzy Albritton, Allison Schwartz. (2012). CREATING CONSULTEE CHANGE: A THEORY-BASED APPROACH TO LEARNING AND BEHAVIORAL CHANGE PROCESSES IN SCHOOL-BASED CONSULTATION. The reason this article was selected was due to the focus on teaching methods and how it pertains to teaching students, compared to students requiring the behavioral learning. People learn differently, some are textile, visual, and listening learners. The focus on this article is the support system for each student. An example of this is consulting ‘Diverse fields like special education, school psychology, general education, and school counseling all include SBC as a major service delivery option. SBC models range from experts delivering services through teachers (e.g., Bergan, 1977; Caplan, 1970) to more egalitarian approaches focused on collaborative efforts and shared responsibilities” The support system for students and being able to have more access to different options of learning. This allows the student to be comfortable and allows the teachers to have more tools to teach students who are having a hard time. As stated before, every student learns differently, when teachers are given the tools to work with students, the students will have a higher success rate.
Journal Article 3
The third journal article I read is regarding Cognitive Learning Theory. The article, Kalyuga, S., & Singh, A.-M. (2015). Rethinking the Boundaries of Cognitive Load Theory in Complex Learning, focuses on short term memory and long-term memory and how it relates to complex learning. This is important due to our abilities to learn and how much stress we place on our working memory or short-term memory. Our short-term memory is used to process what is basically not essential, for instance, completing a discussion board forum. Our long-term memory are those that are essential, for example, communication skills. “We are apparently evolved to be genetically predisposed to acquire such evolutionary essential schemas or information patterns in a rapid and implicit way (e.g., skills in speaking and listening basic native language). However, we have not evolved to be predisposed to acquire in this way biologically secondary knowledge such as scientific knowledge or abilities to write and read, and therefore, we are not naturally motivated to learn such knowledge.” The article gives information on how to strengthen short term memory and skills into long term memory. This is extremely important today, based on the careers and being successful in life.
Journal Article 4
The fourth article regarding Cognitive Learning Theory is regarding self-motivated students and the cognitive ability for different students. The article, Marcus, Credé. Alison, Phillips. (2011). Learning and Individual Differences. Learning and Individual Differences, uses the example, “For example, a student’s motivations, cognitions, and learning behaviors for academic tasks may vary across different classes (e.g., advanced seminar in chosen major versus a required general education class), and even across different tasks within the same class (e.g., studying for a multiple choice exam versus writing a term paper).” This is completely true; I selected this article based on the different abilities and motivating factors for each student. Each student as their desired goals and what they deem is successful. The motivation that each student will have is different for each one. For instance, if a student is attending college because their parent says they need to for successful future, will most likely have less motivation than a student who is there to obtain knowledge and skills for their future careers. There is also the environmental aspect of motivation, from home to social environment. All of these are great articles and I will elaborate more on my final research paper.
Peel, D. (2005). The significance of behavioral learning theory to the development of effective coaching practice. The Significance of Behavioural Learning Theory to the Development of Effective Coaching Practice., 18–28. https://radar.brookes.ac.uk/radar/file/1e6bf529-2fd7-4517-9217-84e33cdc8a9c/1/vol03issue1-paper-02.pdf
Stephen D. Truscott email the author, Donna Kreskey, Michelle Bolling, Lynnae Psimas, Emily Graybill, Kizzy Albritton, Allison Schwartz. (2012). CREATING CONSULTEE CHANGE: A THEORY-BASED APPROACH TO LEARNING AND BEHAVIORAL CHANGE PROCESSES IN SCHOOL-BASED CONSULTATION. CREATING CONSULTEE CHANGE: A THEORY-BASED APPROACH TO LEARNING AND BEHAVIORAL CHANGE PROCESSES IN SCHOOL-BASED CONSULTATION, 1. https://psycnet-apa-org.ezproxy.liberty.edu/fulltext/2012-09289-005.html Kalyuga, S., & Singh, A.-M. (2015). Rethinking the Boundaries of Cognitive Load Theory in Complex Learning. Educational Psychology Review, 28(4), 831–852. https://doi.org/10.1007/s10648-015-9352-0
Marcus, Credé. Alison, Phillips. (2011). Learning and Individual Differences. Learning and Individual Differences, 337–346. https://www-sciencedirect-com.ezproxy.liberty.edu/science/article/pii/S1041608011000379?via%3Dihu
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