THEORY OF BEHAVIOR
THEORY OF BEHAVIOR
|ACTIVITY THAT THE INDIVIDUAL PERFORMES ON THE OBJECT||PHYSICAL AND MENTAL ACTIVITY PERFORMED BY THE INDIVIDUAL ABOUT THE OBJECT, AT THE SAME TIME THE OBJECT REACTS AGAINST THESE ACTIONS|
|THE APPRENTICE IS A SERIES OF RESPONSES|
TRIGGERED BY THE STIMULUS
|THE APPRENTICE OPERATES IN THE ENVIRONMENT AND RECEIVES A REWARD FOR CERTAIN CONDUCT.||BASED ON PSYCHOLOGY DEVELOPMENT||BASED ON PSYCHOLOGICAL DEVELOPMENT AND SOCIAL INTERACTION|
|INVOLUNTARY BEHAVIORS||SPONTANEOUS BEHAVIORS||THE COGNITIVE POTENTIAL OF THE SUBJECT DEPENDS ON THE DEVELOPMENT STAGE IN WHICH HE IS||THE COGNITIVE POTENTIAL OF THE SUBJECT DEPENDS ON THE QUALITY OF SOCIAL INTERACTION OF THE SUBJECT|
|STIMULUS REINFORCEMENT||REINFORCEMENT OF BEHAVIORS||DEVELOPMENT CONTROLS LEARNING||LEARNING PREVENTS DEVELOPMENT|
|PASSIVE SUBJECT||ACTIVE SUBJECT||MATURITY FOR LEARNING IS DEFINED BY THE LEVEL OF KNOWLEDGE OF THE CHILD||THE MATURITY OF LEARNING IS DUE TO DEVELOPMENT IN THE COMPETITION THAT THE CHILD SHOWS WITH THE HELP OF OTHERS|
|ENVIRONMENT ON THE SUBJECT||SUBJECT ACT ON THE ENVIRONMENT||CONSTITUTE YOUR KNOWLEDGE INDIVIDUALLY||CONSTITUTES KNOWLEDGE BY OBSERVING OTHERS|
|LEARN BY THE ASSOCIATION OF STIMULUS||LEARN FROM THE CONSEQUENCE THAT CAUSES BEHAVIOR||AFFIRMS THAT LEARNING IS THE BASIS OF LANGUAGE, DEPENDS ON COGNITIVE DEVELOPMENT||AFFIRMS THAT LANGUAGE IS A TOOL FOR LEARNING AND LEARNING DEVELOPS|
|IT IS THE COMBINATION OF 2 FACTORS, STIMULUS AND RESPONSE, BEHAVIOR IS INTERNAL||BEHAVIOR IS EXTERNAL AS IT HAS AN EFFECT ON THE OUTER WORLD||THE COGNITIVE SYSTEM IS WHAT STRUCTURE MEANINGS AND SIGNIFICANT LEARNING||ONLY IN A SOCIAL CONTEXT IS THE|
|NO VOLUNTARY FUNCTION IS PERFORMED, REACTION TO THE STIMULUS||ACTION IS CARRIED OUT|
EITHER TO AVOID THE STIMULUS OR PUNISHMENT
|IT IS STIMULATED UNDER THE|
|SEEKING A CHANGE OF CONDUCT||SEEKS CHANGE OF CONDUCT||LOOKS FOR THE ACQUISITION OF KNOWLEDGE BY COGNITIVE MEANS||LOOK FOR THE|
ACQUISITION OF KNOWLEDGE BY SOCIAL INTERACTION
|IT TENDS TO EXTINCTION IF IT IS NOT PRESENTED IT IS STIMULUS||TEND TO EXTINCTION IF THE STIMULUS IS NOT PRESENTED||ORIGINS WITHIN A COGNITIVE AND SENSORIOMOTOR CAPACITIES||THE ORIGIN OF A SOCIETY WITHIN A HISTORICAL CULTURE|
|IS BASED ON ANALYSIS OF OBSERVABLE BEHAVIORS||IS BASED ON ANALYSIS OF OBSERVABLE BEHAVIORS||BASED ON THE PASSAGE BY VARIOUS TRANSACTIONS AND COGNITIVE ABILITIES||THE INDIVIDUAL BUILDS HIS KNOWLEDGE BECAUSE HE CAN READ, WRITE AND ASK OTHERS.|
|LEARNING ONLY OCCURS WHEN A CHANGE IN BEHAVIOR IS OBSERVED||CRITICIZING THE PUNISHMENT SAYS THAT WHEN THE PUNISHMENT IS REMOVED THE CONDUCT RETURNS TO APPEAR||THE TEACHERS WORK INTERACTIVELY SERVING AS MEDIATORS FOR THE LEARNING OF THE STUDENTS||TEACHERS SEEK TO KNOW THE POINTS OF VIEW OF STUDENTS.|
|IT HAS INFLUENCE ON EDUCATION THANKS TO THE CONTRIBUTIONS OF THE BEHAVIORAL THEORY||IT HAS INFLUENCE ON EDUCATION THANKS TO THE CONTRIBUTIONS OF THE BEHAVIORAL THEORY||THE STUDENTS ARE SEEN AS THINKING BEINGS WHO HAVE THEIR OWN THEORIES TO MAKE THE WORLD||CURRICULAR ACTIVITIES ARE BASED ON PRIMARY INFORMATION SOURCES AND THE HANDLING OF MATERIALS|
WHAT ARE THE TYPES OF LEARNING?
People perceive and learn things in different ways and through different channels, this implies different systems of representation or receiving information through different sensory channels. In addition to the different communication channels that exist, there are also different types of students. Studies on the different types of learning have been carried outwhich have determined what part of the learning capacity is inherited and which is developed. These studies have shown that traditional beliefs about the most favorable learning environments are wrong. These beliefs hold statements such as: that students learn best in a quiet environment, that good lighting is important for learning, that the best time to study is in the morning and that eating makes learning difficult. According to the information we currently have, there is neither a universal learning environment nor an appropriate method for everyone.
- MEMORISTIC OR REPETITIVE LEARNING : occurs when the student memorizes contents without understanding them or relating them to their previous knowledge, does not find meaning to the contents.
- RECEPTIVE LEARNING : in this type of learning, the subject only needs to understand the content to be able to reproduce it, but does not discover anything
- LEARNING BY DISCOVERY : the subject does not receive the contents passively; discover the concepts and their relationships and rearrange them to adapt them to their cognitive scheme.
- SIGNIFICANT LEARNING: it is the learning in which the subject relates his previous knowledgewith the new ones thus giving them coherence with respect to his cognitive structures.
- LEARNING OF MAINTENANCE :described by Thomas Kuhn whose purpose is the acquisition of criteria, methods and fixed rules to deal with known and recurrent situations.
- INNOVATIVE LEARNING : is one that can withstand changes, renovation, restructuring, and reformulation of problems. It proposes new values instead of conserving the old ones.
- VISUAL LEARNING : people who use the system of visual representation see things as images because representing things as images or graphics helps them remember and learn. The ease of the visual person to move from one topic to another favors the creative work in the group and in the social learning environment. Also, this way of proceeding can irritate the visual person who perceives things individually.
- AUDITIVE LEARNING : an auditory person is able to make the most of group discussions and social interaction during their learning. The debate is a basic part of learning for an auditory student. Auditory people learn by listening and paying attention to emphasis, pauses, and tone of voice. An auditory person enjoys the silence.
- KINESTHETIC LEARNING: people with kinesthetic representation systems perceive things through the body and through experimentation. They are very intuitive and they especially value the environment and participation. To think clearly they need movement and activity. They do not attach importance to the order of things. Kinesthetic people are relaxed when talking, move and gesticulate. They speak slowly and they know how to use the breaks. As a public, they are impatient because they prefer to take action.
Thanks to these authors have made many advances in the teaching methodologies that should be implemented in classrooms, pavlov theory can be very useful as long as we know how to make the correct use of it and not fall into the routine , nor in the type of traditional education in which the boy and the girl are a tabula raza.
In the same way, you can make a combination of strategies by implementing the theory of each of these authors taking each of the best and thus improve each day the methods we use in the classroom when transmitting our knowledge in the education of boys and girls.