The Psychology of Learning: Theorists and Learning Theories Discussion

This discussion post examines the evolution of learning theories, exploring how research informs our understanding of learning. It delves into the generalization of animal behavior to humans, critiques potential biases in animal research, and analyzes the contributions of key theorists like Skinner, Thorndike, and Pavlov. The post also investigates the strengths and limitations of behavioral research, particularly concerning animal studies, and their relevance to human learning. It explores the impact of different learning theories on educational practices and highlights the importance of understanding the historical context of these theories. The author argues that while behaviorist theories had limitations regarding animal and human generalizations, they led to the discovery of cognitive functioning applicable across a broader degree of variance. The post emphasizes the significance of these contributions in analyzing learning patterns and determining effective instructional methods in various learning settings.

Running head: DISCUSSION 1
Discussion: Theorists and Learning Theories Paper
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DISCUSSION 2
Discussion: Theorists and Learning Theories
1. How the Research Informs Our Understanding of Learning
During the last century, educational researchers have suggested several theories towards
the explanation of how human beings obtain, process, and utilize the knowledge and set of skills
(Rollin, 2006). The main aim of this research was to determine the basic laws of education and
behavior that may be extended to further elucidate more complex human mannerisms. Research
results were significantly based on the observed behavior of lower life forms using the
conception that the laws of learning could be generalized, thus purporting that examinations
performed on laboratory animals may be inferred to humans as well. Hence, the research
informed a set of basic principles in the study of learning which suggest that a more basic form
of understanding could be applied in broader contexts, such as in educational institutions.
Studies also suggest that these experimental approaches may be used in associatonistic
research models, such as (Chomsky, 1983):
i. The use of word connections to understand a correlation of ideas
ii. The relationship human tendencies, as a result of sensations and instincts
iii. The association between reflexology and sensations
2. Can Animal Behavior Really Be Generalized To Human Behavior?
Major criticisms of this generalized form of research argues that it is false to assume that
findings governed by laboratory constraints could reveal laws of learning in a broader context.
While these criticisms have assumed many forms, the most dominant argument claims that the
extrapolation of inferences from animals to humans relatively ignores the biological inclinations
of their animal subjects. Hence, these generalizations not only ignore the true human nature, but
also distorts the potential for human learning capacities and motivations (Chomsky, 1983).

DISCUSSION 3
3. What Factors In Animal Research Might Bias The Results?
According to Skinner, for instance, the behavioral and learning process is based on both
our physiological process and the environment in which we reside. Similarly, he posited that our
reaction to the environment, much like in animals, is reinforced by our surrounding, rather than
our free will. As such, any overt tendencies may be used to interpret covert behavior, without
having to reference possible cognitions and metaphysical aspects. This resulted in a behavioristic
method referred to as situationism, whose bias gives little attention to biological superiority or
possible social learning influences. This animal research is, thus, biased with regard to
empiricism (Dennis, 2012).
Correspondingly, the animal research assumes that the conditions of learning are similar
across species, which is an illogical rationale. Secondly, the research may have led to biased
outcomes because the animals used were confined to artificial surroundings, which were far
different from their original habitat. As such, any information acquired in this case may not
correctly apply to other animals inhabiting natural conditions (Billig, 2008).
4. Who Do You Think Made The Most Important Contribution To The Development Of
Learning Theory And Why?
In my opinion, while behaviorist theorists failed with regard to animal and human
generalizations, their research led to the discovery of cognitive functioning applicable across a
broader degree of variance. As such, the strengths of these contributions may be applied to
different approaches, such as, in the analysis of internal cognitive states, or in understanding the
different types of external stimuli. These re especially applicable when analyzing learning
patterns in schools, and in determining the most suitable instructional methods in various
learning settings (Dennis, 2012)

DISCUSSION 4
References
Billig, M. (2008). The hidden roots of critical psychology understanding the impact of Locke,
Shaftesbury, and Reid. Los Angeles, CA: Sage Publications.
Chomsky, M. (1983). A review of B.F. Skinner’s verbal behavior . In N. Block, Philosophy of
Psychology (pp. 56-110). Cambridge, MA: Harvard University Press.
Dennis, D. J. (2012). Review of 'A history of psychology: A global perspective. Journal of the
History of the Behavioral Sciences, 48(1), 67–69.
Rollin, B. (2006). The regulation of animal research and the emergence of animal. Theoretical
Medicine and Bioethics, 27(4), 285–304.