learning_paradigms:behaviorism
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learning_paradigms:behaviorism [2011/06/28 17:03] jpetrovic [About behaviorism] |
learning_paradigms:behaviorism [2011/06/28 17:05] jpetrovic [Criticisms] |
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| This learning paradigm can roughly be divided in two phases: | This learning paradigm can roughly be divided in two phases: | ||
| - | * **behaviorism** (1910-1930), and | + | * **behaviorism** (1910 - 1930), and |
| - | * **neobehaviorism** (1930-1955). | + | * **neobehaviorism** (1930 - 1955). |
| Neobehaviorism outgrew classical behaviorism by attempts to formalize the laws of behavior (sometimes in forms of mathematical equations) and beliefs that learning can also occur indirectly through observing. Neobehaviorists are sometimes considered a transitional group that shifted dominant learning perspective toward [[learning_paradigms:cognitivism]]. | Neobehaviorism outgrew classical behaviorism by attempts to formalize the laws of behavior (sometimes in forms of mathematical equations) and beliefs that learning can also occur indirectly through observing. Neobehaviorists are sometimes considered a transitional group that shifted dominant learning perspective toward [[learning_paradigms:cognitivism]]. | ||
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| ===== Criticisms ===== | ===== Criticisms ===== | ||
| - | Behaviorism today mostly **lost its influence** and let **cognitivism take its place** as the dominant learning paradigm. Critics of behaviorist learning usually argue that behaviorism: | + | Behaviorism today mostly **lost its influence** and let cognitivism take its place as the dominant learning paradigm. Critics of behaviorist learning usually argue that behaviorism: |
| * **does not explain all kinds o learning** since it ignores inner mind activities, | * **does not explain all kinds o learning** since it ignores inner mind activities, | ||
learning_paradigms/behaviorism.txt · Last modified: 2023/06/19 18:03 (external edit)
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