The Significance of the Cognitive Revolution
The cognitive revolution became one of the most critical developments in the history of psychology. It was based on the notion that interpersonal conduct is influenced by participants’ perceptions of the social context, each other, and themselves (Rosser-Majors, 2017). The cognitive approach to personality postulates that individual variations in social conduct are based on individual variations in how each participant interprets the social circumstance (Chrobak & Zaragoza, 2013).
This was significant since a large portion of experimental psychopathology focuses on the psychological abnormalities connected to various types of mental diseases. It was also linked to the rise of information processing theory, which postulated that individuals actively interpret sensory information like computers do (Rosser-Majors, 2017). Learning occurs when the brain absorbs information, records, organizes, and retains it. These novel theoretical strategies were expected to greatly enhance psychological theory.
Behaviorist vs. Cognitivist Views of Learning and Their Accuracy
Depending on how various frameworks are configured, learning definitions may change. According to behavioral theories, educators must create an atmosphere where students can respond correctly to the stimuli they are exposed to. Cognitive theories strongly emphasize giving knowledge context and assisting learners in organizing and connecting new information to prior knowledge stored in memory. In essence, this entails altering schemas.
As a person learns new knowledge or acquires new experiences, their current ones might alter, or new ones can form. This happened when I began to experience a change from personal schemata to self-one during several school courses. Although no unambiguous response is more correct, I think that “knowing the results to guide and support accurate mental connections” can lead to better outcomes (Rosser-Majors, 2017). Cognitive theories are more applicable in a broader range of contexts.
Personal Changes in Schemata Across Life Domains
My perspective on learning is similar to Dr. Boyd’s theory that when individuals learn anything new, whether it be a fact or a skill, their brains change. Her idea of neuroplasticity intrigues me because it represents learning and how it affects human growth. Chemical, structural, and functional changes help to sustain neuroplasticity; however, these changes are disturbed after damage, which can result in long-term impairment (TED, 2015). If behavior is the primary factor in brain change, practice is Dr. Boyd’s major recommendation for enhancing learning success (TED, 2015). Nothing facilitates learning more than practice, and the main line is that one must do the task in accordance with it.
References
Chrobak, Q. M., & Zaragoza, M. S. (2013). When forced fabrications become truth: Causal explanations and false memory development. Journal of Experimental Psychology, 142(3), 827-844. Web.
Rosser-Majors, M. L. (2017). Theories of learning: An exploration. Bridgepoint Education.
TED. (2015). After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver, YouTube. Web.