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Essay / Research Paper Abstract
An 8 page paper that compares and contrasts these three learning/development theories. Each is explained providing three major concepts in each, three similarities, and three differences. The writer comments on the interaction of physical, cognitive and emotional development bringing in Erikson's' stages. The writer also comments on why it is important to understand normal child and adolescent development. Bibliography lists 7 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PGspvyg.rtf
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Unformatted sample text from the term paper:
term operant refers to Skinners belief that all organisms operate on their environment. Skinner (n.d.) said, "it has long been known that behavior is affected by its consequences. We reward
and punish people, for example, so that they will behave in different ways." This is the basis of Skinners theory. Skinner is a behaviorist and therefore believes all behavior is
learned. A second concept is that if behavior can be made to occur more frequently through reinforcement with the third concept being the corollary, or, behavior can be reduced in
frequency or eliminated through the use of punishments. Piaget was a constructivist learning theorist who proposed four stages of cognitive development. The stages are invariant and sequential, which means
that all children transition from one stage to the next in the same sequence although Piaget did allow for variance in the age ranges for each stage (Child Development Institute,
2008). Another concept in Piagets theory is that learning happens through observation and interaction between the child and others (Child Development Institute, 2008). Another major concept has to do
with three fundamental processes involved in cognitive growth and learning: assimilation, accommodation and equilibrium (Ginn, 2009). Assimilation is the ability to incorporate new experiences and new knowledge into the persons
existing cognitive structure (Ginn, 2009). Accommodation is the process of changing existing cognitive structures to accept then new knowledge and equilibrium is the process of achieving balance between the acts
of assimilation and accommodation (Ginn, 2009). New knowledge can cause the individual to feel uncomfortable, i.e., feeling a state of disequilibrium, thus, the individual must assimilate or accommodate new knowledge
to regain balance or equilibrium (Ginn, 2009). Vygotsky was a social learning theorists and as such, emphasized the social nature of learning and the important role that social interaction plays
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