Week 2 - Discussion Post

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Feb 20, 2024

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In your initial post, consider the following prompts about cognitivism, and discuss each, basing your posture on this week’s readings, your past experiences, and your past knowledge:  Discuss the significance of the cognitive revolution.  Explain information processing.  Analyze the behaviorist versus cognitivist definition of learning: a change in observational behavior or a change in one’s schemata. o Which theory do you believe is more accurate? Why? (Support with citations.)  Discuss if your personal schemata has changed throughout your life. (This could be about learning, but also about other domains such as love, honesty, hard wloyalty, etc.) Also in your discussion, respond to the following questions specifically associated to After Watching This, Your Brain Will not be the Same | Lara Boyd | TEDxVancouver Links to an external site. :  How do Dr. Boyd’s suggestions support (or oppose) what you believe to be true about learning?  Boyd suggests three changes occur in our brains and help support learning: chemical, structural, and functional; how do these affect persons who suffer from different types of brain damage (e.g., stroke)?  If the primary driver of change in your brain is your behavior, what is Dr. Boyd’s primary suggestion for increasing our success in learning? Before cognitivism, there was behaviorism, which did not consider the mental aspects associated with learning (Rosser-Majors, Section 2.1, para. 2, 2017). The cognitive revolution was when cognitivism, the study of cognition, the mental action of obtaining knowledge and understanding via thought, was on the rise (Rosser-Majors, Section i.3, para. 1, 2017). It focuses on how the mind receives, organizes, stores, and retrieves information and knowledge like a computer (Rosser-Majors, Section 2.2, para. 1, 2017). They coined it a revolution because psychology had gone through a paradigm shift. It changed what behaviorists believed, that thought was the result of behavior, unlike cognitivists who believed that thought affected behavior and that without thought, the behavior would not happen (Rosser-Majors, Section i.3, para. 3, 2017). It questioned and even deleted and tried to replace behaviorism, or so that is how behaviorists took it. A prominent feature of cognition is how information the mind receives is handled and how it affects behaviors like learning (Rosser-Majors, Section 2.2, para. 1, 2017). Cognitivists believe that information needs to be taken in and stored accurately and successfully to learn effectively. This is known as information processing theory, which compares the mind to that of a computer: the mind receives, organizes, stores, and retrieves information and knowledge to be used later (Rosser-Majors, Section 2.2, para. 1, 2017). Learning happens through information processing,

what's more, this is how information that is learned is stored and used (Rosser-Majors, Section 2.2, para. 3, 2017). Behaviorists believe that learning is based on how we can be trained and learn through observable behaviors that can be influenced by our environment (Rosser-Majors, Section i.2, para. 1, 2017). Cognitivists believe learning is done through information processing and how our minds produce new schemata based on how we assimilate and/or accommodate the information we receive and, in turn, how we use our memory to store and retrieve that information (Rosser- Majors, Section 2.2, para. 1 & Section 2.3, para. 4 & 9, 2017). I believe that learning through schema development is more accurate, mainly because it better explains more complex learning and how said learning is done mentally based on mental frameworks like information acquisition, memory, and knowledge retrieval as opposed to behaviors alone and how those behaviors can be influenced easily by our environment (Rosser- Majors, Section 2.2, para. 1 & 4-7, Section 2.3, para. 4, & Section i.2, para 1, 2017). My schema has changed. We all learn new things every day. My schema has changed by starting up school again and basing it on the courses I've taken thus far and this course. In my previous child and adolescent development class, we spoke about children's cognitive development. Piaget's theory of cognitive development explains how children organize information into schema and how they add (assimilate) this new information into an existing schema and/or modify (accommodate) it (Mossler, Section 7.1 para. 4, 6, & 7, 2014). This current course elaborated on that information, showing how it is used in the aspect of learning. This new information was assimilated to the existing information I already had previously of cognition and built upon my schema. Dr. Boyd's speech supports what cognitivists believe about how we learn. We acquire new information and process it to either fit into what we already know or change what we already know to fit into the new, factual knowledge. Based on that, we commit it to our memory and retrieve it if and when needed. These processes change our brains. When we acquire new information and knowledge, we are learning. Learning is a behavior, and Dr. Boyd mentions how research shows that behavior changes our brains. Thus, the cognitivist way of learning is supported by what Dr. suggests: our brain changes because of new information or us learning something new, a process called neuroplasticity (TEDx Talks, 1:54 & 2:14, 2015). There is also mention of different ways the brain changes: chemical by increasing chemical signals between neurons, which supports short-term memory since this change can happen rapidly, structural when the brain changes its structure when the brain changes the connections between neurons during learning, which promotes long-term memory since structural change takes time, and

functional, how brain activity shifts and changes due to learning something new (TEDx Talks, 2:47, 3:16, & 5:18, 2015). These can also help people who have suffered brain injury like a stroke. Since our brain is neuroplastic, it changes, and it helps us learn and relearn. Dr. Boyd mentions biomarkers, which are brain structure and function characteristics, that have been shown to help match specified therapies to help individual patients in neuroplasticity and help those who have suffered a stroke to recover, much like cancer patients and their specified chemotherapy (TEDx Talks, 10:58 & 11:10, 2015). Behaviors are essential in changing us and helping us learn. Dr. Boyd suggests we practice those behaviors that are good for us as individuals and break away from those that are not. Do the work and practice the behaviors that our brain requires (TEDx Talks, 3:18 & 13:26, 2015). References: Mossler, R. A. (2014). Child and Adolescent Development. (2nd ed). Retrieved from https://ashford.thuze.com/books/Mossler.1837.15.1/sections/fm_cover . Rosser-Majors, M. L. (2017). Theories of Learning: An Exploration. Bridgepoint Education. Retrieved from https://ashford.thuze.com/books/Rosser.3695.17.1/sections/title . TEDx Talks. (2015, December 15). After Watching This, Your Brain Will Not be the Same – Lara Boyd – TEDxVancourver. [Video]. TEDxVancouver. https://www.youtube.com/watch?v=LNHBMFCzznE&feature=youtu.be .

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