La Psicologia

This theory has latterly been criticized as overly simplistic. Nevertheless, its influence can be seen in educators’ insistence that feedback is critical to learning. The stimulus-response method is used frequently in adult learning situations in which the students must learn a time sensitive response to a stimulus. Aircraft emergency procedures, for example, are divided into two parts. The first, the time sensitive portion, must be immediately performed by rote memory upon recognition of a stimulus – a warning light, horn, buzzer, bell, or the like. These procedures are taught and reinforced with rote drills and successfully passing the tests is the reinforcement. The second portion of the procedure, which may be viewed as diagnostic action is performed with mandatory reference to checklists and other reference material and depends on what may be viewed as higher level learning and understanding of aircraft systems and performance characteristics.

Behaviorist Theory maintains a focus on the change in observable behaviors as the manifestations of learning. The theory emphasizes changes in behaviors due to the influence and control of the external environment, rather than the internal thought process of the subject (Merriam & Caffarella, 4 | Learning Theories

Behavioralist

1999). Simply put, people will learn desired behaviors due to stimuli from their external environment that recognize and reinforce the behavior in a positive manner. Undesired behaviors can be controlled or eliminated by an absence of attention to or recognition of such.

Behaviorism is comprised of several individual theories that have a common theme functioning within them. This common theme is found in the ways the theorists define what learning is, and how it is accomplished. The common assumptions of these theorists are threefold, as explained by Merriam and Caffarella (1999). The first common assumption is the emphasis on observable behavior rather than internal thought processes create learning. Second, ultimately it is the environment that creates learning and it determines what is learned, not the individual learner. Lastly it is the ability to understand the overall process, and the ability to repeat or reinforce that process that is a common thread (Merriam and Caffarella, 1999). This theory is most commonly seen in adult learning when organizations take repeatable training steps and systematize them into manageable tasks.

The hypothesis behind behavioralist learning theories is that all learning occurs when behavior is influenced and changed by external factors (Merriam & Caffarella, 1999). Behavioralism disregards any notion that there may be an internal component to man’s learning. Grippin and Peters (1984) emphasize that “contiguity…and reinforcement are central to explaining the learning process” (Merriam & Caffarella, 1999, p. 251) in regard to an individual’s subjugation to external stimulus as

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