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Piaget's Cognitive Theory in Adult CPR Class
- 1. Learning Theories Presentation AET/500 August 2, 2015 Emily Bethea, Kristina Foxx Karen Sheppard, James Stephens Sr. Instructor: Melinda Medina
- 2. Cognitive Learning Theory Theorist Jean Piaget (1896-1980) Jean Piaget was a psychologist born in Neuchâtel, Switzerland in 1896 (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 65). He began studying children at the Museum of Natural History in in Neuchâtel “by the presentation of questions and by imposing tasks involving simple concrete relations of cause and effect” (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 66). He began his research with social environment and language, but kept in mind his goal of determining the psychological mechanism of logical operations and of causal reasoning
- 3. Cognitive Learning Theory Theorist Jean Piaget (1896-1980) (cont.) The results of his work at the Institute from 1921 to 1925 were contained in his first five books on child psychology” (p. 66). While continuing to teach at the Institute, he was also a professor of psychology, sociology, and the philosophy of science at the University of Neuchâtel from 1925-1929. From 1929 to 1930, Piaget developed three distinct avenues of development in his research: While holding various teaching and professional positions, Piaget also carried out two extensive studies from 1939 to 1945
- 4. Cognitive Learning Theory Theorist Jean Piaget (1896-1980) (cont.) “First, with the collaboration of various assistants, he undertook a long-range study of the development of perception in the child in order to better understand the relationship between perception and intelligence, as well as to test the claims of the Gestalt theory” (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 67). “Second, he began his research on the development of time, movement, and velocity, and on behavior involving these concepts. In the postwar period, with the collaboration of B. Inhelder, he conducted about 30 experiments on the development of spatial relations in two- and three-year-old children, together with a study of the reactions of young children to irreversible physical phenomena, and a study on the genesis of probability” (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 67).
- 5. Cognitive Learning Theory Theorist Jean Piaget (1896-1980) (cont.) Piaget opened his Center for Genetic Epistemology and many people studied there. Meanwhile, He continued his research on children and broadedned his studies to include memory , mental imagery, and causality until his death in 1980 (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 67).
- 6. Piaget’s Cognitive Theory According to Saul McLeod (2009), The three basic components to Piaget’s cognitive theory are: Schemas (the building blocks of knowledge). Adaptation processes that enable the transition from on stage to another (equilibration, assimilation, and accommodation). Stages of development: Sensorimotor, Preoperational, Concrete operational, Formal operational.
- 7. Piaget’s Cognitive Theory (cont.) Schemata are, according to McLeod (2009), “the basic building block of intelligent behavior – a way of organizing knowledge. Indeed, it is useful to think of schemas as “units” of knowledge, each relating to one aspect of the world, including objects, actions and abstract (i.e. theoretical) concepts.” As a person develops and gains more schemata, they begin to develop mental processes such as assimilation, accommodation, and equilibration. Assimilation is “using existing schema to deal with a new object or situation” (McLeod, 2009). Accommodation “happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation” (McLeod, 2009).
- 8. Piaget’s Cognitive Theory (cont.) Equilibration is “the force which moves development along. Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds. Equilibrium occurs when a child's schemas can deal with most new information through assimilation. However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into existing schemas (assimilation). Equilibration is the force which drives the learning process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge (accommodation). Once the new information is acquired the process of assimilation with the new schema will continue until the next time we need to make an adjustment to it” (McLeoud, 2009).
- 9. Piaget’s Cognitive Theory (cont.) Stages of Development according to McLeod (2009): The sensorimotor stage happens from 0 to 2 years and results in object permanence. The preoperational happens from 2 to 7 years and results in egocentrism. The concrete operational stage happens from 7 to 11 years and results in conservation. The formal operational stage happens from 11 years and up and results in abstract reasoning (manipulating ideas in head).
- 10. Piaget’s Cognitive Theory Classroom Setting Scenario Traditional classroom setting Adults Night class-CPR College campus Students will come in each day and individually; one by one, perform what was learned the previous day through assessment, this will allow the student to effectively measure their own techniques, fix errors and self-assess through personal experiences and acquired skills from previously taught classes.
- 11. Piaget’s Cognitive Theory Classroom Setting(cont.) Scenario (cont.) Each week the students will also be able to see other classmates perform CRP on their own manikins. Each student will create their own assessment for other classmates and watch them perform CPR, they will score the other student and advise them if they have passed or failed.
- 12. Piaget’s Cognitive Theory Classroom Setting(cont.) Impact of Mode of Delivery Adult learners are able to use their cognitive thinking and mapping skills to asses other students, in turn they have to remember all the steps before they can effectively assess another student allowing them to effectively retain the information and steps to perform CPR. This allows the adult student to be self-motivated and self-directed throughout the entire process while acquiring all necessary information while having fun. (Richard C. 2013)
- 13. Piaget’s Cognitive Theory Classroom Setting(cont.) How it Affects the Chosen Adult Education Program Affects the adult education program, First Aid Class – Topic “CPR” in several ways: Will assess the student’s intellectual skills as well as the student’s memory. The importance of the student’s ability to grasp the information provided and retains the information for an indefinite time period. Can also assist the students in learning CPR at their own pace and by doing so become more engaged as they learn. As the adult student is motivated to learn this lifesaving technique, this being one of their goals in why they took this first aid course, they are also incorporating the motivational part of cognitive theory.
- 14. Piaget’s Cognitive Theory Classroom Setting(cont.) Applicability of Topic to the Selected Adult Education Audience and Environment Cognitive Development does not play as big a roll in this fictional classroom setting. The assumption is that the students are all adults who have already arrived at Piaget’s final stage of intellectual development; the Formal Operational Stage. (McLeod, S. 2015. para. 10.) There are many variables that influence and contribute to the learning of our CPR students. It is imperative that the educators not only create a venue that encourages learning, but also take the time to understand each individual adult
- 15. Piaget’s Cognitive Theory Classroom Setting(cont.) Applicability of Topic to the Selected Adult Education Audience and Environment (cont.) “Setting the stage,” in this CPR class is necessary to ensure that all students have the opportunity to participate in the activities provided by the educator. As, cognitivism encompasses studying learning, the adults strength in memory, intelligence, and their ability to problem solve, all things important in learning and one day possibly utilizing their learned CPR training to save a life, the use of Piaget’s Cognitive theories in this classroom environment and topic does work.
- 16. Behavioral Learning Theory Theorist B. F. Skinner (1904-1990) Burrhus Frederic Skinner was an American psychologist born in Susquehanna, Pennsylvania in 1904. He graduated from Hamilton College with a degree in English and, at the encouragement of Robert Frost, took a year off from his studies to pursue a career as a writer; however, he decided he had “nothing to say” and returned to graduate school (Huitt & Hummel, 2008, p. 528). He entered a doctoral program at Harvard University, “ where he began experiments on the behavior of rats that led to more than two dozen journal articles and culminated in his 1938 book, The Behavior of Organisms” (Huitt & Hummel, 2008, p. 528). During WWII, Skinner helped train pigeons which helped further his research and he began to replace rats with pigeons in his laboratory experiments (Huitt & Hummel, 2008, p. 528).
- 17. Behavioral Learning Theory Theorist B. F. Skinner (1904-1990) (cont.) According to Huitt & Hummel (2008), “In the 1930s, as B. F. Skinner was developing the laws of operant conditioning, he constructed an apparatus, technically called an operant chamber but popularly known as a “Skinner box,” that deprives an animal of all external stimuli other than those under the control of the experimenter (Skinner 1935) In the late 1940’s and early 1950’s, several research laboratories and colleges began teaching about Skinner’s findings (Huitt & Hummel, 2008, p. 528). Skinner worked with Charles B Ferster to build his teaching machine (Huitt & Hummel, 2008, p. 528).
- 18. Behavioral Learning Theory Theorist B. F. Skinner (1904-1990) (cont.) Skinner began to research and experiment with human behavior in his 1953 book Science and Human Behavior (Huitt & Hummel, 2008, p. 528). He retired from the laboratory research in 1962 and only returned to research the book he continued to publish after his retirement (Huitt & Hummel, 2008, p. 528). He continued working until the day before he died from Lukemia on August 18, 1990.
- 19. Skinner’s Operant Conditioning Theory Skinner was not interested in workings of the mind; rather he was interested in observable behaviors. “The work of Skinner was rooted in a view that classical conditioning was far too simplistic to be a complete explanation of complex human behavior. He believed that the best way to understand behavior is to look at the causes of an action and its consequences. He called this approach operant conditioning” (McLeod, 2007). According to McLeod (2007), “Operant Conditioning deals with operant - intentional actions that have an effect on the surrounding environment. Skinner set out to identify the processes which made certain operant behaviors more or less likely to occur.”
- 20. Skinner’s Operant Conditioning Theory (cont.) Skinner developed the theory of reinforcement, which basically states that behavior that is reinforced is more likely to occur than behavior that is not enforced. There are three types of reinforcement: positive reinforcement, negative reinforcement, and punishment. Positive reinforcement makes wanted behavior more likely to occur because it provides a positive consequence. Negative reinforcement makes wanted behavior more likely to occur because it removes a stimulus that is negative to the animal or person. Punishment makes unwanted behavior less likely to occur because it introduces a negative consequence to the person or animal.
- 21. Skinner’s Operant Conditioning Theory (cont.) According to McLeod (2007), Skinner believed there are three types of operants that can follow behavior: Neutral operants: responses from the environment that neither increase nor decrease the probability of a behavior being repeated. Reinforcers: Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative. Punishers: Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.
- 22. Skinner’s Behavioral Theory Classroom Setting Scenario The setting takes place in the traditional classroom Joining the class will be adult students This is a night class This is a large community college campus dance room, studio/classroom The classroom will be set up with a Projector screen for visual interpretation videos to learn and repeat There will be ample space for each student to have a partner on the floor with their CPR manikin
- 23. Skinner’s Behavioral Theory Classroom Setting (cont.) Impact of Mode of Delivery Adult learners will have a one on one opportunity to complete a certified CPR course. The goal is for each student to learn the steps needed through visual aids and student-teacher repetition to learn the steps needed to independently perform critical life saving strategies in case of an emergency. Most educational fields require the passing of a CPR course before the consideration of employment. This will allow positive reinforcement for adults because the reward of learning CPR and passing the course equals a possible promotion in employment.
- 24. Skinner’s Behavioral Theory Classroom Setting(cont.) Impact of Mode of Delivery (cont.) Negative reinforcement will come from not remembering the necessary steps to save a life: resulting in: Failing the course Risking the chance of feeling punished by possibly having to purchase and retake the course a second time delaying job enhancements.
- 25. Skinner’s Behavioral Theory Classroom Setting(cont.) How it Affects the Chosen Adult Education Program Affects the Adult education program: First Aid Class – Topic “CPR” very positively. Real time classroom setting that utilizes hands on exercises and immediate positive reinforcement is beneficial to all students. This adult night class provides opportunities for negative reinforcement. As the adult learner works on the CPR mannequin, they will feel tired quicker (negative reinforcement) if they are preforming CPR incorrectly on the mannequin. Air will not rise the chest of the mannequin as well as the need to re-do chest compressions
- 26. Skinner’s Behavioral Theory Classroom Setting(cont.) Applicability of Topic to the Selected Adult Education Audience and Environment. As the students in this first aid class work on learning and mastering the cardiopulmonary resuscitation (CPR) procedure, they must be able to practice and show their instructor their understanding of the order of actions as well as the important technical aspects of preforming CPR. As the students demonstrate what they have learned the will receive positive reinforcement and guidance to perfect what they have been taught
- 27. Skinner’s Behavioral Theory Classroom Setting(cont.) Applicability of Topic to the Selected Adult Education Audience and Environment Adult learners appreciate positive reinforcement as it validates their decisions to further their education. The classroom is an appropriate environment for this fictional class because they are provided the opportunity for real hands on activities, providing the adult learners with immediate, real time, feedback and assistance.
- 28. References Distinguished scientific contribution awards: 1969. (1970). American Psychologist, 25(1), 65-89. Retrieved from: http://search.proquest.com/docview/614444052?acco untid=166133 Huitt, W. & Hummel, J. (2008). Skinner, b.f. International Encyclopedia of the Social Sciences, 7 (2), 528. Retrieved from: http://go.galegroup.com.contentproxy.phoenix.edu/ps /i.do?id=GALE%7CCX3045302461&v=2.1&u=uphoenix_u opx&it=r&p=GVRL&sw=w McLeod, S. (2009). Jean piaget. Retrieved from: http://www.simplypsychology.org/piaget.html
- 29. References (cont.) McLeod, S., (2015). Jean Piaget. Retrieved from: http://www.simplypsychology.org/piaget.html McLeod, S. (2007). Skinner-operant conditioning. Retrieved from: http://www.simplypsychology.org/piaget.html Richard C. (2013). Operant conditioning. B.F. Skinner. Retrieved from: http://www.instructionaldesign.org/theories/operant- conditioning.html
Editor's Notes
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. Jean Piaget was a psychologist born in Neuchâtel, Switzerland in 1896 (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 65). He began studying children at the Museum of Natural History in in Neuchâtel “by the presentation of questions and by imposing tasks involving simple concrete relations of cause and effect” (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 66). According to “Distinguished Scientific Contribution Awards: 1969” (1970), “In 1921 Claparede offered him the position of director of studies at the Institut J. J. Rousseau in Geneva. There, at the Maison des Petits, he began his research with social environment and language, but kept in mind his goal of determining the psychological mechanism of logical operations and of causal reasoning. The results of his work at the Institute from 1921 to 1925 were contained in his first five books on child psychology” (p. 66).
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. While continuing to teach at the Institute, he was also a professor of psychology, sociology, and the philosophy of science at the University of Neuchâtel from 1925-1929. “These observations were published in three volumes that dealt mainly with the genesis of intelligent behavior, ideas of objective constancy and causality, and with the beginning of symbolic behavior” (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 66). From 1929 to 1930, Piaget developed three distinct avenues of development in his research: “First, his course on the history of scientific thought enabled him to pursue the project of a scientific epistemology founded on mental development, both orthogenetic and phylogenetic; for ten years he studied the emergence and history of the principal concepts of mathematics, physics, and biology” (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 66). “Second, he resumed, on a larger scale than before, the research in child psychology at the Institut J. J. Rousseau. With the collaboration of A. Szeminska and B. Tnhelder, he carried out a series of new experiments that dealt systematically with the manipulation of objects, in which the conversation with the subject exclusively involved the child's own manipulatory behavior. By this method he studied the development of ideas of numbers and of physical quantity; he also began studies of spatial, temporal, and other relationships” (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 66). “Third, his study of "concrete operations" enabled him to discover the operative structures-of-the-whole. Working with children of four to seven or eight years of age, he analyzed the relationship of part and whole, the sequences of asymmetrical relationships, and the correspondences, and found that such structures represent the most primitive parts of the part-whole organization; he called them groupings” (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 66). While holding various teaching and professional positions, Piaget also carried out two extensive studies from 1939 to 1945:
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. “First, with the collaboration of various assistants, he undertook a long-range study of the development of perception in the child in order to better understand the relationship between perception and intelligence, as well as to test the claims of the Gestalt theory” (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 67). “Second, he began his research on the development of time, movement, and velocity, and on behavior involving these concepts. In the postwar period, with the collaboration of B. Inhelder, he conducted about 30 experiments on the development of spatial relations in two- and three-year-old children, together with a study of the reactions of young children to irreversible physical phenomena, and a study on the genesis of probability” (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 67).
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. Piaget opened his Center for Genetic Epistemology and many people studied there. Meanwhile, He continued his research on children and broadedned his studies to include memory , mental imagery, and causality until his death in 1980 (“Distinguished Scientific Contribution Awards: 1969,” 1970, p. 67).
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. According to Saul McLeod (2009), The three basic components to Piaget’s cognitive theory are: Schemas (the building blocks of knowledge). Adaptation processes that enable the transition from on stage to another (equilibration, assimilation, and accommodation). Stages of development: Sensorimotor, Preoperational, Concrete operational, Formal operational.
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. Schemata are, according to McLeod (2009), “the basic building block of intelligent behavior – a way of organizing knowledge. Indeed, it is useful to think of schemas as “units” of knowledge, each relating to one aspect of the world, including objects, actions and abstract (i.e. theoretical) concepts.” As a person develops and gains more schemata, they begin to develop mental processes such as assimilation, accommodation, and equilibration. Assimilation is “using existing schema to deal with a new object or situation” (McLeod, 2009). Accommodation “happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation” (McLeod, 2009).
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. Equilibration is “the force which moves development along. Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds. Equilibrium occurs when a child's schemas can deal with most new information through assimilation. However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into existing schemas (assimilation). Equilibration is the force which drives the learning process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge (accommodation). Once the new information is acquired the process of assimilation with the new schema will continue until the next time we need to make an adjustment to it” (McLeoud, 2009).
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. Stages of Development according to McLeod (2009): The sensorimotor stage happens from 0 to 2 years and results in object permanence. The preoperational happens from 2 to 7 years and results in egocentrism. The concrete operational stage happens from 7 to 11 years and results in conservation. The formal operational stage happens from 11 years and up and results in abstract reasoning (manipulating ideas in head).
- 2. Describe the setting of the training and examine the impact of the selected mode of delivery (traditional classroom, online, hybrid, asynchronous self-directed, and so forth). Traditional classroom setting Adults Night class-CPR College campus Students will come in each day and individually; one by one, perform what was learned the previous day through assessment, this will allow the student to effectively measure their own techniques, fix errors and self-assess through personal experiences and acquired skills from previously taught classes.
- 2. Describe the setting of the training and examine the impact of the selected mode of delivery (traditional classroom, online, hybrid, asynchronous self-directed, and so forth). Each week the students will also be able to see other classmates perform CRP on their own manikins. Each student will create their own assessment for other classmates and watch them perform CPR, they will score the other student and advise them if they have passed or failed.
- 2. Describe the setting of the training and examine the impact of the selected mode of delivery (traditional classroom, online, hybrid, asynchronous self-directed, and so forth). Adult learners are able to use their cognitive thinking and mapping skills to asses other students, in turn they have to remember all the steps before they can effectively assess another student allowing them to effectively retain the information and steps to perform CPR. This allows the adult student to be self-motivated and self-directed throughout the entire process while acquiring all necessary information while having fun. (Richard C. 2013
- 3. Analyze how the selected learning theories and mode of delivery affect the chosen adult education program. Piaget’s Cognitive Theory affects the Adult education program: First Aid Class – Topic “CPR” in several ways. Cognitive Theory in this night class will assess the student’s intellectual skills as well as the student’s memory. The importance of the student’s ability to grasp the information provided and retains the information for an indefinite time period. The Cognitive theory can also assist the students in learning CPR at their own pace and by doing so become more engaged as they learn. As the adult student is motivated to learn this lifesaving technique, this being one of their goals in why they took this first aid course, they are also incorporating the motivational part of cognitive theory.
- 4. Evaluate the applicability of each theory for the selected adult education topic, audience & environment. Jean Piaget’s theory of Cognitive Development does not play as big a roll in this fictional classroom stetting, as does Skinner’s Behavioral Theory. The audience is a group of adults taking a first aid night class and the assumption is that the students are all adults who have already arrived at Piaget’s final stage of intellectual development; the Formal Operational Stage. (McLeod, S. 2015. para. 10.) In this community college adult night class environment, there are many variables that influence and contribute to the learning of our CPR students. For the CPR teacher, when developing and applying a learning environment, it is imperative that the educators not only create a venue that encourages learning, but also take the time to understand each individual adult. “Setting the stage,” in this CPR class is necessary to ensure that all students have the opportunity to participate in the activities provided by the educator.
- 4. Evaluate the applicability of each theory for the selected adult education topic, audience & environment. In this community college adult night class environment, there are many variables that influence and contribute to the learning of our CPR students. For the CPR teacher, when developing and applying a learning environment, it is imperative that the educators not only create a venue that encourages learning, but also take the time to understand each individual adult. “Setting the stage,” in this CPR class is necessary to ensure that all students have the opportunity to participate in the activities provided by the educator. As, cognitivism encompasses studying learning, the adults strength in memory, intelligence, and their ability to problem solve, all things important in learning and one day possibly utilizing their learned CPR training to save a life, the use of Piaget’s Cognitive theories in this classroom environment and topic does work.
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. Burrhus Frederic Skinner was an American psychologist born in Susquehanna, Pennsylvania in 1904. He graduated from Hamilton College with a degree in English and, at the encouragement of Robert Frost, took a year off from his studies to pursue a career as a writer; however, he decided he had “nothing to say” and returned to graduate school (Huitt & Hummel, 2008, p. 528). He entered a doctoral program at Harvard University, “ where he began experiments on the behavior of rats that led to more than two dozen journal articles and culminated in his 1938 book, The Behavior of Organisms” (Huitt & Hummel, 2008, p. 528). During WWII, Skinner helped train pigeons which helped further his research and he began to replace rats with pigeons in his laboratory experiments (Huitt & Hummel, 2008, p. 528).
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. 1. Describe the selected learning theorists, including one cognitive and one behavioral. According to Huitt & Hummel (2008), “In the 1930s, as B. F. Skinner was developing the laws of operant conditioning, he constructed an apparatus, technically called an operant chamber but popularly known as a “Skinner box,” that deprives an animal of all external stimuli other than those under the control of the experimenter (Skinner 1935). Generally, a Skinner box is soundproof and light-resistant, and usually contains a bar or lever to be pressed by the animal to either gain a reward or avoid a painful stimulus. An operant chamber allows the researcher to experimentally manipulate environmental stimuli and measure their impact on operant behavior. Additionally, the use of the chamber allows data on the animal’s responses to be monitored and collected electromechanically twenty-four hours a day, seven days a week, thus eliminating the need for an external observer to record behavior” (p. 528). “In 1945 Skinner became Chair of the Department of Psychology at Indiana University. After his 1947 William James Lectures at Harvard University, on verbal behavior, he returned permanently to Harvard. His 1948 novel, Walden Two, which at first received little notice but later became widely read, described a utopia the most important feature of which was its experimental character: Any practice that did not work was to be modified until a more effective substitute was found (Huitt & Hummel, 2008, p. 528). In the late 1940’s and early 1950’s, several research laboratories and colleges began teaching about Skinner’s findings (Huitt & Hummel, 2008, p. 528). Skinner worked with Charles B Ferster to build his teaching machine (Huitt & Hummel, 2008, p. 528).
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. Skinner began to research and experiment with human behavior in his 1953 book Science and Human Behavior (Huitt & Hummel, 2008, p. 528). He retired from the laboratory research in 1962 and only returned to research the book he continued to publish after his retirement (Huitt & Hummel, 2008, p. 528). He continued working until the day before he died from Lukemia on August 18, 1990.
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. Skinner was not interested in workings of the mind; rather he was interested in observable behaviors. “The work of Skinner was rooted in a view that classical conditioning was far too simplistic to be a complete explanation of complex human behavior. He believed that the best way to understand behavior is to look at the causes of an action and its consequences. He called this approach operant conditioning” (McLeod, 2007). According to McLeod (2007), “Operant Conditioning deals with operant - intentional actions that have an effect on the surrounding environment. Skinner set out to identify the processes which made certain operant behaviors more or less likely to occur.”
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. Skinner developed the theory of reinforcement, which basically states that behavior that is reinforced is more likely to occur than behavior that is not enforced. There are three types of reinforcement: positive reinforcement, negative reinforcement, and punishment. Positive reinforcement makes wanted behavior more likely to occur because it provides a positive consequence. Negative reinforcement makes wanted behavior more likely to occur because it removes a stimulus that is negative to the animal or person. Punishment makes unwanted behavior less likely to occur because it introduces a negative consequence to the person or animal.
- 1. Describe the selected learning theorists, including one cognitive and one behavioral. According to McLeod (2007), Skinner believed there are three types of operants that can follow behavior: Neutral operants: responses from the environment that neither increase nor decrease the probability of a behavior being repeated. Reinforcers: Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative. Punishers: Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.
- 2. Describe the setting of the training and examine the impact of the selected mode of delivery (traditional classroom, online, hybrid, asynchronous self-directed, and so forth). The setting takes place in the traditional classroom Joining the class will be adult students This is a night class This is a large community college campus dance room, studio/classroom The classroom will be set up with a Projector screen for visual interpretation videos to learn and repeat There will be ample space for each student to have a partner on the floor with their CPR manikin
- 2. Describe the setting of the training and examine the impact of the selected mode of delivery (traditional classroom, online, hybrid, asynchronous self-directed, and so forth). Adult learners will have a one on one opportunity to complete a certified CPR course. The goal is for each student to learn the steps needed through visual aids and student-teacher repetition to learn the steps needed to independently perform critical life saving strategies in case of an emergency. Most educational fields require the passing of a CPR course before the consideration of employment. This will allow positive reinforcement for adults because the reward of learning CPR and passing the course equals a possible promotion in employment.
- 2. Describe the setting of the training and examine the impact of the selected mode of delivery (traditional classroom, online, hybrid, asynchronous self-directed, and so forth). Negative reinforcement will come from not remembering the necessary steps to save a life: resulting in- Failing the course Risking the chance of feeling punished by possibly having to purchase and retake the course a second time delaying job enhancements.
- 3. Analyze how the selected learning theories and mode of delivery affect the chosen adult education program. Skinner’s Behavioral Theory affects the Adult education program: First Aid Class – Topic “CPR” very positively. Behavioral Theory in a real time classroom setting that utilizes hands on exercises and immediate positive reinforcement is beneficial to all students. Behavioral Theory in this adult night class provides opportunities for negative reinforcement. As the adult learner works on the CPR mannequin, they will feel tired quicker (negative reinforcement) if they are preforming CPR incorrectly on the mannequin. Air will not rise the chest of the mannequin as well as the need to re-do chest compressions.
- 4. Evaluate the applicability of each theory for the selected adult education topic, audience & environment. Note: First Aid Class – Current Topic is CPR. Cardiopulmonary resuscitation (CPR) is a lifesaving practice beneficial in many emergencies, including heart attack or near drowning, in which someone's breathing or heartbeat has stopped. Skinner’s behavioral theory works well in this adult classroom setting because, as the students in this first aid class work on learning and mastering the cardiopulmonary resuscitation (CPR) procedure, they must be able to practice and show their instructor their understanding of the order of actions as well as the important technical aspects of preforming CPR. As the students demonstrate what they have learned the will receive positive reinforcement and guidance to perfect what they have been taught.
- 4. Evaluate the applicability of each theory for the selected adult education topic, audience & environment. Adult learners appreciate positive reinforcement as it validates their decisions to further their education. The classroom is an appropriate environment for this fictional class because they are provided the opportunity for real hands on activities, providing the adult learners with immediate, real time, feedback and assistance.