Throughout The Past Several Decades, The Understanding Of Ho

Throughout The Past Several Decades The Understanding Of How We Learn

Throughout the past several decades, the understanding of how we learn has been defined and redefined. Evaluate and comment on social learning theory and Bloom’s taxonomy. Analyze how each incorporate cognitivism and constructivism into their frameworks. Demonstrate an understanding of how at least two of these theories may have contributed to the focus on the more recent theories of emotional intelligence, metacognition, and motivation (i.e., self-determination). Please see the list below to determine which of the recent theories you will focus on for your initial post. Last name begins with A-I: Focus on emotional intelligence. Next, go to the Ashford University Library and research three scholarly articles pertaining to the historical relevance of your assigned theory. Address the following questions in your initial post: What historical trends do you notice in the literature about your assigned subject? Does there appear to be any event or series of events (such as research findings) that helped to promote this area of variable within learning psychology?

Paper For Above instruction

The evolution of educational psychology over the past several decades has been characterized by significant shifts in understanding how humans learn, influenced by diverse theories and models. Among the foundational frameworks are social learning theory and Bloom’s taxonomy, both of which have incorporated elements of cognitivism and constructivism, shaping modern approaches to teaching and learning.

Social learning theory, originally proposed by Albert Bandura, emphasizes the importance of observational learning, imitation, and modeling in acquiring new behaviors and knowledge. This theory posits that learning occurs within social contexts and is facilitated through interaction, observation, and reinforcement (Bandura, 1977). Importantly, social learning theory integrates cognitivist principles by recognizing the role of mental processes such as attention, memory, and motivation in learning. It also aligns with constructivism by acknowledging that learners actively construct knowledge through social interactions and experiences.

Bloom’s taxonomy, developed by Benjamin Bloom and colleagues in 1956, offers a hierarchical classification of cognitive skills ranging from basic recall of facts to higher-order thinking skills such as analysis, synthesis, and evaluation. This framework is rooted in cognitivism, emphasizing the importance of mental processes involved in the development of cognitive abilities. It also embodies constructivist ideas by encouraging learners to organize and reorganize knowledge actively, fostering deeper understanding through application and analysis. Bloom’s taxonomy has profoundly influenced educational assessments and curriculum design by providing a structured approach to developing complex cognitive skills.

Both theories have contributed to the integration of cognitivism and constructivism into educational practices. Cognitivism, focusing on mental processes like memory and problem-solving, is evident in the emphasis on understanding cognitive structures and processes in both frameworks. Constructivism’s influence is seen in the emphasis on active learning, learner-centered approaches, and the importance of social and contextual factors in understanding how knowledge is acquired.

Regarding recent developments, theories such as emotional intelligence, metacognition, and motivation have emerged as vital components of effective learning. These newer theories are influenced by the foundational frameworks but extend understanding by emphasizing the emotional and self-regulatory aspects of learning.

Focusing on emotional intelligence, which was popularized by Daniel Goleman (1995), underscores the importance of recognizing and managing one’s own emotions and understanding others’ emotions as critical to successful learning and interpersonal relations. Historically, increased attention to emotional competence in educational settings correlates with research findings that emotional regulation impacts academic performance and social adaptation (Mayer & Salovey, 1997). The growth of emotional intelligence as a field was driven by an increased awareness of social-emotional skills necessary in an interconnected world, especially after research highlighted the limitations of solely IQ-based assessments.

In conclusion, the development of social learning theory and Bloom’s taxonomy reflects a profound integration of cognitivist and constructivist principles, shaping educational practices for decades. The rise of emotional intelligence as a focus within learning psychology has been influenced significantly by research highlighting the interplay between emotions and cognitive processes, marking an important evolution in understanding human learning.

References

• Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
• Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Harvard University Press.
• Goleman, D. (1995). Emotional Intelligence. Bantam Books.
• Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-31). Basic Books.
• Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson Higher Ed.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Bruner, J. S. (1960). The Process of Education. Harvard University Press.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Kohut, H. (1971). The Analysis of the Self: A Systematic Approach to the Psychoanalytic Treatment of Narcissistic Personality Disorders. International Universities Press.
• Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211.