Teorías de la conducta y del aprendizaje
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Date
2017-04-18
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue para sintetizar, los teóricos conductistas como Warson define al conductismo como
un estudio práctico, objetivo y originario del comportamiento de la persona; y Skinner,
como una corriente filosófica de la ciencia de la conducta. A partir del modelo conductista
de Watson surgieron más de diez maneras de conductismo.
Desde el punto de punta conductista, el aprendizaje se explica cómo nexos entre
estímulos (E) que se producen en el contexto y la respuesta (R) que se producen en la
memoria del niño y la consecuencia que aparece prontamente en seguida como
recompensa. A este hecho se nombra como la Ley del Efecto. Por ejemplo, las leyes de
ejercicios o hábitos apuntan al fortalecimiento de la conexión ER por medio de la
experiencia –ley de uso- y la debilidad de la conexión u omisión cuando el conocimiento
se impide dando lugar a la ley del desuso.
Por otro lado, el aprendizaje en su totalidad se enfocaba en asociaciones entre
estímulos y respuestas emitido por el niño, que no está asociado a ningún estímulo
concreto, sino que se encuentra controlado por sus resultados o efectos. Estos procesos
cognitivos que tienen lugar en ambientes sociales, porque se desarrollan por medio de
observaciones, instrucciones directas y a través de reforzamientos o recompensas
También, el aprendizaje se obtiene por medio de la interrelación del educando y el
entorno en donde se localiza. Así el entorno y el contexto son capaces de producir
trasformaciones en nuestra conducta, modos de ver y sentir.
Finalmente, rn este apartado detallo paso a paso sobre los aportes de Bruner al
campo de la educación, comprende el aprendizaje como un juicio procesador en el cual el
niño aprende de forma activo. En consecuencia, en el aprendizaje por descubrimiento se
tiene cuando los estudiantes se enfrentan a problemas no solamente para solucionarlos sino
para transferirlos.
The objective of this research work was to synthesize, behaviorist theorists such as Warson define behaviorism as a practical, objective and original study of the person's behavior; and Skinner, as a philosophical current of behavioral science. From the behavioral model More than ten forms of behaviorism emerged from Watson. From the behavioral point of view, learning is explained as links between stimuli (E) that occur in the context and the response (R) that occur in the memory of the child and the consequence that appears promptly at once as reward. This fact is called the Law of Effect. For example, the laws of exercises or habits aim to strengthen the ER connection through the experience -law of use- and the weakness of the connection or omission when knowledge is prevented giving rise to the law of disuse. On the other hand, learning as a whole focused on associations between stimuli and responses emitted by the child, which is not associated with any stimulus concrete, but is controlled by its results or effects. These processes cognitive processes that take place in social environments, because they develop through observations, direct instructions and through reinforcement or rewards Also, learning is obtained through the interrelation of the learner and the environment where it is located. Thus the environment and the context are capable of producing transformations in our behavior, ways of seeing and feeling. Finally, in this section I detail step by step Bruner's contributions to the field of education, understands learning as a processing judgment in which the child learns actively. Consequently, discovery learning has when students face problems not only to solve them but to transfer them.
The objective of this research work was to synthesize, behaviorist theorists such as Warson define behaviorism as a practical, objective and original study of the person's behavior; and Skinner, as a philosophical current of behavioral science. From the behavioral model More than ten forms of behaviorism emerged from Watson. From the behavioral point of view, learning is explained as links between stimuli (E) that occur in the context and the response (R) that occur in the memory of the child and the consequence that appears promptly at once as reward. This fact is called the Law of Effect. For example, the laws of exercises or habits aim to strengthen the ER connection through the experience -law of use- and the weakness of the connection or omission when knowledge is prevented giving rise to the law of disuse. On the other hand, learning as a whole focused on associations between stimuli and responses emitted by the child, which is not associated with any stimulus concrete, but is controlled by its results or effects. These processes cognitive processes that take place in social environments, because they develop through observations, direct instructions and through reinforcement or rewards Also, learning is obtained through the interrelation of the learner and the environment where it is located. Thus the environment and the context are capable of producing transformations in our behavior, ways of seeing and feeling. Finally, in this section I detail step by step Bruner's contributions to the field of education, understands learning as a processing judgment in which the child learns actively. Consequently, discovery learning has when students face problems not only to solve them but to transfer them.
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Citation
Cajavilca Gabriel, P. D. (2017). Teorías de la conducta y del aprendizaje (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.