Cognitive and Behavioral Aspects of Learning

For this blog post, I am going to be thinking through and answering this question:

What are the differences between the behaviorist and cognitive perspectives of learning?

I would first like to start by talking about the behavioral aspects of learning. We learned in class last week about constructivism. This view on education really focuses on the students perspective, and views that students learn from the experiences happening around them. This famous experiment that Bandura conducted on children, shows the effect that adults have on how children view the world.

This video really demonstrates this idea that the things happening around a person really affect how they learn and what they do. This relates into the behavioral aspects of learning because, as we see from this video, people get behaviors from their experiences and what is happening around them. For instance, a child that has their father leave the family at a young age learns that this happening in their life is normal. My dad had this happen to him when he was about 6 years old, and he told me that he really could not identify the negative impacts that this traumatic experience had on him until he was much older. This also brings up the problem of children misbehaving in schools. If a child learns that fist-fighting is allowed in their home, then how do you expect them to act at school? All of these things lead me to conclude that a lot of the behavioral aspects of learning happen within a person’s living environment.

Now to compare, I would like to talk about the cognitive aspects of learning. As we talked about in our textbook, what educators are trying to do is take this information that they are teaching the students, and move it into their “working memory”. The working memory can basically be defined as the information that someone has readily available to use when the time arises. For example, a contractor that is building a house has the mental wherewithal on how to build a house in their working memory, otherwise they would not be able to build houses, and therefore be out of a contracting job. Ways in which we see educators try to bring the material learned in the classroom into the students memory, is by having them do types of “rehearsal”. Rehearsal are just methods of trying to further the newly learned information, into working memory. An example of rehearsal, would be someone using flashcards in order to repeat the material to themselves over and over again until they finally have it in their working memory. Based on all of this material, I am lead to believe that the cognitive aspects of learning are a lot more focused on how to use the brain in order to learn material better.

As we can see, there are differences between the cognitive and behavioral aspects of learning. The behavioral side focuses on the environment that student is being exposed, whereas the cognitive side focuses on what is going inside the persons brain. However, in both of these topics, the person is the focus, and the goal of looking at these aspects, is to decipher what causes people to learn more effectively, and what causes them to learn not as effectively. It is therefore very important that us future educators are making sure that we are knowledgeable of such topics, so that we can more effectively teach the students based on where there are at behaviorally or cognitively.



I used the video clip in the powerpoint from class and our text book:

Woolfolk, A. (2014). Educational psychology: Active learning edition. Pgs 312-326.

Module 1 Post


Today I will be reflecting on a two-part question dealing with educational psychology.

The first question: What is the relationship between research and teaching (practice) in education? How can you use information literacy to evaluate and select information about students and teaching? What does this mean for your future career?

As far as teachers and researchers go, I feel that the relationship between research and teaching is separate, but indirectly related as well. What do I mean by this? In this instance here are professionals whose jobs are to either teach, or to do research on educational phenomena, but not both at the same time. So, in this sense, researchers and teachers are separated by the fact that they have different occupations that use different processes. The teacher is trying to help the students learn/understand material, while the researcher is trying to analyze data from the classroom or school that they are observing. While researchers and teachers obviously have different occupations, they both have the same long-term goal in mind: Which is to teach students more effectively. This can be seen from the indirect relationship that researchers and teachers have. For instance, a researcher goes out into the field to observe and analyze some phenomena in education. After the researcher finishes their experiment and acquires all of the data, they usually write about their observations and publish it in a journal somewhere. From there, teachers can read and learn about the data that the researchers collected. Then teachers have the decision to take the information that they learned, and apply it to their classroom to try and create the most effective space for students to learn. From the information that I talked about above, I have decided that if I become a teacher one day, I will do my best to look into pertinent research articles that could help me acquire better teaching methods for the classroom.

Now for the second question: What do you think about homework for the topic and level of students you intend on teaching?

I feel that

Intro. Blog Post

Hello everyone!

So this is my first time blogging anything in general, so I am trying to get used to writing in this sort of context. However, I feel that this experience will prove to be very beneficial in the future. For these blogs in particular, I will obviously be talking about my experiences in my education classes here at Whitewater University. I am really looking forward to being able to take this time to reflect on the subject-material that I will be learning throughout the semester, and I hope that I can make some thought-provoking contentions in these blogs as well.

So who am I? Well, my name is Preston Boudreaux, and I am from Beloit, Wisconsin. I grew up with a loving family, that consisted of my three brothers(Tanner, Graham, and Camden), and my parents(Pam and Andre). I am currently studying to be a high school math teacher here at UW-Whitewater, and I hope to teach math at the high school level. So when and how did I start thinking about becoming a teacher? I think I first started becoming interested with the idea of teaching when I was a junior in high school. My mom, who was working in schools at the time, was constantly telling me about all of the benefits of being a teacher, such as: holidays off, summers off, health insurance, and being a positive influence on children. This sparked my first interest in pursuing education as an occupation. I had also taken a variety of math classes before this year, and found myself excelling in the area of mathematics. Math has just been something I have always been something that I could understand and do well at. I remember friends sometimes coming to me for help on their math homework. Since I am a person who really enjoys helping other people, I was more than happy to try and help them in anyway I could. After I was done helping someone, I often times felt that I was able to present the material in a way which helped bring more understanding of math concepts among some of my friends. Knowing that I was able to help someone else understand more about math, brought me joy. So, when it had come time to what occupation I should go into, I thought to myself, “I enjoy helping people with math. So, why not do it for a living?” That was probably the first time that I had accepted the idea of becoming a teacher one day, which is why I am here at Whitewater today. I am really not aware of any other influences that brought me here to pursue a teaching a degree, however. I had some fairly exceptional teachers growing up, as well as some pretty mediocre ones as well. However, there was never really one specific teacher that made me want to become a teacher. I think I just chose this occupation out of personal interest. I also have seen how many people in high school struggle with math, and I hope that I can help bring more understanding to students in this pretty difficult field of education. I just really want to help be a positive influence on children through teaching, during a very influential time of their lives.

I really hoped that you enjoyed learning more about me, why I decided to pursue teaching, and maybe learned something else about yourself as well. I am looking forward to what this semester has in store.

Thanks for reading!