Question

Piaget's theory contrast with behavioral, social-cognitive, and information processing approaches

Answer 1

Piaget's (1936) theory of cognitive development clarifies how a child builds a mental model of the world. He couldn't help contradicting the possibility that insight was a settled characteristic, and viewed intellectual improvement as a procedure which happens because of natural development and collaboration with the environment. It is different from other theories because :

It is worried about children, as opposed to all learners.

▪ It concentrates on development, instead of learning essentially, so it doesn't address learning of data or particular practices.

▪ It proposes discrete phases of development, set apart by subjective contrasts, as opposed to a progressive increment in number and multifaceted nature of practices, ideas, thoughts, and so on.

2.Behaviorism’s point of view is in which learning and behaviour are depicted and clarified as far as stimulus response connections. The key suppositions of behaviorism are:

>The environment influences behaviour. Behaviorists trust that individuals' practices are a consequence of their association with nature.

>Learning is portrayed through stimulus and response.

>Learning must include a behavioral change. Scholars trust that learning has not happened unless there is a recognizable change in behaviour.

>Learning must outcome when stimulus and response happen near one another in time.

3.

The social-cognitive theory is a theory that believes that learning takes place by watching others /immitating others in society and environment. The following are some assumptions of this theory:

>One is that individuals can learn by watching others. Students can gain new practices and information by essentially watching a model. A model is a man who exhibits conduct for another person. In our Electric Slide case, the eyewitness watched the models play out the move keeping in mind the end goal to learn it.

> learning is an inward procedure that could possibly prompt a behaviour. Learning may not happen promptly

>Social-cognitive researchers suggest that individuals set objectives for themselves and direct their conduct as needs be. They are roused to fulfill those objectives.

>behaiour in the end winds up noticeably self-directed. Social-cognitivists, dissimilar to behaviorists, trust that individuals in the end start to direct their own learning and conduct

>Social-cognitivists trust fortification and discipline have aberrant (as opposed to coordinate) impacts on learning and conduct. Individuals shape assumptions about the reasonable outcomes of future reactions in light of how current reactions are strengthened or rebuffed. Individuals' desires are additionally affected by the perception of the results that take after other individuals' conduct.