Learning Theories of Learning a Term Paper

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The role of language was less visible in Skinner, other than as one, among many reinforcement tools. Vygotsky stressed language acquisition as a vital, constant, but again, not always predictable and sequential part of different individual's learning, and that the word could be a microcosm of a human consciousness, if the right words could render a concept uniquely comprehensible to individuals in a particular learning environment. Thus in Skinner's rubric of learning, the learner was the passive instrument of the teacher, while in Vygotsky the learner was more individually empowered, but more socially located and dependant creature.

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However, unlike Skinner, who saw the ability of an individual to learn as limitless provided there was proper environmental shaping on the part of the conditioning teacher, Vygotsky believed saw learning as limited unless a student had proper social contacts. He believed in the need for learning to take place in developmental stages, and saw learning as dependant upon the individual's biology and the stages of psychological development the individual was currently located in -- learning was not limitless as it was not as an outer, sequential process determined by the teacher.

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