Compare behaviorist and cognitivist theories of learning. BEHAVIORIST THEORY COGNITIVIST LEARNING THEORY Learning occurs only if an observable change in behavior occurs. Learning does not necessarily have to result in a change in behavior. Learning is seen largely as a matter of trial and error: in each new situation, people try a variety of responses, increasing those that lead to desirable consequences and leaving unproductive ones behind. Most learning occurs not through trial and error, but rather through observation of both the behaviors of other individuals and the outcomes that various behaviors bring about. Learning is traditionally defined as a change in behavior; from such a perspective, no learning can occur unless behavior changes. PeopleExample II uses Albert Bandura's social learning theory with my intervention groups. As I read the description of the model in the textbook and the conditions necessary for an effective model to occur, I immediately thought about how to apply the model and other strategies such as attention, retention, motor reproduction, and motivation to my small groups. At our school we use the five-finger repetition strategy with students who have difficulty with repetition. In this strategy, each finger represents the setting, characters, problem, events, and solutions. When this strategy was first introduced to my intervention students, I had to do a lot of modeling. I would read a story aloud to students and then cognitively model the five-finger strategy by using each finger to describe the characters, setting, problems, etc. I purposely modeled my thinking process aloud so students could get a sense of what I'm saying they were thinking during the retelling. I wanted my students to make a connection between what I was thinking and what I was actually doing. This strategy was modeled several times until students were able to demonstrate the strategy effectively without Mayer's multimedia learning with my kindergarten students. Every year I teach a unit on yoga and relaxation exercises. Each class is designed to give students an authentic experience of what it's like to participate in a yoga session, where students perform various yoga routines modeled by the teacher. While the lesson design has been very successful with my older students, I am not getting the same results with my younger students. As a result, I use kids yoga cards with my kindergarten and first grade students to provide an additional visual tool. It is stated that individuals gather information both visually and auditorily. Each yoga card contains a printed word of the yoga movement, a picture of the child performing the movement, and a script with instructions for the teacher to read aloud to the students. Additionally, the card contains a silhouette of the animal or object of the movement, for example if the movement is tree pose, the card shows a picture of a child performing tree pose and a drawing or sketch of a tree outlines the child. When students view the card, they see the title of the pose printed, a child performing the movement, a sketch of the animal, and an audio of the teacher describing the movement.