Write a 1,400- to 1,750-word paper in which you compare and contrast humanistic theory and learning theory.Address the following:Describe the role of personality in affecting situational behavior.Exam

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theory include: *** Maslow’s ********* of needs **** **** holism ****** *** *** ***** of the ***** ******* *********** ******** congruence ********** ******** and lastly *** self ******* ***** ******** ****** **** **** ***** **** image *** self ********************* ****** on *** ***** **** *** conceptual ********** describing *** *********** ******** ********* and ******** ****** *** ******* ** ******** **** behaviorist ******** a ****** ** ********* *** ******* as **** **** ** ******** ** ** ****** of ************ ***** ** *** ******* ** **** rather **** ***** environment ***** *** cognitive theory believe that definition ** ******** ** * ****** ** ******** to ** *** ******* Advocators ** ************** ******* **** * learner’s ******* ** ***** depends ** what ** ******* ***** *** understands and *** *********** of knowledge ****** ** ****** ************ as process ** constructionIn ******** ****** ***** ****** to ** ********* theorists **** ***** who ******* ******* ******* ** who **** ** **** ********* ***** **** does ** individual ***** something new when the topic is brand *** ** **** person?’ ** ***** ******** his question by ******* **** ********* ** present ** ***** *** all *********** ******* ** * ****** ** a ************ ** **** *** soul *** ******* learned ********** ** ********* ** *** that a ****** ****** ***** ******** ** **** did *** know ******** John ***** *********** also **** ** ****** ** ********* ******** ** offering a blank ***** ****** which **** ******** ****** *** born into the ***** **** no innate ************ He ********** **** ********* *** ** be ******* ***** ** ******** ** ** ********* ********* ***** ** ****** ** *** biological ********* *** **** ** **** ****** ******** ****** ***** *** three ***** of learning *** conditioning which explain the ****** ****** ***** are *** ********* conditioning ******* conditioning *** ****** ******** ****** ********* ************ **** **** ******** ******* a reflex ******** to antecedent ******** ** was ********** ** **** ****** where ** ******** **** dogs **** to ********* *** delivery ** **** **** * ***** *** **** ** ** ******* * bell they **** ******** **** **** there *** ** sight ** ***** ** **** Thereby he ******** ** ** be ******* ** ***** ****** Operant ************ ********* **** ** ********** stimulus if ******** ** * consequence ** ******** ******* reinforcement ** a punishment ** ***** **** a ****** ********* *** ******* of recurring * certain ******** ***** punishment ***** ******** the ********** ** * certain ******** Lastly ****** ******** theory ********* that ***** ** observation ** * ******* ******** ** ***** be followed ** ********** ******** there *** ******* ******** ***** expound *** ****** to be understood ****** *** theories *********** **** are *** ******* ****** (cognitivism) which *** ********* ** ******** ******* ** ******* ** *********** psychologists **** ** **** ********** ** ******** the way sensations *** ********* ** *********** ** gestalt ****** it **** **** people ***** learn by ****** * sense of ************ ** **** ** *** *** *** ***** than ********* ********* ** what ** ** ***** of them ***** ****** **** an ability to ******** own ******** experiences *** interpret information that *** *** ** *** same *** ******* ******** ******* **** **** a ****** *********** ** *** ***** *** ************* proposed ******* ** ******** ****** than ******** ****** towards ******** ******* theory was ************** ***** was ******* by **** ****** ** emphasized ********* ** ****** ************* ** learners ** constructing knowledge *** them To ******* ***** *********** *** students *** ******* ** use background knowledge *** ************ ****** more so ***** ** ******** *** students ** not ***** deeply ** ******* * textbook or ********* ** * ******* **** ******* emphasizes ** ****** ********* ******** environment ** the ******** **** **** to ********** **** the children ******* **** **** **** **** ** ** classroomTherefore **** *** ******* ** come ** with basic ****** ** ****** ******* ******** *** **** ***** basic ****** ***** ******** these ******** ************** *** * lot of ********** ***** involve ********* ******** ****** ******** *** knowledge ******** *** ** which ***** versions ******* * ******* free *********** ****** * given framework or *********************** ****** ** another **** of ******** ****** which explains *** ***** beings revise *** ********* ******* ** ** **** ******** ** ** * process ** ********* *** ********* ****** ** * view of *** ***** Here **** are mostly ******** *** the ******** ****** the ****** here **** to ****** any ***** **** ** *** **** **** **** **** their own ********** values ************ and ************** personality *************** *** ********** ** each ****** ** humanistic approach is ***** humans have **** **** and **** *** all ******** is ********** *********** **** ** ****** (innate) ***** to ******* their maximum ********* ***** make **** ****** ** ***** *** *** *********** from ******* ** **** ************* and realization Human ****** **** ******* ** ***** ********** *** *********** to control ********** ***** *** ******* their potential Lastly ** ******** ******* * ****** ************* ** human ******** could ** *** ********** adds **** **** of ********** personalities **** ******** ******* ** humans ** ***** work *** *** work ** * ******* ** ******* ***** full ********* *** ******* **** ** ******* close friendship ******* being ****** ********* on ***** ****** * **** ***** ** ***** ********* and ********** ** ********** *** ****** *** tendency ** **** *********** **** *** satisfying *********** *** ************** ************* *** ********** ****** ** humanistic ******** ******** ********** in ******** to self ******* *** ******* This ** ** * ****** ** ************ ** * ****** ******** ** ** ****** but ** *** ***** **** ** ***** lying on issues ** **** *********** ******* **** **** ** work giving ** unconditional **** to children ** ****** age ***** ******* ** * child ********** ************ learning approach each theory *** *** *********** *************** In ********* ****** ***** *** ********* above it ****** **** one’s ******** determines *** ******* **** behavior ***** **** ***** *** ***** to develop *** theory ** ********** that ****** tend ** **** self ******** **** *** affect *** ******** ********* ******** ******** thereby *** **** ** **** *** *** ** **** ******** attitudes towards ********** *** ****** ** **** ** bringing an assumption **** ***** ****** **** reasonable ********* ***** being ****** as ******** ** ************** * person’s *********** ********* of *** ******** ********** *** *** acquired **** *** ********* through: ********* ******** *************** of reality a *** ** focus ** ********* ************ ** ******* ** ************ ********* of ********** ******** *** providing ** * real ***** **** ***** ** learning ************ rather **** pre-determined ************* sequencesThe interpersonal ******** ** ************** ** that * student ***** ** ********* *** controlling learning ******** are able ** serve the **** of guides monitors ****** *** ************ ** ******** situation ************ ***** place in individual context through ****** *********** collaboration *** ********** ****** ** **** ********* *** ********** ** ********* ** an ******** ** ** ********** **************** and ***************** ************ ************** ****** **** personalities *** identified ***** ************ ******* *************** such *** *********** *** agency relate ** ****** *** leadership aspects *********** ** another *********** which ***** ** ********** ** anxiety related ** ************ ****** *** seen to ******** ********** ** * role of ************** ********** *** ** ***** self ****** *** ******* **** ********** **************** ************* **** **** * ******* ******* ** ****** ** **** * *********** in ************** theory ******** ** ********* by people *** exhibit *** *********** ******************** whereby *** ***** is ****** ** a ************* form ** ********** ***** ***** given the management ***** ********* ****** ** *********** ** these ************************************* REFERENCES:1 Friedman H * ***** Schustack M * ****************** ******* ******** *** ****** research Boston: Pearson ***** ***** ****** ***** * ***** ********* * * ****** ******** ********* *** **** *** quality ****** ****** ****** * C & Ozer D * ************ ** the personality puzzle: ******** in ****** *** ********

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