According to the behaviorist outlook, this approach to the scientific study of love might not be suitable because behaviorism is based on a different set of values that do not go hand in hand with the process of feeling passion or desiring someone.
Speaking of a behaviorist definition of love, an objective way to describe this verb would be to state that to love someone should be synonymous with instances of rational exchange between partners. This means that partners can negotiate and not just feel or display desire. Therefore, to love on behaviorist terms is to strike relationship “deals” from time to time in a friendly manner, considering one’s wishes and needs.
The cognitive approach to a major depressive episode should include such symptoms as depressed mood, fatigue, diminished interest in activities, feeling of worthlessness, reduced ability to think or concentrate, and recurrent thoughts of death.
The behaviorist approach to a major depressive episode should include such symptoms as significant weight loss, insomnia, and psychomotor agitation.
The process of learning is an essential element of human lives that cannot be either ignored or discounted in any way. The inner workings of the brain are crucial because they pave the way for further research on the topics of memory and thinking while also supporting the cause for considering learning in the first place. Knowing that personality development is also closely linked to the notion of learning, it may be safe to say that the efficiency of one’s functioning during their adulthood ultimately depends on their learning capability (Beroun et al., 2019). The complexity of the notion of learning should also be seen as an opportunity to investigate the human brain because it is going to be associated with writing, reading, or memory capabilities.
Speaking of memory, it should be noted that the key challenge that humans have to experience when engaging in the process of memorizing any kind of information is to develop patterns. The latter is required to link the input to the existing knowledge and ensure that the brain’s activation is going to be successful when exposed to relevant questions (Tarasov, 2020). The efficiency of memory capability, in turn, can be measured with the help of assessing the strength of patterns created by the human brain when trying to memorize certain information. According to Bessières et al. (2020), the latest cognitive testing experiments showed that timely feedback could significantly improve the functioning of working memory and increase the amount of information that could be memorized by the given individual.
Another crucial point is that perception plays an important role in how humans see the information that has to be memorized. Therefore, how a person interprets the data to be learned could transform into significant factors in the future, creating the patterns described above. As stated by van Kesteren et al. (2018), the power of perception increased the pressure created by human subjectivity and significantly weakened the memorizing capability. This is why the learning process should be as diverse as possible to help dissimilar types of learners achieve positive outcomes at the end of the day. Otherwise, the processes of learning and memorizing would become too distant to have a positive impact on each other.
References
Beroun, A., Mitra, S., Michaluk, P., Pijet, B., Stefaniuk, M., & Kaczmarek, L. (2019). MMPs in learning and memory and neuropsychiatric disorders. Cellular and Molecular Life Sciences, 76(16), 3207-3228.
Bessières, B., Travaglia, A., Mowery, T. M., Zhang, X., & Alberini, C. M. (2020). Early life experiences selectively mature learning and memory abilities. Nature Communications, 11(1), 1-16.
van Kesteren, M. T. R., Krabbendam, L., & Meeter, M. (2018). Integrating educational knowledge: Reactivation of prior knowledge during educational learning enhances memory integration. NPJ Science of Learning, 3(1), 1-8.
Tarasov, V. E. (2020). Fractional nonlinear dynamics of learning with memory. Nonlinear Dynamics, 100(2), 1231-1242.