Psychology of Learning & Development

1. Theories of learninig
Created
By
Mrs.Rubina.Hamid.Shikalgar
M.Ed,Sem-I
Subject:-Psychology of
Learning & Development

2. Gagnes conditions of learning theory
 Robert Gagne’s was an American educational psychologist
whose ideas of condition of learning and instructional design
implication where first introduced Gagne’s assumed that there
are different types of learning outcomes each of which is best
achieved through its specific instructional design but also that
there is a set of steps required in every learning environment.
But aside from the special conditions that will enhance each of
these specific types of learnings there are also nine events of
instruction which should be the starting point for every type of
learnings and every instructional design these events were
based on empirical observation of the instructional procedures
and the intonation processing model of learnings and memory

3. Events of instructional design events of
instructional design are as follows
Enhances retention
and transfer
(Generalization)
Assess
Performances
(Retrieval)
Provide feedback
Elicit performance(Responding)
Provide learner guidance
Stimulate recall of prior
knowledge(Retrieval)
Inform Objectives (Expectancy)
Gain Attention( Reception)

4.  1)Gain Attention (Reception):-The first step is to gain students attention and motivate him to engage with the
content
 2)Inform objectives (expectancy):-Student needs to be clarified what they can expect
 3)Stimulate recall of prior knowledge retrieval:-Prior knowledge should be activated since it is important for
learning styles
 4)Present stimulus material (Selective perception):-Present the material to the student possibly using various
leaning styles.
 5)Provide learner guidance(semantic encoding):-Guidance in terms of communication enables the teacher to
direct the students in their learning or enable them easier information encoding through visual or other
materials.
 6)Elicit performance (responding) :-Student need practice practice should immediately follow instrucations
and be well defined in terms of its nature objectives and expected student reponses.
 7)Provide feedback (Reinforcement):-Feedback is additional guidance offering the student immediate
evaluation of the performance enabling him to realize his mistakes and misconception.
 8)Assess performance(retrieval):-At the end of speech course students’ knowledge should be assessed
expected learning has occurred.
 9) Enhance retention and transfer(Generalization) :-The learning process does not and when the class does
the teacher should advise students how and in which context to apply and transfer the just gained knowledge
in the world outside the classroom.

5. FIVE CAREGORIES OF LEARNING
CATEGORY OF
PERFORMANCE
DESCRIPTION HOW TO ENHANCE LEARNING
VERBAL
INFORMATION
Declarative knowledge like laws,stored as distributed
representations.
New material should be related to
previously learned informations but also
distinctive through visual representation.
Intellectual
Skills
Procedural knowledge like diving integers,stored as linked
procedural steps arranged in hierarchies where higher skills
include lower ones
The subordinate involved skills must be
learned first or be already present (prior
Knowledge)
Cognitive
strategies
Skills that influence the selection and activation of other
production systems , usually simple like “ break a problem
into parts “ ,retrieved by external or internal using
Little use of prior learning , but a lot use
of practicing with different examples
Motor skills Skills like inserting contact lens ,manifesting with smooth
and error – less performance
Prior learning and practice enhance
learning of motor skills
Attitudes Acquired mental status that in certain situation influence
one’s action
Requires a human model to learn from

6. Eight conditions of learning theory
 1] Type 1: Signal learning:- This is the classical conditioned response of Pavlov . Since the learner
makes a general, diffuse response to a signal, it has been anisomery to represent this type of
learning in the following manner: S – R .
The child’s total environment is thought to condition the child to like or dislike, the school
environment. Since likes and dislike can be acquired through signal learning and since this learning has
such fundamental importance for the future success of the learner, it cannot be ignored. Not all signal
learning is obvious. Learners are bombarded by signals from this environment and most of the signals
are probably subconsciously perceived. Nevertheless, their reception conditions the learner to like or
dislike specific school environments. There are marked individual differences in the rapidity with which
people acquire signal-response connections.
 2) Type 2: STIMULUS –RESPONSE:-Thorndike, skinner & Kimble set froth theories in regard to
stimulus-response learning. According to these theories, the learner acquires a precise movements of
the skeletal muscles in response to specific stimuli.
It is distinguishable from signal learning in term of its outcome.It has been customary to
represents stimulus –response as S=>R, the arrow representing a discrimination process. Since learners
already possess a large repertoire of S=>R when they first enter the learning activity.
 3) TYPE-3: CHAINING:Skinner and Gilbert, among others, describe the chaining to two or more S=>R
connections. Language is filled with chain of verbal sequences. Motor chains have to he learned at
various stages within the learning, a diagnosis of chaining in mandatory for appropriate instructional
design.

7.  4) TYPE 4: VERBAL ASSOCIATION:-Verbal association is the learning of chains that
are verbal as compared to motor. These chains are learned as formulas or as
expression in common language. Verbal association is the number of codes or
association that are available to the learner.
 5) TYPE 5: DISCRIMINATION LEARNING:-Since connection tent to interfere with one
another’s retention, the learner needs to acquire a set of discriminations to
distinguish the properties of a vast number of objects, concepts and states of
being.
 6) TYPE 6: CONCEPT LEARNING:-Obviously a pervasive type of learning, concept
learning is either concrete or define. The term refers to the acquisition of
classifications of objects, events or properties.
 7) Type 7: rule learning:-A rule is a chain of two or more concepts a rule functions
to control behavior that is rule-governed examples induce operations in which the
learner deals whit objects, number, words and abstract concepts
 8) Type 8: problem–solving :-Two or more rule previously acquired are combined to
produce a capability that is higher –order cognition this higher –order process and

8. IMPLICATIONS OR THEORY IN EDUCATION
 To Gagne’s learning is the learners activity the teacher cannot
substitute his activity for that of the student .however that teacher can
provide necessary condition in which the student can learn more
according to Gagne the following are the instructional function of the
teacher informing the learner of the objectives
 Presenting stimuli
 Increasing learners attention
 Helping the learner recall what he has previously learned
 Providing condition that will evoke the particular performance.
 E) Determining the sequence of learning
 F) Promoting and guiding the learning

9. GAGNES LEARNING HIERARCHY USEFUL IN TEACHING
 Applications in teaching Gagne are learning hierarchy helps the
teacher identify suitable learning types for the learners
 At helps the teacher select appropriate teaching techniques
 At helps the teacher select suitable content or unit for teaching
 At helps the teacher decide what lower behaviors or subordinate
skills should be taught before teaching higher learning types
 It helps the teacher to break a complex task into component skills
and track those skills only that the student are lacking
 Textbooks can be produced on the base of the took analyses of
learning objectives .

10. A quick
recape

11. Thanks
for
watching