This document summarizes four theories of learning: behaviorism, cognitivism, humanism, and social constructivism. It provides key details about each theory including: time periods, major proponents, views of learning and factors that influence learning, types of learning, instructional strategies, and educational implications. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism sees learning as mental processes and reasoning. Humanism emphasizes personal development and self-actualization. Social constructivism views learning as a social and contextual process shaped by collaboration and culture.

1. Aspects Behaviorism
1900s-1960s
Cognitivism
1970s-1980s
Humanism
1960s
Social Constructivism
1990s-till the date
Graphical
information
Meaning of
learning
Learning is a change in
behaviour
Learning is a mental process. Learning is about
development of the
person.
Learning is social and context
bound.
Proponents B. F. Skinner Jean Piaget Carl Rogers Lev Vygotsky
Major part Self learning,
reinforcement (positive &
negative)
Age and stage Learner centered Social interaction, Collaborative
learning, Cultural context and
Language
Learning
occur
Observable behaviour
main focus
Structured, computational Through freedom,
dignity and potentiality
Social meaning created by each
learner
Factors
influence
learning
Nature of reward,
punishment, stimuli
Existing schema, previous
experiences
Self, motivation and
goals
Engagement, participation, social,
cultural
Transfer of
learning
Stimulus, response Duplicating knowledge constructs
of “knower”
Self-knowing (personal
discovery and
experimentations)
Socialization (mediation through
language)

2. C.C by Dr. Sushma N Jogan
Types of
learning
Memorizing and
responding
Reasoning, Memorizing and
application of rules
Problem-solving Collaborative learning
Instructiona
l strategies
Present for practice and
feedback
Plan for cognitive learning
strategies
Provide for active and
self-regulated learner
Provide for scaffolds in the
learning process.
Principles i)Positive reinforcement,
ii)Negative reinforcement
and iii) Punishment
i)Schemas
ii) equilibration and
iii) Stages of development
i) Quality of personal
involvement
ii)self-initiated and
iii) realness
i) Social interaction
ii) MKO and
iii) ZPD
Educational
implications
i) develop motivation
through reinforcement
ii) Focus on learner’s pace
of learning
iii) Immediacy of
reinforcement
iv) Desired behaviours
should be reinforced
v) School should practice
the principle of operant
conditioning (to remove
fear)
i) focus on the process than
product
ii) recognition of self-initiated and
active involvement
iii) acceptance of individual
differences in developmental
progress
iv) It leads to discovery learning.
v) Tr should evaluate the level of
the Lr’s development.
i) Learner’s should be
provided with rich
learning environment.
ii) Tr should guide &
nurture the Lrs in order
to build their talent.
iii) Relationship (b/w
Tr/Lr) should be
positive.
iv) Student should
explore and observe.
v) Self-evaluation
technique can be used
by them.
i) Physical arrangement in the
classroom: arrange work spaces for
peer instruction, collaborative and
small group instruction.
ii) Scaffolding strategies: motivate
the child’s interest in the tasks.
iii) Reciprocal Strategies: use props
to illustrate 4 skills to be practiced
iv) Collaborative learning: organize
group in different levels of ability.
V) Create content: give them
language basis so that engage in
socially interacting.