A simple presentation about Theories of Learning

1. Theories of Learning
Rodelito S. Encelan
October 17, 2009
Fara Santos Ph. D.

2. Classical Conditioning
Summary:
A reflective or automatic type of learning in
which stimulus acquires the capacity to
evoke a response that was evoked by
another stimulus.
Originators and Key Contributors:
Ivan Pavlov
John B. Watson

3. Operant Conditioning
Summary:
Learning is a function of change in overt
behavior. Changes in behavior are the result
of an individual's response to events
(stimuli) that occur in the environment.
Key Contributor:
B.F. Skinner

4. Social Learning Theory
Summary:
People learn from one another, via observation, imitation,
and modeling. The theory has often been called a bridge
between behaviorist and cognitive learning theories
because it encompasses attention, memory, and
motivation. People learn through observing others’
behavior, attitudes, and outcomes of those behaviors.
“Most human behavior is learned observationally through
modeling: from observing others, one forms an idea of
how new behaviors are performed, and on later occasions
this coded information serves as a guide for action.”
(Bandura). Social learning theory explains human behavior
in terms of continuous reciprocal interaction between
cognitive, behavioral, and environmental influences.
Originator: Albert Bandura

5. Necessary conditions for effective modeling:
Attention — various factors increase or decrease the
amount of attention paid. Includes distinctiveness,
affective valence, prevalence, complexity,
functional value. One’s characteristics (e.g. sensory
capacities, arousal level, perceptual set, past
reinforcement) affect attention.
Retention — remembering what you paid attention to.
Includes symbolic coding, mental images, cognitive
organization, symbolic rehearsal, motor rehearsal
Reproduction — reproducing the image. Including
physical capabilities, and self-observation of
reproduction.
Motivation — having a good reason to imitate.

6. Assimilation Learning Theory
Ausubel’s theory primarily explains cognitive
learning – with the central idea being that learning
occurs through the assimilation of new concepts into
existing concept frameworks held by the learner.
Further, Ausubel defines effective learning as a
process in which learners comprehend the structure of
knowledge and consciously make new structures fit
with the existing organization of concepts in the brain.
He refers to this process where new ideas or concepts
are linked with previously acquired knowledge as
meaningful learning.

7. Attribution Theory
Summary:
Attribution Theory attempts to explain the world
and to determine the cause of an event or behavior
(e.g. why people do what they do).
Originator: Bernard Weiner
Attribution theory assumes that people try to
determine why people do what they do, that is,
interpret causes to an event or behavior.

8. A three-stage process underlies an attribution:
1. behavior must be observed/perceived
2. behavior must be determined to be
intentional
3. behavior attributed to internal or external
causes
Weiner’s attribution theory is mainly
about achievement. According to him, the
most important factors affecting
attributions are ability, effort, task

9. Cognitive Theory of Multimedia Learning
Summary:
A cognitive theory of multimedia learning
based on three main assumptions: there are
two separate channels (auditory and visual)
for processing information; there is limited
channel capacity; and that learning is an
active process of filtering, selecting,
organizing, and integrating information.
Originator: Richard Mayer

10. People learn more deeply from words and pictures than
from words alone. However, simply adding words to
pictures is not an effective way to achieve multimedia
learning. The goal is to instructional media in the light of
how human mind works.
This theory proposes three main assumptions when it
comes to learning with multimedia:
. There are two separate channels (auditory and visual) for
processing information
. Each channel has a limited (finite) capacity
. Learning is an active process of filtering, selecting,
organizing, and integrating information based upon prior
knowledge.

11. Elaboration Theory
Summary:
Elaboration theory is an instructional design
theory that argues that content to be learned
should be organized from simple to
complex order, while providing a
meaningful context in which subsequent
ideas can be integrated.
Originator: Charles Reigeluth

12. According to Reigeluth , Elaboration Theory has the
following values:
1. It values a sequence of instruction that is as holistic
as possible, to foster meaning-making and
motivation
2. It allows learners to make many scope and sequence
decisions on their own during the learning process
3. It is an approach that facilitates rapid prototyping in
the instructional development process
4. It integrates viable approaches to scope and
sequence into a coherent design theory

13. Stage Theory of Cognitive Development
Summary:
Piaget’s Stage Theory of Cognitive
Development is a description of cognitive
development as four distinct stages in
children: sensorimotor, preoperational,
concrete, and formal.
Originator: Jean Piaget

14. Schema Theory of Learning
Summary:
This learning theory views organized
knowledge as an elaborate network of
abstract mental structures which represent
one's understanding of the world.
Originator: R. C. Anderson

15. Principles from Schema Theory :
1. It is important to teach general knowledge and generic concepts. A
large proportion of learner difficulties can be traced to insufficient
general knowledge, especially in cross-cultural situations.
2. Teachers must help learners build schemata and make connections
between ideas. Discussion, songs, role play, illustrations, visual aids,
and explanations of how a piece of knowledge applies are some of the
techniques used to strengthen connections.
3. Since prior knowledge is essential for the comprehension of new
information, teachers either need to help students build the prerequisite
knowledge, or remind them of what they already know before
introducing new material.
4. Schemata grow and change as new information is acquired.
5. Learners feel internal conflict if they are trying to assimilate schemata
which contradict their previous suppositions. Teachers need to
understand and be sympathetic to this tension.
6. Deep-seated schemata are hard to change. An individual will often
prefer to live with inconsistencies rather than to change a deeply-held
value or belief.

16. Discovery Learning Theory
Summary:
Discovery Learning is a method of inquiry-
based instruction, discovery learning
believes that it is best for learners to
discover facts and relationships for
themselves.
Originator: Jerome Bruner

17. Discovery learning is an inquiry-based,
constructivist learning theory that takes place in
problem solving situations where the learner
draws on his or her own past experience and
existing knowledge to discover facts and
relationships and new truths to be learned.
Students interact with the world by exploring
and manipulating objects, wrestling with
questions and controversies, or performing
experiments.

18. Proponents of this theory believe that discovery learning has
many advantages, including:
1. encourages active engagement
2. promotes motivation
3. promotes autonomy, responsibility, independence
4. the development of creativity and problem solving skills.
5. a tailored learning experience
Critics have sometimes cited disadvantages including:
1. creation of cognitive overload
2. potential misconceptions
3. teachers may fail to detect problems and misconceptions

19. Social Development Theory
Summary:
Social Development Theory argues that
social interaction precedes development;
consciousness and cognition are the end
product of socialization and social behavior.
Originator: Lev Vygotsky

20. Vygotsky focused on the connections between
people and the sociocultural context in which they
act and interact in shared experiences. According
to Vygotsky, humans use tools that develop from a
culture, such as speech and writing, to mediate
their social environments. Initially children
develop these tools to serve solely as social
functions, ways to communicate needs. Vygotsky
believed that the internalization of these tools led
to higher thinking skills.

21. Situated Learning Theory
Summary:
Situated Learning Theory explains that learning is
unintentional and situated within authentic
activity, context, and culture.
Originator: Jean Lave

22. In contrast with most classroom learning activities
that involve abstract knowledge which is and out
of context, Lave argues that learning is situated;
that is, as it normally occurs, learning is embedded
within activity, context and culture. It is also
usually unintentional rather than deliberate.
Knowledge needs to be presented in authentic
contexts — settings and situations that would
normally involve that knowledge. Social
interaction and collaboration are essential
components of situated learning

23. Multiple Intelligences Theory
Summary:
Multiple Intelligences Theory posits that
there are seven ways people understand in
the world, described by Gardner as seven
intelligences.
Originator: Howard Gardner

24. Multiple Intelligence
1. Linguistic. The ability to use spoken or written words.
2. Logical-Mathematical. Inductive and deductive thinking
and reasoning abilities, logic, as well as the use of
numbers and abstract pattern recognition.
3. Visual-Spatial. The ability to mentally visualize objects
and spatial dimensions.
4. Body-Kinesthetic. The wisdom of the body and the ability
to control physical motion
5. Musical-Rhythmic. The ability to master music as well as
rhythms, tones and beats.
6. Interpersonal. The ability to communicate effectively with
other people and to be able to develop relationships.
7. Intrapersonal. The ability to understand one’s own
emotions, motivations, inner states of being, and self-
reflection.