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Learning Theories: Prepared By: Eclevia, Bea Marie E. BSN Iii-3

This document discusses different learning theories including behaviorist theory and cognitive learning theory. It provides an overview of theorists like Watson, Skinner, and Gagne. It also outlines Robert Gagne's eight categories of learning from simple to complex: signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, and problem solving. Finally, it discusses steps for planning instruction based on learning outcomes and conditions as well as Gagne's nine steps of instruction.

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Bea Marie Eclevia
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104 views17 pages

Learning Theories: Prepared By: Eclevia, Bea Marie E. BSN Iii-3

This document discusses different learning theories including behaviorist theory and cognitive learning theory. It provides an overview of theorists like Watson, Skinner, and Gagne. It also outlines Robert Gagne's eight categories of learning from simple to complex: signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, and problem solving. Finally, it discusses steps for planning instruction based on learning outcomes and conditions as well as Gagne's nine steps of instruction.

Uploaded by

Bea Marie Eclevia
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© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Learning Theories

Prepared by: Eclevia, Bea Marie E. BSN III-3

Behavorist Theory
It is one of the earliest formal theories of learning grew out of the behaviorist philosophy in the early twentieth century. Until then, psychologist had focused on studying thoughts and feelings. John Watson broke with the tradition when he began studying behavior because it was objective and practical.

John B. Watson He defined behavior as muscle movement. He postulated that behavior is a result of a series of conditioned reflexes, and all emotion and thought is a result of behavior learned through conditioning. Even complex learning occurs through conditioning, according to Watson and his contemporary Guthrie.

They believed (although many other experts do not) that even a skill like walking is learned through a series of conditioned responses. Because Watson and Guthrie emphasized the contiguity of the stimulus and response, they are known as contiguity theorists.
Two other well-known behaviorists are Thorndike and Skinner. They are sometimes called reinforcement theorists. While Watson and Guthrie believed that stimuli and response bonds are strengthened simply because they occur together, Thorndike and Skinner proposed that stimulus-response bonds are strengthened by reinforcements like reward and punishment. Skinner hypothesized that behavior that is rewarded is more likely to reoccur.

B. F. Skinner
Although the behaviorists could hardly deny the existence of thought processes, they believed them to be the result of stimulus-response activities, and they believed that the learning process was really very simple.

Cognitive Learning Theory


The field of cognitive psychology has been under development since the 1960s and is the predominant approach to psychology today. Cognitive science is the study of how our brains work in the process of perceiving, thinking, remembering, and learning.

Information Processing it is sometimes used to describe this field of study. Cognitive science has been a true paradigm shift from behaviorism. Instead of a focus on behavior, the focus is on mental processes that are responsible for behavior and its meaning. Learning, from a cognitive perspective, is an active process in which the learner constructs meaning based on prior knowledge and view of the world.

Robert Gagne
Robert Gagne formulated suggestions for sequencing of instruction, conditions by which learning takes place, and outcomes of learning, or categories in which human learning occurs. These learning categories are based on a hierarchical arrangement of learning theories, moving from simple to complex learning;

8 Ways to Learn
1. Signal Learning: It is the general response to a signal or also called as conditioned response. Like a dog responding to a command. On this simplest level of learning, the person develops a general diffuse reaction to a stimulus

2. Stimulus-Response Learning: A precise response to a distinct stimulus. It involves developing a voluntary response to a specific stimulus or combination of stimuli. 3. Chaining: A chain of two or more stimulus-response connections is acquired. It is the acquisition of a series of related conditioned response or stimulus-response connections.

4. Verbal Association: The learning of chains that are verbal. It is really a type of chaining and is easily recognized in the process of learning medical terminology 5. Discrimination Learning: The ability to make different responses to similar-appearing stimuli. distinguishing differences, in order to respond appropriately.

6. Concept Learning: detecting similarities, in order to understand common characteristics. It is a common response to a class of stimuli. 7. Rule Learning: It is a combination of two or more concepts, as a basis for action in new situation. 8. Problem Solving: It is a process of formulating and testing hypotheses.

Steps of Planning Instruction


Skills are to be learned at the lowest level and mastered before proceeding. An instructor should use positive reinforcement and repetition, with each new skill building upon previously acquired skills. Identify the types of learning outcomes: Each outcome may have prerequisite knowledge or skills that must be identified.

Identify the internal conditions or processes the learner must have to achieve the outcomes. Identify the external conditions or instruction needed to achieve the outcomes. Specify the learning context. Record the characteristics of the learners. Select the media for instruction. Plan to motivate the learners. Test the instruction with learners in the form of formative evaluation. After the instruction has been used, summative evaluation is used the judge the effectiveness of the instruction. problem solving

Nine Steps of Instruction


Gain attention: Present stimulus to ensure reception of instruction. Tell the learners the learning objective: What will the pupil gain from the instruction? Stimulate recall of prior learning: Ask for recall of existing relevant knowledge. Present the stimulus: Display the content. Provide learning guidance

Elicit performance: Learners respond to demonstrate knowledge. Provide feedback: Give informative feedback on the learner's performance. Assess performance: More performance and more feedback, to reinforce information. Enhance retention and transfer to other contexts

T.E.A.C.H. T talk about the objectives E exchange knowledge A aid learning (audio visual presentation, visual aids, etc.) C check learning H help fit into learners life

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