1. LEARNING THEORIES
• LearningTheoriesreferstotheoretical
frameworkswhichtrytoexplainhowpeople
learn,therebyhelpingusunderstandthe
inherentlycomplex processof learning.
• Learningrefersto“a persistingchange in
humanperformance orperformance potential
broughtabout as a resultof the learner’s
interactionwiththe environment”.
• LearningTheoriesare the mainguide for
educational systemsplanninginthe classroom
and clinical trainingincludedinnursing.
THREE MAJORS THEORY IN LEARNING THEORY
❑ BehavioristLearningTheory
❑ Cognitive LearningTheory
❑ Social LearningTheory
BEHAVIORISM LEARNING THEORY
Behaviorismlearningtheory
• Focusingmainlyonwhatisdirectly
observable, behavioristsviewlearningasthe
productof the stimuli conditions(S) andthe
response (R) thatfollowsometimestermedS-R
model of learning.
• Focusesonthe ideathat all behaviorsare
learnedthroughinteractionwiththe
environment
MAIN AUTHORSin BehaviorismLearningTheory
• IvanPavlov
• JohnWatson
• BurrhusSkinner
TYPES OF CONDITIONING
• Classical Conditioning
• OperantConditioning
RESPONDENT CONDITIONING/(CLASSICAL
CONDITIONING)
• Author:IvanPavlov,a Russian
physiologist
• Learningthroughassociationandwas
discoveredbyIvanPavlov
• Two stimuli are linkedtogetherto
produce a new learnedresponseinapersonor
animal
RESPONDENT CONDITIONING
(CLASSICALCONDITIONING)
UnconditionedStimulus=it isa stimulusthat
leadstoautomaticresponse.
UnconditionedResponse=an unlearned
response thatoccurs naturallyinreactiontothe
unconditionedstimulus.
Neutral Stimulus=noreactionor response
ConditionedStimulus=itis a previouslyneutral
stimulusthatafterbecomingassociatedwiththe
unconditionedstimulus,eventuallycomesto
triggera conditionedresponse
ConditionedResponse =itis the learned
response.
Spontaneousrecovery=isa useful respondent
conditioningconceptthatneedstobe given
careful considerationinrelapse prevention
programs
Stimulusgeneralization=is the tendencyof initial
learningexperiencestobe easilyappliedtoother
similarstimuli.
Systematicdesensitization=technique basedon
respondentconditioningthatisusedby
psychologiststoreduce fearandanxietyintheir
clients(Wolpe,1982).
2. OPERANT CONDITIONING
• the learningprocessbywhichbehaviors
are reinforcedorpunished,thusstrengtheningor
extinguishingaresponse
Reinforcer/Reinforcement
• isa stimulusoreventappliedaftera
response thatstrengthensthe probabilitythat
the response will be performedagain.
TWO TYPES OF REINFORCEMENT
• Positive Reinforcement
• Negative Reinforcement
Positive REINFORCEMENT
• Positive reinforcementdescribesthe best
knownexamplesof operantconditioning:
receivingarewardforacting ina certainway.
• Accordingto Skinner(1974),giving
positive reinforcement(i.e.,reward)greatly
enhancesthe likelihoodthataresponse will be
repeatedinsimilarcircumstances.
Negative REINFORCEMENT
• Negative reinforcementrewardsa
behaviorbyremovingan unpleasantstimulus,
rather thanaddinga pleasantone.
Two types of Negative REINFORCEMENT
• Escape Conditioning
• Avoidance Conditioning
Escape Conditioning
• as an unpleasantstimulusisbeing
applied,the individual respondsinsome waythat
causesthe uncomfortable stimulationtocease
Avoidance Conditioning
• Person’sbehaviorhasthe affectof
preventinganunpleasantsituationfrom
happening.
• If non reinforcementprovesineffective,
thenpunishmentmaybe employedasaway to
decrease responses,althoughthisapproach
carriesmany risks.Underpunishmentconditions,
the individual cannotescape oravoidan
unpleasantstimulus.
• The instructortriespraisingthe student
the few timesshe comestoclass ontime
(positive reinforcement)
• triesnotpayingattentiontoherwhen
studentarriveslate (nonreinforcement),
The problemwith usingpunishmentas a
technique forteaching
• Highlyemotional
• Become sador Angry
• Misunderstanding
• One of the cardinal rulesof operant
conditioningisto “punishthe behavior,notthe
person.”
• The purpose of punishmentisnottodo
harm or to serve as a release foranger;rather,
the goal isto decrease aspecificbehaviorandto
instill self-discipline.
It isimportantfor nursestobe aware of the many
cautionsaboutpunishmentbecausepunishment
continuestobe usedmore than itshouldinthe
healthcare setting,andall toooftenindamaging
ways.Some criticismsandcautionstoconsider
whenrelyingonthistheory.
• First,behavioristtheoryisateacher-
centeredmodel inwhichlearnersare assumedto
be relativelypassive andeasilymanipulated
• Second,the theory’semphasison
extrinsicrewardsandexternalincentives
reinforcesandpromotesmaterialismratherthan
3. self-initiative,alove of learning,andintrinsic
satisfaction.
• Third,researchevidence supporting
behavioristtheoryisoftenbasedonanimal
studies,the resultsof whichmaynotbe
applicable tohumanbehavior.
• Fourthshortcomingof behavior
modificationprogramsisthatclients’ changed
behaviormaydeteriorate overtime,especially
once theyreturnto theirformerenvironment—
an environmentwithasystemof rewardsand
punishmentsthatmayhave fosteredtheir
problemsinthe firstplace
OPERANT CONDITIONING
• the learningprocessbywhichbehaviors
are reinforcedorpunished,thusstrengtheningor
extinguishingaresponse
COGNITIVELEARNING THEORY
WHAT IS COGNITIVELEARNING?
Cognitive learningisanactive style of learning
that focusesonhelpingyoulearnhowto
maximize yourbrain’spotential.Itmakesiteasier
for youto connectnewinformationwithexisting
ideashence deepeningyourmemoryand
retentioncapacity.
The abilityof the brain’smental processesto
absorband retaininformationthrough
experience, senses,andthoughtisknownas
cognition.
Componentsof Cognitive Learning
1. Comprehension
For cognitive learningtobe efficientandbenefit
you,understandthe reasonwhyyouare learning
a specificsubjectinthe firstplace.
2. Memory
Cognitive learningdiscouragescrammingof
information,whichisveryineffectivein
education.Havingadeepunderstandingof a
subjectimprovesyourabilitytorelate new
knowledge withpreviousexperiencesor
information.
3. Application
Cognitive learningstrategieshelpyouapply new
informationorskillsinlifesituations.They
encourage youas youcontinue todevelop
problem-solvingskills.
Cognitive learningtheoryexplainshow internal
and external factorsinfluence anindividual’s
mental processestosupplementlearning.
Delaysanddifficultiesinlearningare seenwhen
cognitive processesare notworkingregularly.
These processesare suchas attention,
observation,retrievalfromlong-termmemory,
and categorization.
Several researchershave made significant
contributionsto thistheory
➢ Jerome Brunerfocusedonhow mental
processesare linkedtoteaching.
➢ JeanPiagetrecognizedthatthe
environmentplaysahuge role andalsofocused
on changesthat take place inthe internal
cognitive structure.
Today,cognitive learning theoryisdominantin
psychology.
Social Cognitive Theory
Thistheoryhelpsusunderstandhow people are
influencedandtheirinfluence onthe
environment.One of the majorcomponentsof
social cognitive theoryisobservational learning.
It isthe processof learningothers’desirableand
undesirablebehaviorsthroughobservation.
4. It isa quickwayof acquiringinformationwhen
youindividuallytake action.A personwho
demonstratesbehaviorforanotherpersonis
knownas a model.
Observational learningteachespeopleboth
positive andnegativebehaviors.
ConceptsunderSocial CognitiveTheoryinclude:
➢ Reciprocal determinism:A person,their
environment,andtheirbehaviorall influence and
interactwitheachother.
➢ Positive andnegativereinforcement:A
positive ornegative response,suchasa reward
or punishment,impactsfuturelearning
behaviors.
➢ Observational learning:Learnerscan
watch someone elseperformanactionand
repeatthat behaviorthemselves.
Social Cognitive Theoryoftenobserveshow
people regulatetheirbehaviortodevelopgoal-
directedhabits.Insteadof examininghow a
personbeginstheirbehaviorlikemanyother
learningtheories,Social Cognitive Theory
evaluatesactionsovertime.
Benefitsof Cognitive Learning
1. Enhanceslearning
Cognitive learningtheoryenhanceslifelong
learning.Workerscanbuilduponpreviousideas
and applynewconceptstoalreadyexisting
knowledge.
2. Boostsconfidence
Employeesbecomemore confidentin
approachingtasksas theygeta deeper
understandingof newtopicsandlearnnew skills.
3. EnhancesComprehension
Cognitive learningimproveslearners’
comprehensionof acquiringnew information.
Theycan developadeeperunderstandingof new
learningmaterials.
4. Improvesproblem-solvingskills
Cognitive learningequipsemployeeswiththe
skillstheyneedtolearneffectively.Theyare
therebyable todevelopproblem-solvingskills
theycan applyunderchallengingtasks.
5. Helplearnnew thingsfaster
Throughthe experience of learning,the
employeewillbe able torecycle anduse the
same learningmethodsthatworkedpreviously.
Thiswill helpthemlearnnew thingsalotfaster
as theyalreadyknow whatworksfor themwhen
it comesto obtainingnew knowledge.
6. Teachesto formconceptformation(think
abstract)
Cognitive learningcanalsoteachyouremployees
to forma range of differentconceptssuchas
easilyperceivingandinterpretinginformation
that couldboostcreativityandleadto
innovationsatthe workplace.
Piagetsuggestedthree vitalcomponentsof
learning:
Accommodation - takingnew informationinto
account bymodifyingwhatwe alreadyknow.
Assimilation - the arrangementof new knowledge
inside ourheadsbeside whatwe know.
Equilibration - balancingwhatwe alreadyknow
withthe new informationthatwe are tryingto
acquire.
Cognitive LearningExamples
1. ExplicitLearning
5. It happenswhenyouintentionallyseek
knowledge toattemptandlearnanewskill or
processthat maybe vital toyour work.It requires
youto be attentive andtake actiontoacquire
knowledge.
2. ImplicitLearning
Sometimesyoupassivelygainnewknowledge
and learnsome newskills.Itisknownas implicit
learning,where youare unaware of the entire
processuntil yourealize youhave retained
somethingnew.Thistype of learningmayoccur
whenyouare working,talking,orgoingabout
your normal life.
3. Meaningful Learning
Meaningful learningiswhenyouare capable of
acquiringnewinformationandrelatingittopast
experiences.Thisisbecause thiscognitive
learningapproachteachesemployeestobuild
transferable problem-solvingskillsthatcanbe
appliedinotherareas.
4. DiscoveryLearning
It happenswhenyouactivelyseeknew
knowledge byresearchingnew concepts,
processes,andsubjects.
5. Receptive Learning
Lectureswhere yousitingroupsand a speaker
feedsthe audience withinformationonaspecific
subjectisan example of receptive learning.It
requiresthe learnertobe active byasking
questionsandtakingdownshortnotes.During
traininginyourworkplace,thistype of learning
comesinhandy where yougeta deeper
understandingof newinformationbybeingactive
and responsivetothe speaker.
6. Non-AssociativeLearning(Habituation
and Sensitization)
It isa type of learningthatenableshumansto
adapt to somethingbyfacingitfrequently.When
youget a new jobat a factorywhere there are
manymachinesmakingnoise,itirritatesforthe
firstfew days,butyou laterlearnhow to live with
it.This isknownas habituation.
7. Emotional Learning
Developingemotional intelligence iscrucial to
helpusmaintainfriendlyrelationshipswith
friendsatworkand inlife.Emotional learning
helpspeople learnhow totake charge of their
emotionsandalsounderstandothers’.
8. Experiential Learning
Our experiencesinlife are ourbestlessons.Your
interactionswithotherpeople alwaysteachyou
some preciouslife lessons.Whatyoulearn
dependsonhow youinterpretit.
9. ObservationLearning
One of the significantcomponentsof the social
cognitive theoryisobservationallearning.Itis
handyamong employeessince itmainlyinvolves
imitationof skillsfromcolleaguesand
superiors.Observingyourfriendsorwork
colleaguesisanefficientwaytolearna newskill.
Your successful manageratworkcan helpyou
improve yourleadershipqualitiesasyouembrace
and practice hishabits.
10. Cooperative andCollaborativeLearning
Workingand learningingroupsisencouragedin
manyinstitutions.
SOCIALLEARNINGTHEORY
WHAT IS THEORY IN HEALTH EDUCATION?
➢ Theoriesandmodelsare usedinprogram
planningtounderstandandexplainhealth
behaviorandto guide the identification,
development,andimplementationof
interventions.Healthpromotionanddisease
6. preventionprogramstypicallydrawfrom one or
more theoriesormodels.
➢ Planningahealthpromotionprogram
basedon the Social LearningTheoryincludesan
assessmentof personal aswell asenvironmental
factors thatinfluence behavior.Interpretingthe
consequencesof healthbehaviorcanbe an
incentive forindividualswhovalue the perceived
effectsof lifestyle changes
What isthe importance of social learningtheory?
➢ Social learningtheoryisauseful tool for
social workerstoemploywhenassessingand
assistingclients.Thistheorycan oftenhelp
identifyandtreatthe identifiablecause of certain
behaviors.
WHAT IS SOCIALLEARNINGTHEORY?
➢ Social learningtheoryislargelybasedon
the work of AlbertBandura(1977, 2001), who
mappedouta perspectiveonlearningthat
includesconsiderationof the personal
characteristicsof the learner,behaviorpatterns,
and the environment.
➢More recently,Bandura’sattentionhasturned
to the
impactof social factorsand the social context
withinwhichlearningandbehavioroccur.
VICARIOUSREINFORCEMENT
➢ Anotherconceptfromsocial learning
theory,involvesdeterminingwhetherrole
modelsare perceivedasrewardedorpunished
for theirbehavior.Rewardisnotalways
necessary,however,andalearnermayimitate
the behaviorof a role model even whenno
rewardis available toeitherthe role model orthe
learner.
ALBERT BANDURA
➢ One of Bandura’searlyobservationswas
that individualsneednothave directexperiences
to learn;considerablelearningoccursbytaking
note of otherpeople’sbehaviorandwhat
happenstothem.Thuslearningisoftena social
process,andotherindividuals,especially
significantothers,providecompellingexamples
or role modelsforhow to think,feel,andact.
Role modeling,then,isacentral conceptof social
learningtheory.
AlbertBandura'sSocial LearningTheory
➢ Social learningtheory,proposedby
AlbertBandura,emphasizesthe importance of
observing,modelling,andimitatingthe
behaviors,attitudes,andemotional reactionsof
others.Social learningtheory considershowboth
environmental andcognitivefactorsinteractto
influencehumanlearningandbehavior.
➢ In social learningtheory,AlbertBandura
(1977) agreeswiththe behavioristlearning
theoriesof classical conditioningandoperant
conditioning.
