This document summarizes two learning theories: behaviorism and cognitivism. It discusses key behaviorist theorists like Thorndike, Pavlov, Guthrie, and Skinner and their experiments related to connectionism, classical conditioning, contiguous conditioning, and operant conditioning. It also discusses how behaviorism is applied in classrooms using punishment/rewards and drill techniques. The document then introduces cognitivism and its focus on mental processes. It outlines cognitivist theorists like Piaget, Gagne, and Bruner and their theories related to cognitive development stages and problem solving. Finally, it provides examples of how cognitivism is applied in classrooms through problem solving activities, imagery, and designing materials based on

1. Lecturers:
Dyah Setyowati Ciptaningrum, Ed.D. and Pangesti Wiedarti, Ph.D.
Presented by:
• Muhamad Rasyid Al Mawardi
• Marinta A. Waskita Ati
• Reszika Nia Putri
ENGLISH LANGUAGE TEACHING AND TECHNOLOGY
Learning Theories:
Behaviorism and Cognitivism
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2. Learning Theories
Educational
Psychology
Behaviorism
Cognitivism
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3. Behaviorism Learning Theory
Learning is perceived from the point of view of the behavioral
changes occurred in an observable performance of the subject of
learning
It involves stimulus in a conditioned environment in order to form
appropriate responses
It primarily oversees on how the association between stimuli and
responses are made, strengthened and maintained.

4. Behaviorism Theories
• Edward L. Thorndike1.
Connectionism
• Ivan Pavlov2. Classical
Conditioning
• Edwin R. Guthrie3. Contiguous
Conditioning
• B.F. Skinner4. Operant
Conditioning
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5. Connectionism
• Learning is
acquired through
trial and error
process
Trials and
Errors
• Laws of
exercise,effect, and
readiness
Other
principles
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Thorndike(1913-1914) emphasized on the
association (connection) between perception of
stimuli and responses that is observable
behaviorally.

6. Classical Conditioning
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It is a multi-steps procedure experiment developed
by Pavlov in 1932 by associating repeated
Conditioned Stimulus(CS) along with Unconditioned
Stimulus(UCS) to form Conditioned Response (CR).
Eventually, the UCS will be dropped and left only
CS and CR.

7. Contiguous Conditioning
Guthrie and Horton’
s experiment of the
cat in the puzzle bo
x.
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Guthrie (1938) states that
behavior is the association
between movements and
acts.

8. Operant Conditioning
Discriminative stimulus
Response
Consequences (Reinforcement/Punishment)
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It is suggested by Skinner (1938) that behavior
(response) will be strengthened when the
consequences (reinforcement/punishment) are given

9. Examples in the Classroom
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• Punishment and rewards
mechanism in the
classroom
• Drill in pronunciation and
speaking

10. Cognitivism
Criticising behavioural learning theory, cognitivist
suggest, a rather completing the behaviourism
theory, there is another factor determining the
behavioural changes. This is the mental process
that happened in learner’s mind.
Mental process is the factor that underlies the act of
behaviour/response given following stimuli.
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11. How it works

12. 1950
Jean Piaget
Robert Gagne
Jerome Brunner
David Ausubel
Cognitivism Theories
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13. Piaget’s Theory of Cognitive Development
Sensorymotor Stage (birth – 2 yo)
Preoperational Stage (2 -7 yo)
Concrete Operational Stage (7 – 11 yo)
Formal Operational Stage (11 – adulthood)

14. Robert Gagne 9 Levels of Learning

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Problem solving in classroom activities.
Imagery/providing pictures in vocabulary acquisition
technique for children.
Teacher’s design material that take into account the
learner’s development stages. For example, starting
from the simplest to more complex materials.
Examples in the
Classroom

16. Thank you
“The experience can not be studied without passing it.”
B.J. Habibie