Hierarchy Of Learning Gagne
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Robert M. Gagne developed a hierarchical taxonomy of learning outcomes that organizes learning into different levels of complexity. The taxonomy includes signal learning, stimulus-response learning, chain learning, verbal association, discrimination learning, concept learning, rule learning, and problem solving. Each level builds upon the previous ones and involves more complex mental processes.
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Robert Gagne was an influential educational psychologist known for his work on conditions of learning and instructional theory. He received his PhD from Brown University in 1940 and worked as a professor at various universities. Gagne's major publications included The Conditions of Learning and Instructional Theory Foundations. He proposed a learning hierarchy consisting of different types of learning outcomes ranging from simple to complex: signal learning, stimulus-response learning, chaining, verbal association, multiple discrimination, concept learning, rule learning, and problem solving. Gagne also identified nine instructional events that should be followed to facilitate learning: gaining attention, informing learners of objectives, stimulating recall, presenting stimuli, providing guidance, eliciting performance, providing feedback, assessing performance, and
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The document discusses the nature and importance of learning. It provides several definitions of learning from educational and psychological perspectives that emphasize modification of behavior through experience. Key characteristics of learning mentioned are that it is a continuous process of change that allows organisms to adapt to their environment. Several principles of learning are outlined, including readiness, exercise, primacy, recency, intensity, and freedom. Learning is described as an active process that is most effective when students are physically and mentally prepared, motivated through emotional reactions, and given freedom of choice, action, and responsibility.
Unit 2
This document provides definitions and explanations of key concepts related to learning theories and principles. It discusses several major schools of learning theory, including behavioral theory, cognitive theory, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. For each theory, it outlines some of the core ideas and implications for how learners learn most effectively. It also describes principles of learning such as readiness, exercise, effect, primacy, recency, intensity, requirement, and freedom. Overall, the document aims to provide insight into learning from the perspective of educational psychology and different learning theories.
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Gestalt Theory
This document discusses several theories of learning and psychology including cognitive theory, Gestalt theory, and insightful learning. Cognitive theory emphasizes mental processes in learning, memory, and problem solving. Gestalt theory, developed in the early 20th century, emphasizes understanding the whole experience rather than individual parts. Insightful learning refers to sudden understanding of a problem accompanied by an "aha moment." The document also describes Köhler's chimpanzee experiment and Gestalt principles of perceptual organization including proximity, similarity, continuity, Prägnanz, and closure.
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Albert Bandura is a Canadian-American psychologist known for originating social cognitive theory and conducting the famous "Bobo doll" experiment. Social cognitive theory emphasizes that observational learning, modeling, and cognitive processes shape human behavior, and that people learn from observing others. Bandura's Bobo doll experiment demonstrated that children can learn aggression through observing adult models, as children who saw an adult acting aggressively towards a Bobo doll then imitated and showed novel aggressive behaviors towards the doll.
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Constructivism is a theory of learning that suggests individuals actively construct their own understanding and knowledge through experiences and reflections. Key theorists include Piaget, who described cognitive stages of development, Bruner, who emphasized discovery learning, and Vygotsky, who highlighted social learning and the zone of proximal development. Constructivism views learning as an active process where learners build new ideas upon prior knowledge and interact with their peers and environment.
OPERANT CONDITIONING
BF Skinner developed the theory of operant conditioning which argues that behavior is shaped by its consequences rather than associations to stimuli. Operant behavior is voluntary and influenced by reinforcement or punishment that increases or decreases the likelihood of the behavior reoccurring. Skinner researched operant conditioning using a Skinner Box which could deliver rewards or punishments on different reinforcement schedules like continuous, fixed ratio, variable ratio, fixed interval, and variable interval schedules.
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Ivan Pavlov was a Russian physiologist and psychologist who won the Nobel Prize in 1904 for his work studying the digestive system. He is known for his experiments demonstrating classical conditioning, where he showed that a neutral stimulus coupled with an unconditioned stimulus could elicit the same response as the unconditioned stimulus alone. In his classic experiment, Pavlov paired the sight of food with the sound of a bell, and the dogs eventually began to salivate at the sound of the bell alone due to the conditioning. The document then defines the key components of classical conditioning experiments, including the unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. It also explains the principles of acquisition, extinction, spontaneous recovery, generalization, discrimination,
Educational Implication EL Thorndike
This slide explore the educational implications of Edward Thorndike's theories. Whether you're an educator, student, or simply interested in education, this material offers valuable perspectives on how Thorndike's work continues to impact modern pedagogy.
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In addition to his famous Law of Effect, Thorndike also proposed several auxiliary laws that further explained the process of learning. These auxiliary laws provide a comprehensive framework for understanding how learning occurs. By applying these principles, educators and learners can create optimal conditions for effective learning and behavior modification.
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This slide explore the fascinating Thorndike's Laws of Learning. Developed by psychologist Edward Thorndike, these laws offer valuable insights into how organisms learn and modify their behavior through the relationship between stimuli and responses.
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This is a presentation on the Concept of Learning, prepared by Blesson Varghese, Research Scholar at Mahatma Gandhi University, Kerala.
Study Notes: https://mindscapetalks.blogspot.com/2023/05/learning-theories-part-1-concept-of.html
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Hierarchy Of Learning Gagne
- 1. Hierarchy of Learning Robert M. Gagne
- 2. Robert M. Gagne American Educational Psychologist His book "The Conditions of Learning," first published in 1965, identified the mental conditions that are necessary for effective learning.
- 3. Gagne's Taxonomy of Learning also known as the Gagne Hierarchy or Taxonomy of Learning Outcomes, organizes learning outcomes into a hierarchical structure based on the complexity of mental processes.
- 4. Signal Learning A specific stimulus serves as a signal or cue for the learner to respond in a particular way. It involves the association between a stimulus and a specific response, often through repeated pairings. In signal learning, the stimulus serves as a signal for the learner to perform a specific action or response.
- 5. Stimulus- Response Learning It involves developing desired stimulus-response bonds in the subject through a carefully-planned reinforcement schedule based on the use of 'rewards' and 'punishments'.
- 6. Chain learning This is a more advanced form of learning in which the subject develops the ability to connect two or more previously learned stimulus-response bonds into a linked sequence. It is the process whereby the most complex psycho-motor skills (eg riding a bicycle or playing the piano) are learned.
- 7. Verbal Association Refers to the process by which an individual learns to associate words or phrases with specific meanings. It refers to the process of learning and remembering information through the association of verbal stimuli, such as words or verbal cues.
- 8. Discriminatio n Learning refers to the process by which an individual learns to distinguish between two or more stimuli or events. Item 1 Item 2 Item 3 Item 4 75 50 25 0
- 9. Concept Learning Refers to the process by which an individual learns to categorize or group stimuli or events based on their common properties or characteristics.
- 10. Rule Learning This is a very-high-level cognitive process that involves being able to learn relationships between concepts and apply these relationships in different situations, including situations not previously encountered. It forms the basis of the learning of general rules, procedures, etc.
- 11. Problem Solving Problem-solving refers to the process by which an individual identifies and resolves a problem or obstacle to achieve a specific goal.