This document discusses various theories of learning including Thorndike's connectionism, Pavlov's classical conditioning, Skinner's operant conditioning, and Hull's reinforcement theory. It also covers concepts like transfer of training, learning styles, and metacognition. The key points are: 1) Several theories of learning are presented including association theories like Thorndike's connectionism and Pavlov's classical conditioning, as well as field theories like Gestalt psychology. 2) Factors that influence learning include characteristics of the learner, the learning experiences, resources available, and motivation. 3) Transfer of training refers to applying what is learned in one context to another context. Several theories attempt to explain how and why

1. Psychology
LEARNING
B.Ed. 2015-16
M.Vijayalakshmi
Guest Lecturer

2. Unit III
LEARNING

3. Learning: Concept, principles and factors
affecting learning – Theories of learning:
Thorndike’s Connectionism, Pavlov’s Classical
and Skinners Operant Conditioning, Learning
by Insight, Hull’s Reinforcement theory –
Transfer of training and its theories and their
educational implications – Metacognition:
Meaning, Elements and its Instructional
strategies – Learning Styles: Audio, Visual and
Kinesthetic – Teacher’s role in changing,
strengthening and sustaining learning styles.

4. Learning - Meaning
A relatively permanent
change in behaviour,
which occurs as a result of
activity, training, practice
or experience

5. Definition
• Gardner Murphy -
“The term Learning comes
every modification of
behaviour to meet
environment requirements”

6. Characteristics of Learning
Universal
Continuous
Improved
performance
Purposive
Multiple and
integrative
Contingent upon
experience

7. Factors affecting Learning
Learner
Type of Learning
Experiences
Men and Material
Resources

8. Factors Associated with Learner
Learner’s physical and mental health
The basic potential of the learner
The level of aspiration and achievement
motivation
Goals of life
Readiness and well power

9. Factors Associated with the
Type of Learning Experiences
• Nature of learning experience
• Methodology of learning
i. Linking the recent learnings with those of the
past
ii. Correlating learning in one area with that of
another
iii. Utilization of maximum number of sense
iv. Revision and practice
v. Provision of proper feedback and
reinforcement
vi. The selection of the suitable learning methods
and teaching

10. Factors Associated with the
Men and Material Resources
• Quality of the teacher
• Socio-emotional climate
• Availability of learning material and
facilities
• Availability of conducive environment

11. Factors influencing Learning
• Motivation
• Needs
• Maturation
• Feedback
• The level of intelligence
• Attention
• Use of audio-visual aids

12. • Field of learning suits one’s aptitude
• Guidance
• Positive and Negative attitudes
• Distributed practice
• Perception
• Correlate present and past
knowledge
• Rewards and punishments

13. Rate of Learning
Amount of learning proficiency achieved
= --------------------------------------------------------------
Time taken to achieve the amount of learning

14. Types of Learning
Motor learning or skill learning
Perceptual learning
Conceptual learning
Learning of attitudes and interest
Imitational learning
Observational learning

15. Classification of Learning Theories
Learning
Theories
Association
Theories
Field
Theories

16. Association
Theories
Thorndike’s
Connectionism
Pavlov’s
Classical
Conditioning
Skinner’s
Operant
Conditioning
Hull’s Drive
Reduction
Theory
Guthrie’s
Theory of
Contiguity

17. Field Theories
Gestalt Theory
of Kohler
Topological
Theory of
Kurt Lewin
Sign Gestalt
Theory of
Tolman

18. Trial and Error Learning Theory
• E.L. Thorndike
• Association Learning Theory
• Theory of Connectionism
• Puzzle Box, Hungry Cat, Fish

24. Thorndike’s Laws of Learning
Law of
Readiness
Law of Effect
Law of Exercise

25. Revised Law of Exercise
Law of multiple response or varied
reactions
Law of attitude
Law of analogy
Law of associative shifting

26. Educational Significance of the Theory
• Childhood level – trial and error method of
learning
• Motivation
• Working of Arithmetic problems
• Rewards and punishments
• Practice or periodical review is must
• Specialized courses – Entry behaviour – Interest
Inventories and Aptitude tests
• Continuous feedback
• Bad habits – disuse – Atrophy or forgetting
• Success leads to further success

27. Classical Conditioning Learning Theory
• Ivan Petrovich Pavlov
• Hungry Dog, Food, Bell, Saliva

29. Classical Conditioning Learning Theory

30. Classical Conditioning Learning Theory

31. Educational Significance of the Theory
o Language learning by associating words with
pictures or meanings and audio-visual aids
o To develop favorable attitude towards learning,
teachers, subjects, school etc
o Developing good habits
o Breaking of bad habits – deconditioning process
o Montessori system
o New experiences – associate with past
experiences
o Emphasizes the idea of continuity, similarity and
contrast

32. Operant Conditioning Theory
 B.F.Skinner
 Popularly accepted theory of learning
 Reinforcement theory
 Operant Conditioning or Instrumental
Conditioning Theory
 Puzzle box, Rats, Pigeons, Pellets

33. Operant Conditioning Theory

37. Educational Significance of the Theory
Individualization of instruction
- Programmed learning, teaching machines,
CAI etc
Behaviour modification techniques
- Use of instructional objectives
- Performance contracting
- Teacher Effective Training (T.E.T.)
Positive Reinforcement
Each step – Reinforced
Desired behaviours of students - reinforced

38. Learning by Insight
• Gestalt Psychologists
• Wolfgang Kohler, Kurt Koffka and Max
Wertheimer
• Gestalt – German Word – Whole, Pattern or
Configuration – (Human Face)
• Wolfgang Kohler – Tenerife Islands – Experiment
– Chimpanzees
• Chimpanzee, Banana, Stick and Wooden box
• Sudden Insight – Brain wave - Flash of Idea -
Intelligence

40. Learning by Insight

41. Learning by Insight

42. Learning by Insight

43. Educational Significance of the Theory
• Learning and Teaching – in total – not in parts
• Inter-disciplinary approach
• Intelligent form – not mechanical form
• Result of meaning experience
• Exhibited by higher intelligence organisms
• Reorganization of the field of perception

44. Reinforcement Theory
• Clark L. Hull
• Systematic Behaviour Theory
• Original orientation - Pavlovian
• Based on
- Association theory of Stimulus – Response
- Survival mode of life
- Biological needs and their fulfilment

47. Hull’s Reinforcement Theory
• Change in the traditional S-R
notion
• The concept of reinforcement
and drive-stimuli reduction

48. Organism
External
Situation
External
Response
RS s rSHR
Response
tendencyStimulus
trace
Association bond = Habit strength

49. Educational Significance of the Theory
• Amended S-O-R formula
• Gives important to needs, drives, incentives,
reinforcement and adequate motivation
• Extend the concept of reinforcement
• Laid emphasis on the formation of good habits
• Focus the fact that individuals have different
capacities
• Emphasized the need for proper rest
• Stood against any inhibition-causing obstacle in the
path of learning
• Advocated chain sequence – drive, cue, response
and reward

51. Definition
• Application or carry over of knowledge,
skills, habits, attitudes etc. acquired in
one situation to some other situation
for which they were not specially learnt
• Carry over of experiences obtained in a
learning situation to the learning of an
another task is termed as ‘Transfer of
learning’ or ‘Transfer of Training’

54. Profound learning system

55. Theories of Transfer
• Theory or Mental Discipline/Formal
Discipline
• Theory of Identical Elements or
Components
• Theory of Generalization
• Theory of Transposition
• Theory of Ideals

56. Theory or Mental Discipline/Formal
Discipline
• Oldest theory
• Mental Faculties
• Improved by constant practice and exercise
• Western Countries Latin Language
• To improve memory power
• Objected by William James

57. Theory of Identical Elements or
Components
• Profounder – E.L.Thorndike
• Common or identical elements
• Maths and Physics – symbols,
formulae and equations
• Accepted by all

58. Theory of Generalization
• Profounder – Charles H. Judd
• Generalization – principle, law or rule
• Two group of students – Control and
experiment
• Group A and B
• Group A – proper training – perform better
• Group B – no training – poor performance

59. Theory of Transposition
• Gestalt Psychologists – environment
related
• Kohler – Hen – Darker paper – food
• Gagne –
• Lateral Transfer – same type
• Vertical Transfer – for new type – Ex:
L.C.M.

60. Theory of Ideals
• W.C. Bagley
• Ideas and are desirable
• Ex: Neatness – Arithmetic sums -
followed in other subjects

61. Educational Significance of the Theory
• Suitable curriculum
• Methods of instruction
• Preparation of the part of the
learner
• Preparation on the part of the
teacher

63. Metacognition
•Higher order thinking
•Thinking about thinking or
learning to learn

64. Elements of Metacognition
Metacognitive
Knowledge
Metacognitive
experiences or regulation

65. Metacognition
Metacognitive
knowledge
Of person
variables
Of task
variables
Of strategy
variables
Metacognitive
Experiences
Developing
a plan of
action
Monitoring
of the plan
Evaluating
the plan

77. Credit Sources
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