Learning theories can be categorized into behavioral, constructivist, socio-cultural, and cognitive approaches. Behavioral theories such as classical conditioning and operant conditioning focus on the association between stimuli and responses. Constructivism posits that learning is an active process where learners construct new ideas based on past knowledge. Socio-cultural theory emphasizes the important role social interaction plays in cognitive development. Cognitive theories examine internal cognitive processes and believe that learning involves gaining insight. The different learning theories provide various perspectives on how learning occurs.

1. Learning Theories
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I. Learning
A. It is a relatively permanent change in behavior that occurs through experience or
training.
B. It is an ongoing process of continued adaptation to our environment, assimilation of new
information, and accommodation of new input to fit prior knowledge.
II. Learning Theories
(Theyare setsof conjecturesandhypothesesthatexplainthe processof learningorhow learningtakes
place.)
A. Behavioral Learning Theories or Associative Learning Theories
1. Classical Conditioning (Ivan Pavlov)
Believesthatindividuallearnswhenapreviouslyneutral stimulusispairedwithan
unconditionedstimulusuntil the neutral stimulusevokesaconditional response.
Includesthe following:
a. Stimulusgeneralizationa processbywhichthe conditionedresponse transferstoother
stimuli thatare similartothe original conditionedstimulus.
b. Discriminationa processby whichone learnsnotto respondtosimilarstimuli inanidentical
mannerbecause of previousexperiences.
c. Extinctionthe processbywhicha conditionresponse islost.
2. Connectionism Theory (Edward Thorndike)
Putsmore emphasisonthe response of the organismnotlimitinghimself tothe association
betweenthe stimulusandthe response.
Human activity isbasedonassociationbetweenstimulusandresponse.
The three major lawsof learning:
a. Law of readiness.Readinessisanimportantconditionof learning.A learnermaybe satisfied
or frustrateddependingonhis/herstage of readiness.The learnershould be biologically
prepared.
b. Law of exercise.Explainsthatanyconnectionisstrengthenedinproportiontothe number
of timesitoccurs andin proportiontothe average vigorand durationof the connection.
Practice alone isnot enoughforimprovement.
c. Law of effect.Whenanorganism’sresponse isaccompaniedorfollowedbyasatisfactory
state,the strengthof the connectionisincreased.If anannoyingstate accompaniesor
followsthe response,the strengthof the connectionisdecreased.Rewards,successesor
positive reinforcementfurtherlearning,while punishment,failure,ornegative experiences
hinderit.
3. Operant Conditioning (Burrhus Frederick Skinner)
Organismhasto do somethinginordertoget reward,thusitmust operate onitsenvironment.
Typesof reinforcement:
a. Positive reinforcementincreasesresponse frequency.
b. Negative reinforcementstrengthensbehaviorbytheirremoval.

2. Learning Theories
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ReinforcementSchedules
a. FixedInterval Schedule. The target response isreinforcedafterafixedamountof time has
passedsince the lastreinforcements.
b. Variable Interval Schedule. The amountof time that mustpass betweenreinforcement
varies.
c. FixedRatio Schedule. A fixednumberof correctresponsesmustoccurbefore reinforcement
may occur.
d. Variable Ratio Schedule. The numberof correctrepetitionsof the correctresponse for
reinforcementvaries.
Typesof punishment
a. Positive Punishment.A behaviordecreaseswhenitisfollowedbyanunpleasantstimulus.
b. Negative Punishment. A behaviordecreaseswhenapositivestimulus isremovedfromit.
Shaping. Usedto teach relativelysimpletaskbybreakingthe taskdownintosmall components
and reinforcementisdeliveredall throughoutthe steps.
Chaining.Is usedto breakdowncomplex tasks,andreinforcementisnotdelivereduntil the end,
unlessthe learnercandemonstrate the taskinitsentirety.
Premack or Grandma Rule. Is usedtostrengthenalessdesiredbehaviorbylinkingitto
somethingthata childlikes.
B. Constructivism (Discovery Learning) – Jerome Bruner
Learningisan active processinwhichlearnersconstructnew ideasorconceptsbasedupontheir
current/pastknowledge.
Brunerbelievesthatinterestinthe subjectmatteristhe beststimulus forlearning.He didnotlike
external competitive goalssuchasgrade or class ranking.
Three waysof representingknowledge:
1. Enactive. Represented in the muscles and involve motor responses or ways to manipulate
the environment.
2. Iconic.Learning is obtained through using models and pictures.
3. Symbolic. Uses symbol system to encode knowledge.
C. Socio-Cultural Theory (Lev Vygotsky)
Social interactionplaysaveryimportantrole incognitive development.
1. Scaffolding. Refers to the appropriate assistance given by the teacher to assist the learner
to accomplish a task.
2. Zone of Actual Development. Refers to the level a child is capable of achieving without the
guidance of someone else.
3. Zone of Proximal Development. Is the difference between what a child can accomplish
alone and what he can accomplish with the guidance of another.
4. Scaffold and Fade-away Technique. Refers to the withdrawal of assistance once the
learner becomes proficient in doing the task.

3. Learning Theories
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D. Cognitive Learning Theories
Preferstoconcentrate onanalyzingcognitiveprocess.
Believe inthe non-observable behavior.
1. Gestalt Theory (Kohler, Wertheimer and Koffka)
The primaryfocus of thistheoryison perceptionandhow people assignmeaningstovisual
stimuli.
GestaltPrinciples:
a. Law of proximity.Elementsthatare close togetherwill be perceivedasacoherentobject.
b. Law of similarity.Elementsthatlooksimilarwill be perceived aspartof the same form.
c. Law of figure and ground. We tendto pay attentionandperceive thingsinthe foreground
first.
d. Law of goodpragnanz. A person’sperceptionisbasedonhisexpectation.
2. Insight Theory (Wolfgang Kohler)
Gaininginsightisagradual processof exploring,analyzing,andreconstructuringperceptions
until solutionisarrivedat.
Reference:
Lucas, M. R. D., & Corpuz,B. B. (2011). Fascilitating learning:A metacognitiveprocess (2nd
ed.).QuezonCity,Metro
Manila:Lorimar Publishing,Inc.