Description of two selected learning theories, and how they affect an adult education or training program.

1. Learning Theories
Presentation
AET/500
Brenda Colby, Jeannine Perry, Lucas Hancock,
Steffanie Atwood
September, 14, 2014
Dr. S. Winston

2. Learning Theories
• Learning theories address how people learn.
• Behavioral theories focus on the behavior of an individual,
and what external stimuli causes them to learn.
̶ “All behavior can be explained without the need to consider internal
mental states or consciousness” (Learning-Theories.com, 2014).
• Cognitive theories focus on the innate ability of the individual
to learn.
̶ “The learner is viewed as an information processor (like a computer)”
(Learning-Theories.com, 2014).

3. Edward Thorndike - Behaviorist
• Famous psychologist – recognized for his work on a learning
theory on operant conditioning.
• Operant conditioning defined as learning from the
consequences of our behavior.
• Three laws of learning.
– The law of readiness - If a student is not prepared to learn
it will not automatically happen.
– The law of exercise – Practice increases efficiency and
durability of learning .
– The law of effect – reward and punishment.

4. Thorndike’s Law of Readiness
• The law states that an organism (student) is only going to
learn when they are physically and mentally ready to learn.
• If a student is ready to learn, the act of learning will be
satisfying. If the student is not able to learn when they are
ready and willing, then they will become dissatisfied and
annoyed.
• Inversely, if a organism is not ready to learn, then being
forced to work or learn will be dissatisfying and annoying.

5. Thorndike’s Law of Exercise
• The law states that behaviors are more strongly established
when there are frequent connections between stimulus and
response.
• This law was latter updated to because Thorndike discovered
this was not true in all cases
• The Law of Exercise was revised and also lead to a slight
revision in Thorndike’s Law of Effect stating that positive
reward significantly increases connections, but negative only
slightly decreases them.

6. Thorndike’s Law of Effect
• Thorndike designed and experiment called a puzzle box (see below)
to test the laws of learning.
• He put a cat in the puzzle box with a lever, if the cat hit the lever it
would get a piece of fish. He would repeat this processes again and
again and found that it took less time for the cat to hit the lever each
time.
• This brought him to the “Law of effect” which is defined as any
behavior that is followed by pleasant consequences is likely to be
repeated, and any behavior followed by unpleasant consequences is
likely to be stopped.

7. Law of Effect and the Classroom
• Satisfying conditions lead to unity and strengthening of the
connection
• If the response satisfies the student, then it is learned and
accepted but if it is not satisfying, it is discarded.
• The teaching, as a result, must be satisfying.
• The more satisfied a student is with the learning process the
stronger their motivation to learn.

8. Howard Gardner - Cognitivist
• Psychologist inspired by Piaget. Studied neuropsychology
and psycholinguistics.
• Most known for his theory of Multiple Intelligences
̶ “Intelligence is the biopsychological potential to process
information that can be activated in a cultural setting to
solve problems or create products that are of value in a
culture” (Garnder, 2000, p. 34).
̶ Learning can be achieved through other avenues then
simple logical and linguistic thinking.
̶ Intelligence is a combination of 8 different modalities: not a
simple, single ability

9. Gardner’s Multiple Intelligences (MI)
• Eight different types of intelligence
̶ Musical-Rhythmic: sensitive to sounds, rhythms, tones, and music.
̶ Visual-Spatial: spatial judgment and the ability to visualize.
̶ Verbal-Linguistic: affinity for words and languages.
̶ Logical-Mathematical: logic, abstractions, reasoning, numbers,
critical thinking.
̶ Bodily-Kinesthetic: control of one’s body movements,
capacity to handle objects skillfully
̶ Interpersonal: interaction with others.
̶ Intrapersonal: introspective and self-reflective ability
̶ Naturalistic: ability to nurture and relate to one’s
natural environment.

10. Applying theory to practice
• Theory becomes more understandable when applied to
practice.
• E-Learning designs often include many of the multiple
intelligence-based activities.
• These activities are not especially unique. However, applying
an MI perspective to activities ensures that learners have the
chance to optimize their experience based on their individual
MI strengths.

11. Applying theory to practice: Activities
for each intelligence(Examples)
Interpersonal Activities
Established forums or online
comminutes that support
instruction enables the
intrapersonal learner to share
thoughts:
•Online charts
•Web conferencing
•Email
Intrapersonal Activities
The Intrapersonal intelligence
emphasizes the internal aspects
of learning, self-esteem and
“thinking about thinking
•Providing positive feedback
•Supplemental learning materials

12. Behavioral and Cognitive
Learning Theories
• Behavioral theories preceded cognitive.
̶ Learning is change in behavior, not the learner.
̶ Learners are passive participants.
• Cognitive theories were in response to behavioral theories:
learners are not programmed animals.
̶ Learners require active participation
̶ Information comes in, is processed, and results in desired
outcome.

13. References
Gardner, Howard (2000), Intelligence Reframed: Multiple Intelligences for
the 21st Century, Basic Books, ISBN 978-0-465-02611-1
Learning Theories. (2014). Retrieved from www.learning-theories.com
McLeod, S. (2007) Edward Thorndike; Simply Psychology Retrieved from
http://www.simplypsychology.org/edward-thorndike.html
Thorndike, E. L. (1898). Animal intelligence: An experimental study of the
associative processes in animals. Psychological Monographs: General
and Applied, 2(4), i-109.