Robert Gagné was an educational psychologist known for his theory of conditions of learning. He identified nine events of instruction that address the different mental conditions for learning. These include gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing learning, and enhancing retention and transfer. Gagné's model emphasizes that learning builds from simple to complex and that instruction should account for individual differences in learners.

1. GAGNE’S CONDITIONS OF LEARNING
WHO IS ROBERT GANGNE?

2. ROBERT GANGNE (1916-2002)
• Gagne is also best known for his nine events of
instruction
• Educational psychologist whose ideas on the 'conditions of learning' are
gynerally employed in every teaching leaming process
• Gagné (1984) has described learning as a change in the behaviOur of
an individual that is retained and that makes possible a
corresponding change
• Gagné identifies eight conditions of leaming, or leaming types or varieties
of learning,
• In 1965, Robert Gagné proposed a series of events that are associated
with and address the mental conditions for learning.

3. GAGNÉ HAS
IDENTIFIED NINE
STAGES OF
COGNITIVE
PROCESSING

4. GAGNÉ HAS IDENTIFIED NINE STAGES OF COGNITIVE
PROCESSING
1. Gaining attention (Reception)
Ensure the learners are ready to learn and participate in
activities by presenting a stimulus to capture their attention.
2. Informing the learner of the objectives
(expectancy)
Example: Lead an ice breaker activity
Inform students of the objectives or outcomes for the course and individual lessons
to help them understand what they are expected to learn and do.
3. Stimulating recall of prerequisite learning (retrieval)
Help students make sense of new information by relating it to something
they already know or something they have already experienced.
Example: Ask questions about previous experiences

5. 4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
Use strategies to present and cue lesson content to provide more effective instruction.
Example: Use a variety of media to engage students in learning
Advise students of strategies to aid them in learning content and of resources available.
In other words, help students learn how to learn.
Example: Use examples and non-examples – examples help students see what to do, while
non-examples help students see what not to do
Have students apply what they have learned to reinforce new skills and knowledge and to confirm correct
understanding of course concepts
Example: Design effective quizzes and tests

6. 7. Providing feedback (reinforcement)
Provide timely feedback of students’ performance to assess and facilitate learning
and to allow students to identify gaps in understanding before it is too late.
The following are some types of feedback you may provide to
students:
 Confirmatory feedback informs the student that they
did what they were supposed to do
 Evaluative feedback apprises the student of the
accuracy of their performance or response but does not
provide guidance on how to progress.
 Remedial feedback directs students to find the correct
answer but does not provide the correct answer.
 Descriptive or analytic feedback provides the student
with suggestions, directives, and information to help
them improve their performance.
 Peer-evaluation and self-evaluation help learners
identify learning gaps and performance shortcomings in
their own and peers’ work.

8. 8. Assesting performance (retrieval)
9. Enhancing retention and transfer (generalization)
Test whether the expected learning outcomes have been achieved on previously stated course
objectives.
Some methods for testing learning include the following:
 Administer pre- and post-tests to check for progression of
competency in content or skills
 Embed formative assessment opportunities throughout instruction
using oral questioning, short active learning activities, or quizzes
 Implement a variety of assessment methods to provide students
with multiple opportunities to demonstrate proficiency
 Craft objective, effective rubrics to assess written assignments,
projects, or presentations
Help learners retain more information by providing them opportunities to connect course concepts to
potential real-world applications.
These phases of learning are the typical series of external and internal events that constitute a single
learning act

9. The internal conditions of learning include two factors
2. The cognitive processes required for
learning
The internal processes may be influenced by
external events in the form of environmental
stimulation
.
The importance of these phases is that they are present in
every adt of learning and are performed in different ways
for different varieties of learning.
1. The learner's psychological state
Category Phases and their
Functions
Preparation for
learning
Drawing learners' attention
to the stimulus, Informing
the learners of learning
goals/objectives. Providing
recall of prerequisite
behaviour/ leaming.
Acquisition of
performance
Presenting stimulus
materials: Permitting
temporary storage of
stimulus features in
working memory.
Transferring stimulus
features and related
information to long-term
memory. Retrieving stored
information. Activating
response. Providing
information and feedback
about the correctness of
performance.
Transfer of
learning
Providing additional cues for
later recall of capability and
assessment of performance
(cueing retrieval or serve as
a signal for getting back the
information).
Enhancing retention and
_transfer of learning to new
situations/contexts
Preparation for learning initiates the individual into
the learning task, while acquisition and
performance refer to the assimilation of the new
knowledge or Of the capability. Depending on the
complexity of the skill to be leamed, these phases
may require anything from eone to several
sessions.

10. The Gagné's model of instruction
• The foundation of Gagné's model relates to his conception of the organization of
knowledge in terms of outcomes of learning
• This structure concentrates on general classification of learning tasks
This model includes five types/varieties of learning
1.intellectual skills
2.cognitive strategy
3.verbal information
4.motor skills
5.attitude

11. 1. Intellectual
skills As the first category in the cognitive domain, intellectual skills outline how to follow procedures to
get things done
five different levels of learning within the intellectual
discrimination
concrete concept
defined concept
rule
problem-solving
the capacity to classify objects by one or more of their characteristics
the capacity to identify objects based one or more of their unique characteristics,
such as the shape or color
he capacity to demonstrate understanding about an abstract object or event. This
skill requires the ability to explain more than the textbook definition of a concept.
the capacity to make connections between concepts and objects
the capacity to integrate multiple rules to find a solution.

12. 2. Cognitive strategy
The second type of cognitive skill is a cognitive strategy. There are a few strategies
for learning as well as for thinking, which are also called metacognitive strategies.
Learning strategies include:
•rehearsal, which involves copying and underlining information or reading it out
loud
•elaboration, where the student takes notes, paraphrases ideas, summarizes
information and answers questions, and
•organizing, which includes creating concept maps and arranging ideas in a
meaningful way.
Learning strategies include:
Metacognitive strategies (thinking) include:
•setting goals
•tracking progress
•modifying strategies

13. 3. Verbal information
The third category in the cognitive domain, verbal information, is taught using
different techniques to aid in memory recall
4. Motor skills
The only category in the psychomotor domain, motor skills are physical actions that
are assessed in complex performances such as skiing, dancing, skateboarding, or
even writing with a pencil. These movements are evaluated on accuracy,
smoothness, speed, or force. Motor skills are also known as psychomotor skills due
to the coordinated response required.
5. Attitude
Attitude is found in the affective domain due to its unique state. It is often
challenging to measure attitude, as each individual must declare their own
thoughts

14. Types of Human Capabilities Conditions Principles for Instructional Events
Verbal Information Retrieving stored information: the internal conditions
to support this learning include
 Preexisting of organized knowledge
 Strategies for processing the new information
 Provide meaningful context of information for
encoding
 Provide elaborations, imagery, or other encoding
cues
 Organize information so that it can be learned in
chunks
Intellectual Skills Metal operations that permits individuals to respond to
conceptualizations of the environment:
 Discrimination
 Concrete and defined concepts
 Rule using
 Problem solving: combining subordinate rules in
order to solve a problem
The internal conditions to facilitate this type of
learning include:
 Recalling prerequisite skills
 Interacting in a variety of ways with the new
learning
 Applying the new skills to range and variety of
different situations and contexts
 Provide varied concrete examples and rules
 Provide opportunities for interacting with
examples in different ways
 Assess learners in new situations
Cognitive Strategies An internal process by which the learners plans,
controls, and monitors his/her won ways of thinking
and learning, including
 Task specific
 General
 Executive
 If task-specific, describe the strategy; if task
general, demonstrate the strategy.
 Provide opportunities for strategy specific practice
with support and feedback
Attitude An internal state, i.e. predisposition that affects an
individual choice of action
 Provide respected models who enact positive
behavior and reinforce the model
 When learner enacts the behavior, provide
reinforcement
Motor Skills Capability to perform a sequence of physical
movements. It involves three stages:
 Learning the sequence of the movement
 Practicing the movement
 Establish executive subroutine and provide for
mental rehearsal.
 Arrange several repetitions of skills with

15. THREE EDUCATIONAL IMPLICATIONS OF GAGNÉ'S THEORY OF
LEARNING
1. PREREQUISITE BEHAVIOUR:
Gagné advocated that processes of learning move from the simple
to the complex
Thus the use of an hierarchy of learning and task analysis are integral pans of instructional tr

16. Learners' characteristics:
Learners' individual differences, readiness and motivation to learn are the important issues
to be considered before designing instructional activities
Cognitive process and instruction:
The Transfer of learning, the self-management skills of the learner, and teaching learners the
skills of problem solving are integral parts of the internal conditions of learning, applicable to
instruction. The skill of leaming 'how to leam' should be in the learner and emphasis should be
on the learners individuals

17. www.instructionaldesign.org
References :
educationaltechnology.net
eiclsresearch.wordpress.com
web.ics.purdue.edu
sharmaparul.blogspot.c
www.google.com

18. TRANSFER OF LEARNING
Positive Transfer
This usually occurs when the two skills in question are similar in some way. Having
already mastered one of the skills, makes learning the second skill easier. Coaches
can aid this positive transfer by making sure the individual understands the
similarities between the two skills and by making sure that the basics of the first skill
are well learnt so that they transfer more easily into the second skill.
Negative Transfer
This occurs when having learnt one skill, makes learning the second skill more
difficult. This more often happens when a stimulus common to both skills
requires a different response.
Transfer of skills can work both ways, in that a skill currently being learnt may
affect a skill previously learnt, or a skill learnt in the past may affect a skill
currently being learnt:
Proactive Transfer
A skill learnt in the past affects a skill currently being learnt or to be learnt in the
future

19. Retroactive Transfer
Learning a new skill affects a previously learned skill.
Bilateral Transfer
Where the learning of one skill is transfered from one limb to the other e.g. a footballer
learning to pass with their left foot when they have previously learned this skill with their right
foot
Zero Transfer
Where there are no transferable elements between previously learned skills and the new
one about to be learned e.g. bowling in cricket and skipping.
Stimulus Generalisation
The transfer of previously learned skills to a new situation can sometimes be generalised
rather than specific to the situation.
Response Generalisation
When a performer has well learned a skill they can begin to adapt the skill to vary it

20. SIX CATEGORIES OF SKILL TRANSFER HAVE BEEN
IDENTIFIED
1. Transfer between skills – such as all racket sports
2. Practice to performance – transferring skills learnt in training to a competitive
environment
3. Abilities linked to skills – balance to perform a good landing in gymnastics
4. Limb to limb (bilateral) – striking a football with the right or left foot
5. Principle to skill – the principles of defensive play in rugby are similar to football
6. Stages of learning – skills that are learnt in the cognitive phase will then be built
upon in the associative phase

22. Importance of Transfer of Learning | Process | Learning | Psychology
• The main purpose of any learning or education is that a person who acquires some
knowledge or skill in a formal and controlled situation like a classroom, or a training
situation, will be able to transfer such knowledge and skill to real life situations and adapt
himself more effectively.
• The purpose of any teaching-learning interaction is to bring about a generalisation and
application of what has been learnt in specific situations to real life situations and
acquire a general capacity to adapt.
• Unfortunately when psychology became an experimental science, this theory was
unceremoniously thrown out as not having been empirically established.
• Nevertheless the problem of transfer of learning did finally attract psychologists.
Some of the earliest studies on this problem were carried out by William James on
himself as a subject.

23. • Psychologists have certainly carried out a number of experiments on the phenomenon of transfer. A
typical design of such an experiment takes the following form. Two groups of subjects matched on age,
education, intelligence and prior learning and also background are selected.
Some of the points that emerged are mentioned below:
1. Transfer can be positive or negative
Whenever an earlier learning experience leads to better learning of a subsequent task, positive
transfer may be said to take place. On the other hand if prior learning is followed by poor learning
at a subsequent task, it may be inferred that there has been a negative transfer or interference.
Interference may result from a number of factors.
There can be a stimulus generalisation or a response generalisation. Stimulus generalisation
occurs whenever two tasks, the original and the subsequent are similar.
2. Transfer involves generalisation.

24. If there is a similarity between the responses acquired by two situations then there can be a transfer of
response from the first learning to the second learning
3. Transfer may arise due to response generalisation
4. The students while learning about the process of conditioning must have learnt about the process of
stimulus generalisation and response generalisation. Transfer has also been categorized as general transfer.
Some of the sources of specific transfer essentially relate to similarities in stimuli or response.

25. 3 Important Theories of Learning
Theory # 1. Trial and Error Theory of Learning:
 E.L. Thorndike, an American Psychologist was the pro-pounder of this theory. It is the theory
of connectionism. To Thorndike the basic unit of behaviour is S.R. Connection. Learning is
forming of bonds (connections) between S (Stimulus) and R (Response).
 This S-R connection depends on recently, frequency, intensity and vividness of the
experiences, capacity and readiness of the learner. These bond connections are formed
through Trial and Error.
 It means one learns by making trials, making errors or mistakes during the trials and
making further trials, eliminating the wrong responses.

26. Thorndike has highlighted three important laws of learning
1.Law of Readiness
2.Law of Exercises
3.Law of Effect

27. Law of Readiness
when a learner is ready to get (learn) he can learn quickly and effectively. This implies
that the learner must be mentally prepared to learn. Readiness means preparedness
both physical and psychological.
Psychological readiness refers to the interest, zeal, inclination, enthusiasm and willingness to learn.
Readiness depends on three main factors such as
(a) Maturation
(b) Experiences—training or previous learning and
(c) Favourable physical, psychological and
environmental elements conducive for learning.

28. Educational implication:
 Teacher has to use audio-visual aids in teaching learning when learners are ready to
learn.
 Teachers and parents should not be over ambitious; rather they should wait till the
child becomes ready to learn.
 Teacher is to motivate the child before starting this teaching work.
 Curriculum, syllabus are to be prepared as per the learner’s age, ability, standard.
 Appropriate methods of teaching are selected suiting to the mental maturity of
the students.
 Learners should be engaged in curricular activities observing their readiness and
curiosity for new things.

29. Law of Exercise:
Law of exercise tells that learning takes place by doing or by actively participating or by exercising
any work. In actual practice a man learns when he does and one does not learn, if he does not do.
Learning is permanent. When one does drill, practice or repeat through exercise This law is
divided into two parts such as law of use and law of disuse.
Law of use
It is called law of practice. This gives emphasis on practice which makes a man perfect. This is
associated with intensity and recently.
Law of disuse
When a thing is not repeated or practiced over a long time it is slowly forgotten because the
strength of the connection between S and R decreases. It has negative value of lack of practice.

30. Educational implications:
 This law creates interest with pleasant result among the students.
 Problems related to behaviour can be solved easily by this law.
 It gives reward and punishment.
 Undesirable behaviour or attitude can be removed by associating with this law.
 Students from good habits after getting reward and punishment.
 It makes learning functional and permanent.
 Learning is more effective through drill, repetition, review, discussion, practice revision etc.
 Forgetting can be diluted.
 Bad habits can be removed.
Law of Effect:
As per the view of Thorndike law of effect is “When modifiable connection is made between a
situation and a response and is accompanied or followed by a satisfying state of affairs the
strength of connection is increased and when such a connection is made and accompanied or
followed by an annoying state of affairs its strength is decreased.”

31. Educational implications:
a. The learning situation provided by the teacher is
enjoyable.
b. It creates school activities interesting.
c. Each practice will definitely gives result.
d. Good practice will give good effect and bad practice will
give bad result.
e. Without seeking incentives, repetition and motivation.
Learning is ineffective.
2. Conditioned Response Theory:
This theory was advocated by Pavlov, a Russian doctor and psychologist.
Conditioning implies modification of natural response. Natural stimulus comes in a natural
process.

32. But in absence of natural stimulus if artificial stimulus is given then natural response comes out
which is known as S.R. Theory of Stimulus Response Theory of Learning. So that when
natural stimulus is substituted by an artificial stimulus, then a new connection between artificial
stimulus and natural response is created
Conditioned Stimulus Proceeds Towards Unconditioned Stimulus
 a. No wide gap is seen is presenting C.S and U.C.S.
 b. Conditioning depends upon the intensity of the stimulus.
 c. The environment for conditioning is appropriate.
Educational Implications:
a. Conditioned response theory has some educational implications. The following points are noted in
this connection.
b. Conditioning learning helps in developing desirable habits and interest of the children.
c. It removes fear and phobias among children.
d. The use of audio-visual aids makes better responses of students through conditioning learning.
e. The repeated use of any learning materials/teaching helps in positive conditioning.

33. 3. Learning by Insight Theory
This insightful learning theory is known as Gestalt theory. M. Wertheirmer, Kurt Koffka and
Wolfgang Kohler are the chief exponents of Gestalt theory by rejecting S.R. theory and Trial
and Error theory of learning. Gestalt psychologists are of views that human mind is not the
connecting system but a transforming system.
The following steps are connected in insightful learning:
 a. The organism reacts the situation as a whole and not merely a part.
 b. The organism perceives the whole situation.
 c. The goal in this theory is clearly visible.
 d. It establishes relationship between whole and part.
 e. It brings quick solution of any problem through insight.

34. Following one some factors which are responsible for insightful learning
 a. It depends on age and mental ability of the learner.
 b. Clarity of zeal.
 c. It depends on previous experiences of the learner.
 d. Initial efforts helps the learner to reach the final goal.
 e. It brings clear understanding of the whole situation.
 f. It determines the relationship between means and end.
Educational Implications
 a. It proceeds from whole to part.
 b. It is an intelligent way of learning.
 c. It helps the children to acquire knowledge by using understanding, intelligence and insight.
 d. Meaningful material is better retained and learnt.
 e. It helps to solve the problem easily.

35. Comparison between Association Theories and Field Theories of
Learning
1. Learning is conceived as a matter of associations between stimulus-response (S.R).
Association Theories:
2. Learning is considered as a matter of the formation and strengthening of associations.
3. Learning under conditions of reinforcement is the focus.
4. Whole is made of separate parts.
5. Parts are fundamental.
6. Learning is additive Isolated parts are added together into an integrated performance.
7. Learning approach is molecular in nature.
8. Learning proceeds from simple to complex.
9. Objects and things are seen as they are. The physical as well as psychological
environment is real.
10. An individual is basically a mechanism.

36. 11. Emphasis is on overt behaviour.
12. Stress is on trial and error.
13. Drill follows achievement.
14. Reinforcement is fundamental and the learner is its victim.
15. Stress is on the past.
16. It is most suited for habit formation.
17. Generally not suited for transfer of learning.
Field Theories:
1. Learning is conceived as the organisation of experiences into cognitive structure.
2. Learning is considered as a matter of meaningful dynamic structure in which relationship is established and
restructuring of cognitive field takes place.
3. Perception is the key concept. Relation between parts and whole is the focus.
4. Parts emerge from the whole.

37. 5. Whole is fundamental.
6. Learning is not a matter of separate elements joined together until the whole is built up. Meaningfulness is
present in the totality of the field or situation.
7. Learning approach is molar. There is no dissecting of the whole into meaningless parts.
8. Learning proceeds by perceiving the whole. Out of the whole are specialised aspects
progressively differentiated
9. Things and objects are looked upon in terms of their psychological significance.
10. There is dynamic interaction between the individual and the environment.
11. There is very little emphasis on overt behaviour involves insight rather than physical movements.
12. Stress is on insight.
13. Drill must be preceded by insight.
14. The learner is purposive and he interacts within the field.
15. Stress is on the present as perceived. An individual is a purposive organism interacting with many
elements.
16. It is most suited for concept formation and problem-solving.
17. Stress is on insight and meaningful relationships.

38. 6 IMPORTANT THEORIES OF TRANSFER OF LEARNING
1. Mental Discipline:
This theory came to existence in 20th century. It is philosophical in nature. Mind is the central
position which is composed of several facilities. These faculties are to be trained through
muscular and physical training. This facility psychology developed during 1734.

39. 2. Identical Elements
E.L. Thorndike has developed this theory. It goes from on learning situation to other situation.
Two identical factors or activities or common factor transfer to total situation where maximum
transfer of learning or total learning can be taken place. It goes from matter to mind.
3. Generalization:
This theory is developed by C. Judd. In this theory transfer of learning takes place primarily
through generalization and degree of transfer depends upon the extent to which experiences in
the first situation are understood and consolidated into generalization.
4. Transposition
It is advocated by Gestalt psychology. Transfer starts in understanding the fact and perception of
similarity by the learner. It is known as pattern of relationship.

40. 5. Ideals
It was propounded by W.C. Bagley. When ideas are stressed are perused then transfer of learning can be
taken place. Ideas like honesty, truthfulness, love etc. can be transferred in this theory.
6. Learning to Learn
After practicing a series of related or similar tasks then learner learns the capacity to learn the same thing.
It is found that whenever learner comes in contact with various learning materials then he learns
efficiently and effectively. Learning to learn means when learning starts from one method then it goes to
another method.

41. https://www.teachpe.com/sports-psychology/transfer-of-learning
References :
https://www.psychologydiscussion.net/learning/learning-theory/comparison-between-association-theories-
and-field-theories-of-learning/2527
https://www.psychologydiscussion.net/learning/3-important-theories-of-learning/1821