Theories of Learning Presentation

1. THEORIES OF
LEARNING

2. BEHAVIORISM
• A theory of learning based upon the idea that all behaviors are acquired through
conditioning
• Conditioning occurs through interactions with the environment
• Behaviorists believe that our response to environmental stimuli shapes our behaviors
• According to this school of thought, behavior can be studied in a systematic and observable
manner with no consideration of internal mental states.
• It suggests that only observable behavior should be studied since internal states like moods,
emotions, and cognitions are too subjectiveon

3. ASSUMPTIONS OF BEHAVIORISM
• All behaviors are learned from the environment. We learn new behavior through
classical or operant conditioning.
• Psychology should be seen as a science
• Behaviorism is primarily concerned with observable behavior
• There is little difference between the learning that takes place in humans and that in
other animals
• Behavior is the result of stimulus-response

4. THEORIES
• Classical Conditioning theory (Ivan Pavlov)
learning occurs when a neutral stimulus (e.g., a tone) becomes associated with a stimulus
(e.g., food) that naturally produces a behavior.
Experiment with a dog
• Operant Conditioning Theory (B.F. Skinner)
Referred as instrumental learning
a method of learning that uses rewards and punishment to modify behavior. Through operant
conditioning, behavior that is rewarded is likely to be repeated, and behavior that is punished
will rarely occur.

5. • Reinforcement Theory (B.F. Skinner)
Reinforcement theory is a psychological principle suggesting that behaviors are shaped by
their consequences and that individual behaviors can be changed through reinforcement,
punishment, and extinction
• Socio-cultural Theory (Vygotsky)
The sociocultural theory emphasizes the impact of social interaction on individuals’ mental
development.
It suggests that human learning is largely a social process and that our cognitive functions
are formed based on our interactions with those around us who are "more skilled."

6. • Social Learning Theory (Albert Bandura)
Social learning theory is the philosophy that people can learn from each other
through observation, imitation and modeling.
5 essential steps:
observation
attention
retention
reproduction
Motivation,

7. COGNITIVISM
• Cognitive theory attempts to explain human learning by understanding the
internal mental process. Cognitive theory compares the human mind to the
computer.
• Cognitivism focuses on the inner mental activities; opening the “black
box” of the human mind and considering it as valuable and necessary for
understanding

8. ASSUMPTIONS OF COGNITIVISM
• Learning involves the formation of mental representations or associations that are not
necessarily reflected in overt behavioral changes
• Learning involves an internal, mental change rather than the external behavioral change
• People are actively involved in the learning process rather than being passive victims of
environmental conditions
• Knowledge is organized and stored in the schema
• Learning is a process of relating new information to previously learned information

9. THEORIES
• Cognitive Dissonance Theory (Leon Festinger)
Cognitive dissonance refers to a situation involving conflicting attitudes, beliefs, or
behaviors
Caused by Forced Compliance Behavior, Decision Making, Effort
• Social Cognitive Theory (Albert Bandura)
a general theory that stresses learning from the social environment.
The theory states that when people observe a model performing a behavior and the
consequences of that behavior, they remember the sequence of events and use this
information to guide subsequent behaviors

10. • Information Processing Theory (George Miller)
an approach to cognitive development studies that aims to explain how information is
encoded into memory
It is based on the idea that humans do not merely respond to stimuli from the environment.
Instead, humans process the information they receive
• Dual Process Theory (William James)
Dual process theory says that humans have two systems for thinking. System 1 is
unconscious, quick, makes use of shortcuts, is a bit sloppy but is relied upon most of the
time. System 2 is intentional, calculated and often more accurate, but it takes effort and is
slow.

11. • Schema Theory (Jean Piaget)
Schema theory is a branch of cognitive science concerned with how the brain
structures knowledge. A schema is an organized unit of knowledge for a subject
or event. It is based on past experience and is accessed to guide current
understanding or action. Theory

12. CONSTRUCTIVISM
• It is a theory based on observation and scientific study about how people learn
• It says that people construct their understanding and knowledge of the world
through experiencing thins and reflecting on those experiences
• When we encounter something new, we have to reconcile it with our previous
ideas and experiences

13. ASSUMPTIONS
• Knowledge is constructed as learners make sense of their experience
• Learners actively seek meaning in the environment
• In the learning process, learners create and test theories until a satisfactory
explanation is known
• Knowledge is context-dependent
• Social interactions are vital to learning

14. THEORIES
• Social Constructivism (Lev Vygotsky)
Social constructivism is the view that learning occurs through social interaction and the help of
others, often in a group.
Social constructivism posits that the understanding an individual develops is shaped through
social interaction.
• Cognitive Apprenticeship (Collins, Brown, and Newman)
Cognitive apprenticeship is a theory that emphasizes the importance of the process in which a
master of a skill teaches that skill to an apprentice. Cognitive apprenticeship theory emphasizes
knowledge that can be applied in real-world settings.

15. • Radical Constructivism (Ernst von Glasersfeld)
Radical Constructivism starts with the recognition that knowledge is not a “thing” that can
be shunted into a mind
it focuses on personal knowing – that is, the ongoing, iterative dynamic by which individuals
construe coherent sense from their personal perceptions and experiences.
• Situated Learning (Jean Lave and Etienne Wenger)
the process and development of learning when individuals have the opportunity to participate
in a community of practice
In such a community, new learners reach the level of the expert as they have more
opportunities to practice within the context of learning

16. • Zone of Proximal Development (ZPD) (Lev Vygotsky)
The Zone of Proximal Development is defined as the space between what a learner can do
without assistance and what a learner can do with adult guidance or in collaboration with more
capable peers
According to Lev Vygotsky, the zone of proximal development should be used for teaching and
assessment