Definition of Theory:

A systematic interpretation of an area of knowledge that attempts to organize observations. Learning Theories are attempts to systematize what is known about learning. Theories have two main values to researchers and educators. First, they provide conceptual frames and vocabulary for interpreting and understanding learning that can be observed in humans and animals. When observers (teachers, researchers, and others who are interested in learning) have a common framework in the form of a model or theory to explain their observations, they can build and expand what is known in meaningful and useful ways. Secondly, theories and models of learning help us know where to look for practical solutions to practical problems in the classroom and other learning environments. (Merriam & Caffarella, 1991).

Criteria for a useful theory (Lefrancois, 1972):

1. A theory serves as a means of approaching an area of knowledge. It includes facts, laws, and principles. A theory may introduce its own descriptive language. Different theories for the same area may lead to different approaches to the same subject area. 2. A theory should be parsimonious... this means the simplest and shortest statement that adequately covers the facts. 3. A theory should explain and summarize the observations about the subject area. 4. A theory should be predictive in the area of the phenomena it explains. 5. A theory should include testable hypotheses 6. A theory should be logically consistent. Problems with scientific testing in psychology include three principal limiting features: 1. Observations are usually not incontestable facts. 2. The subject matter is confounded by the subject. The investigator has difficulty distancing himself from the subject he proposes to study. 3. Limited control over the relevant variables. While some design considerations can be introduced to reduce this problem (such as matched groups etc.) it is usually impossible to account for all relevant variables in psychological experimentation.