BEHAVIORAL LEARNING THEORY
a sense of connection.
What is Behavioral Learning Theory?
 It is a school of thought that believes humans learn
through their experiences by associating a stimulus
with either a reward or a punishment. Behavioral
Learning Theory states that all learning is based on
experience.
Concepts:
 stimulus conditions, reinforcement, response, drive.
 To change behavior, change the stimulus conditions
in the environment and the reinforcement after a
response
BEHAVIORIST THEORY
 -Focuses mainly on what is directly observable,
behaviorists view learning as the product of the
stimulus conditions (S) and the responses (R).
 To modify people’s attitudes and responses,
behaviorists recommend either altering the stimulus
conditions the environment or changing what
happens after a response occurs
BEHAVIORAL LEARNING THEORY
 Behavior is learned with the help of operant
conditioning, where a specific behavior leads to a
consequence.
 Behavior is also learned through classical
conditioning, where two events are unconsciously
related even though they may not be intuitively
associated with each other.
APPLICATION OF BEHAVIORAL LEARNING IN
LEARNING & DEVELOPMENT
 SELF-DIRECTED LEARNING
o Employees are motivated to seek out
learning opportunities and further their own
professional development when they see
self-learning initiatives linked with a reward.
 GAMIFICATION
o When you combine the principles of
behavioral learning with game elements like
points, badges, and leaderboards in a
training context, it has distinct advantages.
o Playing a game is entertaining and
engaging-it motivates learners to keep
playing and increases knowledge retention
 ACTIVE LEARNING
o Active learning can take the form of live
discussion or collaboration with a peer.
Through group interaction, employees can
build their understanding of concepts, share
their expertise with peers, and problem-
solve together
 SOCIAL LEARNING
o Social learning through peer feedback,
comments, and reactions helps create a
learning environment where employees feel
o Instead of passively obtaining information
from an instructor, social learning taps into
the basic human need for connection and
interaction
Cognitive Learning Theory
THE INDIVIDUAL AND SOCIETY
 Cognitive theory is composed of subtheories and is
widely used in education and counseling. According
to this perspective, the key to learning and changing
is the individual’s cognition (perception, thought,
memory, and ways of processing and structuring
information).
The Basics of Cognitive Learning Theory
 Unlike behaviorists, cognitive theorists maintain that
reward is not necessary for learning to take place.
More important are learners’ goals and expectations,
which create disequilibrium, imbalance, and tension
that motivate learners to act. Educators trying to
influence the learning process must recognize the
variety of past experiences, perceptions, and ways of
incorporating and thinking about information. They
also need to consider the diverse aspirations,
expectations, and social influences that affect any
learning situation. Also influencing the process of
learning is the learner’s metacognition. To promote
transfer of learning, the learner must mediate or act
on the information in some way. Similar patterns in
the initial learning situation and subsequent situations
facilitate this transfer
GESTALT
 one of the oldest cognitive subtheories in psychology
 it emphasizes the importance of perception in
learning and lays the ground work for various other
cognitive perspectives that followed
 refers to the configuration or patterned organization
of cognitive elements
PRINCIPLES THAT ARE USEFUL TO HEALTH CARE
 People orient or pay attention to certain information
while habituating or screening out competing
information at any one time.
 Psychological organization is directed toward
simplicity, equilibrium and regularity.
 Perception is selective.
 Perception is influenced by how an event is
structured and is directed toward organization and
closure within each learner.
INFORMATION PROCESSING
This is the second subtheory that emphasizes the thinking
process such as:
 Thoughts
 Reasoning
  The way information encountered and stored
 Memory Function
4 Stages in the information-processing model of memory
 The first stage in the memory process involves
paying attention to environmental stimuli attention,
then, is the key to learning. It would be prudent for
the educator to try the explanation at another time
when the individual is more receptive and attentive
 The second stage, the information is processed by the
senses. Here it becomes important to consider the
client’s preferred mode of sensory processing (visual,
auditory, or motor manipulation) and to ascertain
whether he or she has any sensory deficits
 The third stage of the memory process, the
information is transformed and incorporated
(encoded) briefly into short-term memory, after
which it suffers one of two fates:
-The information is disregarded and
forgotten
– It is stored in long-term memory
Long-term memory involves the organization of
information by using a preferred strategy for storage
(e.g., imagery, association, rehearsal, or breaking the
information into units)
 The last stage in the memory-processing model
involves the action or response that the individual
undertakes based on how information was processed
and stored. Education requires assessing how a
learner attends to, processes, and stores the
information that is presented as well as finding ways
to encourage the retention and retrieval processes
4 Strategies in the Information-Processing Perspective:
 Have learners indicate how they believe they learn
(metacognition).
 Ask them to describe what they are thinking as they
are learning
 Evaluate learners’ mistakes
 Give close attention to learners’ inability to
remember or demonstrate information
ROBERT GAGNE’ EFFECTIVE LEARNING
 Gain the learner’s attention
 Inform the learner of the objectives and expectations
 Stimulate the learner’s recall of prior learning
 Present information
 Provide guidance to facilitate the learner’s
understanding
 Have the learner demonstrate the information or skill
 Give feedback to the learner
 Assess the learner’s performance
 Work to enhance retention and transfer through
application and varied practice
2 Possible Problem in the Information-Processing
 COGNITIVE LOAD
o Forgetting or having difficulty in retrieving
information from long-term memory is a
major stumbling block in learning. This
problem may occur at the input end, such as
a failure to pace the amount of information
and/or the timing of the presentation of
information
 MNEMONIC DEVICES
o To aid learning at the input stage, some
suggestions are to break the material into
small parts or chunks, use memory tricks
and techniques (mnemonic devices), relate
the new material to something familiar, and
put it into context for learners (Collins,
2016). At the output end, it may be a
retrieval problem.
COGNITIVE DEVELOPMENT
 Heavily influenced by Gestalt psychology, cognitive
development is a third perspective on learning that
focuses on qualitative changes in perceiving,
thinking, and reasoning as individuals grow and
mature. Cognitions are based on how external events
are conceptualized, organized, and represented within
each person’s mental framework or schema, which is
partially dependent on the individual’s stage of
development in perception, reasoning, and readiness
to learn. In other words, age and stage of life can
affect learning.
 A principal assumption is that learning is a
developmental, sequential, and active process that
transpires as the child interacts with the environment,
makes discoveries about how the world operates, and
interprets these discoveries in keeping with what she
knows (schema).
 Jean Piaget is the best-known of the cognitive
developmental theorists. By watching, asking
questions, and listening to children, Piaget identified
and described four sequential stages of cognitive
development: sensorimotor, preoperational, concrete
operations, and formal operations.
Stages of Cognitive Development
 Sensorimotor
o It is a term often used in the context of
cognitive development, describing the early
stage where a child learns to interact with
 the environment through sensory
experiences and motoractions
 Concrete operations
o During this stage, children demonstrate
more logical and organized thinking. They
canperformmentaloperationson concrete
objects and events,
understandconservationprinciples,and
graspconceptslikereversibility.
 Preoperational
o Duringthis stage, childrenshowanincrease in
symbolic thinking and language
development but often lack the ability
forlogicalreasoning. They may exhibit
egocentrism, struggling to see things
fromothers'perspectives, andtend
tofocusononeaspectofasituation,knownas
centration
 Formaloperations
o During this stage, individuals develop
theabilityforabstractandhypothetical
thinking. They can manipulate ideas in their
minds, consider possibilities, and reason
about situations not directly experienced.
SOCIAL LEARNING
 focuses on how people observe and learn from others
 is based on the work of Albert Bandura (1977, 2001).
His theory initially focused on role modeling (based
on behaviorist principles), but then he expanded his
focus on the personal characteristics of the learner
(based on cognitive principles) and the influence of
the environment, setting, and situation (based on
social factors) all of which affect how individuals
learn.
 Armstrong (2008) emphasizes that to facilitate
positive learning behaviors, role models need to be:
o Enthusiastic
o Professionally organized
o Caring
o Self Confident
o Knowledge
o Skilled
o Good Communicators
 Research indicates that nurse managers' attitudes and
actions ensure safety, integrate knowledge with
practice, share feelings, challenge staff nurses and
students, and demonstrate competence and
willingness to guide others to influence the outcomes
of the clinical supervision process
SOCIAL CONSTRUCTIVISM
 This fifth cognitive subtheory draws heavily from
gestalt psychology and developmental psychology,
takes issue with some of the highly rational
assumptions of the information-processing view, and
builds on the work of Jean Piaget and Lev Vygotsky
 A central tenet of the social constructivist approach is
that ethnicity, social class, gender, family life, self-
concept, life history, and the learning situation itself
all influence an individual’s perceptions, thoughts,
emotions, interpretations, and responses to
information and experiences
SOCIAL COGNITION
 The sixth cognitive subtheory highlights the
influence of social factors on perception, thought, and
motivation, which, when applied to learning,
emphasizes the need for instructors to consider the
dynamics of the social environment and social groups
on both interpersonal and intrapersonal behavior
Attribution Theory
 It focuses on the cause and effect relationships and
explanations that individuals formulate to account for
their own and others’ behavior and the way in which
the world operates
CONCLUSION
 Cognitive Learning Theory provides a holistic
understanding of how individuals learn, incorporating
cognitive processes, developmental stages, and social
factors. Educators must consider these insights to
create effective learning environments.
SOCIAL LEARNING THEORY
Albert Bandura
 Born: December 4, 1925, Mundare, Alberta, Canada
 Died: July 26, 2021, Stanford, California, U.S. (aged
95)
 Began conducting a series of now-famous studies
known as the Bobo doll experiments which led to the
development of his theory which he published in
1977
Concepts:
 Role modeling - central concept of social learning
theory
 Vicarious reinforcement - determining whether role
models are perceived as rewarded or punished for
their behavior
SOCIAL LEARNING DYNAMICS
 In his model, Bandura stresses the internal dynamics
of personal selection, intentionality, self-regulation,
self-efficacy, and self-evaluation in the learning
process.
 Culture and self-efficacy play a key role, with
Bandura noting that individualistic cultures interpret
self-efficacy differently from the way group-oriented
cultures interpret it. However self-efficacy is defined,
a low sense of self-efficacy in either kind of culture
produces stress.
Bandura (1977) agrees with the behaviorist learning theories
of classical conditioning and operant conditioning. But, he
added another two assumptions:
  Behavior is learned from the environment through the
process of observational learning.
 Mediating processes occur between stimuli &
responses.
SOCIAL LEARNING THEORY
 Extends the learning process beyond the educator-
learner relationship to the larger social world.
 Helps explain the socialization process as well as the
breakdown of behavior in society.
In Health Care
 Social learning theory has been applied to staff
training and to interventions that address public
health problems such as teenage smoking and
alcoholism among the elderly (Akers, 1989, 1996).
PSYCHODYNAMIC THEORY
 The study of the mental and emotional processes
underlying human behavior and its motivation, esp.
as developed unconsciously in response to
environmental influences.(Collins Dictionary, 2024)
HISTORY OF PSYCHODYNAMIC THEORY
Origins
 Psychodynamic theory originated in the late 19th and
early 20th centuries, with the groundbreaking work
of Sigmund Freud.
 Freud's development of psychoanalysis laid the
foundation for psychodynamic theory, focusing on
the unconscious mind and the influence of early
childhood experiences on adult behavior.
Key Contributors
 In addition to Freud, other key contributors to
psychodynamic theory include Carl Jung, Alfred
Adler, and Melanie Klein.
 Each of these theorists expanded on Freud's ideas and
developed their own unique perspectives on the
unconscious mind, personality development, and the
role of the therapist.
FREUD'S PSYCHODYNAMIC THEORY
History
Freud's psychodynamic theory, also known as psychoanalysis,
was developed by Sigmund Freud in the late 19th and early
20th centuries. It revolutionized the field of psychology and
laid the foundation for modern psychotherapy.
Key Concepts
 Conscious and Unconscious Mind: According to
Freud, the mind is divided into conscious and
unconscious parts. The conscious mind contains
thoughts and feelings that we are aware of, while the
unconscious mind holds repressed memories, desires,
and instincts.
 Defense Mechanisms: Freud proposed that
individuals use defense mechanisms to protect
themselves from anxiety and distress. These
mechanisms include repression, denial, projection,
and displacement.
Role of Childhood Experiences: Freud believed that early
childhood experiences, particularly interactions with parents
and caregivers, shape an individual's personality and behavior
MODEL THEORY OF PSYCHODYNAMIC THEORY
Defense Mechanisms
 Denial - ignore or to refuse acknowledgement to the
reality of a threat.
 Displacement - redirecting the aggression towards
other individual rather than the source of threat.
 Projection - doing unacceptable desire to others.
 Rationalization - excusing off one’s mistake through
a more justifiable reason.
 Reaction Formation - believing in beliefs contrary to
one’s own belief.
 Regression - returning to an earlier stage of life to
cope with a threat
 Repression - to keep painful thoughts, feelings,
memories from the conscious mind.
 Sublimation - converting unacceptable desires into
socially acceptable action.
THEORY OF PSYCHOSEXUAL DEVELOPMENT
GOALS AND ASSUMPTIONS OF PSYCHODYNAMIC
THEORY
GOALS
• Understand and explain human behavior and
mental processes
 • Identify and resolve unconscious conflicts
and unresolved childhood experiences
• Promote self-reflection, insight, and
personal growth
• Promote healthy ego=healthy lifestyle
ASSUMPTIONS
• Human behavior is determined by
unconscious processes
• Early childhood experiences shape
personality development
• Unconscious conflicts and repressed
emotions can lead to psychological distress
• Self-reflection and insight are essential for
personal growth and healing
APPROACH TO LEARNING OF PSYCHODYNAMIC
THEORY
 Free Association
Free association is a technique used in psychodynamic therapy
where the client is encouraged to freely express their thoughts
and feelings without censorship or judgment. The therapist
listens attentively and helps the client explore unconscious
thoughts and emotions.
 Dream Analysis
Dream analysis is another technique used in psychodynamic
therapy. Dreams are seen as a window into the unconscious
mind. The therapist helps the client explore the symbols and
meanings within their dreams, providing insight into their
unconscious thoughts and desires.
 Transference
Transference occurs when the client unconsciously transfers
feelings and emotions from past relationships onto the
therapist. The therapist uses this phenomenon to gain insight
into the client's unresolved conflicts and to facilitate the
healing process.
According to the psychodynamic view, difficulties arise and
learning is limited when one does/succumbs to:
 become fixated on an earlier stage of development.
 miscommunication.
 pressure/expectation by the society
 defense mechanisms
Though it is criticized because the analysis is speculative; in
learning, it still highlights lots of underlying considerations
and subtleties, that can help understand the psychological and
psychodynamic state of man in learning.
STRENGTHS AND WEAKNESSES OF
PSYCHODYNAMIC THEORY
STRENGTHS
Emphasis on the Unconscious Mind: Psychodynamic theory
recognizes the significance of the unconscious mind in
shaping behavior and personality. It acknowledges that many
psychological processes occur outside of conscious awareness
WEAKNESSES
Limited Empirical Evidence: Psychodynamic theory has been
criticized for its lack of empirical evidence. Many of its
concepts, such as the unconscious mind and defense
mechanisms, are difficult to measure and test scientifically.
CONCLUSION
Key Points
 Psychodynamic theory is a psychological approach
that emphasizes the role of unconscious processes in
shaping human behavior.
 It was developed by Sigmund Freud and has been
influential in the field of psychology.
 The key concepts of psychodynamic theory include
the unconscious mind, defense mechanisms, and the
importance of early childhood experiences.
 The goals of psychodynamic therapy are to bring
unconscious conflicts to conscious awareness and to
help individuals develop insight and make positive
changes in their lives.
 Psychodynamic theory assumes that human behavior
is determined by unconscious motives and conflicts.
Relevance
 Psychodynamic theory provides a valuable
framework for understanding the complexities of
human behavior and the influence of unconscious
processes.
 It has been applied in various fields, including
psychotherapy, counseling, and personality
assessment.
By exploring unconscious thoughts and emotions, individuals
can gain a deeper understanding of themselves and work
towards personal growth and self-improvement.
HUMANISTIC LEARNING THEORY
ABRAHAM MASLOW
 Abraham Harold Maslow was an American
psychologist who created Maslow's hierarchy of
needs, a theory of psychological health predicated on
fulfilling innate human needs in priority, culminating
in self-actualization.
 Born: April 1, 1908, Brooklyn, New York, United
States
 Died: June 8, 1970 (age 62 years), Menlo Park,
California, United States.
 He had a significant impact on the development of
learning theory. He was arguably one of the most
influential psychologists.
 Abraham Maslow is considered to be the father of
Humanistic Psychology, also known as the "Third
Force".
OTHER PROPONENTS
 CARL ROGERS
 JAMES F. T. BUNGETAL
HUMANISTIC LEARNING THEORY
 Is concerned with personal growth and the full
development of each human’s potential not on just an
intellectual level, but also on an emotional,
psychological, creative, social, physical, and even
spiritual level.
 All humans have a natural tendency to grow, to learn,
and to develop fully.
 It acknowledges the importance of the traditional
scientific paradigm
 It contends that feelings and emotions are the keys to
learning, communication, and understanding.
 It has changed the approach to education and
behavior change by emphasizing the learner's
subjective needs and feelings, as well as altering the
role of the educator
PRINCIPLES OF HUMANISTIC LEARNING THEORY
Student choice. Humanistic learning theory and humanistic
psychology both emphases the importance of choice.
Humanistic learning is student-centered, which encourages
students to take charge of their education.
Encouraging students to become self-motivated to learn. The
effectiveness of this psychology approach is dependent on
learners' engagement and self-motivation to learn
Feelings and knowledge. Humanistic learning involves both
cognitive and affective learning. Lessons and activities should
focus on the whole student, including both intellect and
feelings, rather than one or the other.
A safe learning environment. Because humanistic learning
focuses on the whole student, humanistic educators recognise
the importance of providing a safe environment in which
students can meet as many of their needs as possible
ROLES OF A TEACHER IN HUMANISTIC LEARNING
THEORY
Teachers and students play distinct roles in success. A
teacher's overall role is to facilitate and model, rather than to
be the one doing the teaching.
 Teach learning skills.
 Provide motivation for classroom tasks.
 Provide choices to students in task/subject selection.
 Create opportunities for group work with peers.
BACKBONE OF THE THEORY

1. IMPORTANCE OF EMOTIONS AND FEELINGS

2. RIGHT OF AN INDIVIDUAL TO MAKE THEIR
OWN CHOICES
3. HUMAN CREATIVITY