HEALTH ED CLASSICAL CONDITIONING (Pavlov)

- stimulus is presented in order to get a response

(C1 – L2B)

THEORIES OF LEARNING

I.Behaviorism/ Behavioral Theory

II.Cognitivism/ Cognitive Theory
III.Social Learning Theory

Other Related Learning Theories:

> Social Constructivism
> Multiple Intelligences OPERANT CONDITIONING (Skinner)
> Humanistic Theory - response is made first, then reinforcement follows

BEHAVIOURAL THEORIES
- observable behaviour
- stimulus-response connections

Major Theorists
• Thorndike
• Pavlov
• Watson
• Skinner

Principles
• Time/place pairings
• Biological basis of behaviour
• Consequences
• Modelling

Learning - result of environmental forces

Other behavioral applications:

SUBCATEGORIES: > Modelling
A. Respondent (Classical) > Shaping
B. Operant (Instrumental) > Cueing
C. Contiguity

BEHAVIORISM
- focuses solely on observable behaviors
- biological basis for learning
Learning
– outward expression of new behaviors
- context-independent
Classical & Operant Conditioning
• Reflexes (Pavlov’s Dogs)
• Feedback/Reinforcement (Skinner’s Pigeon Box)
COGNITIVISM
- grew in response to Behaviorism
- knowledge is stored cognitively as symbols
- focused on the mental processes that facilitate
symbol connection
Learning
- process of connecting symbols in a meaningful &
memorable way
COGNITIVE LEARNING THEORY
A. Discovery Learning (Jerome Bruner)
- anybody can learn anything at any age
- human mind gains inputs through the senses,
processes them through cognitive abilities
3 STAGES:
1. Enactive Stage (0-18 months)
- learn through movement or action
2. Iconic Stage (18 months-6 years)
- learn through images or icons
3. Symbolic Stage (6 years onwards)
- learn through abstract symbols
Powerful Concepts
- transfer to many different situations
- only possible through Discovery Learning
- confront the learner with problems and
help them find solutions
Example: Addition
B. Meaningful Verbal Learning (David Ausubel)
STEPS OF GUIDED DISCOVERY LEARNING
1. Exploration
- teacher presents divergent questions
2. Invention
- students find the meaning and structure of ideas
3. Discovery
- child applies what he learned in exploration
INTENTIONAL VS INCIDENTAL LEARNING
> Intentional Learning – purposeful learning
* Questioning
* Organizing data
* Making connections
* Reflecting
* Adapting
> Incidental Learning – message-focused
* Learning from reading or listening
* Learning from context
* Attention to the stimulus
 COGNITIVE SUBCATEGORIES
I. Information Processing
– structure and function of mental processing
– Example: Stage Model of Information Processing
II. Developmental Theory
– stages in cognitive development
– Example: Piaget
PIAGET’S 4 COGNITIVE DEVELOPMENT STAGES
A. Sensorimotor stage (Infancy – birth to 2 y/o)
- use of the senses
B. Pre-operational stage (Toddler and Early
Childhood – 2-7 y/o)
- use of symbols, language use matures,memory and
imagination
C. Concrete operational stage (Elementary and Early
Adolescence – 7 to 11 y/o)
- intelligence demonstrated through logical and
systematic
D. Formal operational stage (Adolescence to
Adulthood)
- intelligence demonstrated through the logical use of
symbols
III. Hierarchical Theory
– classification of educational goals and objectives
– Example: Bloom’s Taxonomy
3 DOMAINS OF BLOOM’S TAXONOMY OF
LEARNING
1. Cognitive (Knowledge)
- process information in a meaningful way
2. Affective (Attitude)
- learners’ attitudes and feelings
3. Psychomotor (Skills)
- use motor skills to learn
IV. Critical Thinking SOCIAL LEARNING THEORY (SLT)
– how we apply our cognitive processes - grew out of Cognitivism
– Examples: Thinking Domains, Intellectual Standards, - by Albert Bandura (1973)
Intellectual Traits, Elements of Thought - basis of the movement against violence in media &
video games

> Learning takes place through

observation and sensorial experiences

Imitation - sincerest form of flattery

SOCIAL COGNITIVE THEORY

Major Theorists
> Bandura
> Vygotsky
> Sears

Principles
> Reciprocal determinism
> Individual responsibility

Primary Focus
• Modelling
• Vicarious Learning
• Attitudes
• Goals

SUBCATEGORIES:

I. Observational (Social)
– observational learning – vicarious learning
– imitating behaviour/ role modeling of those
they admire

II. Self-efficacy
– organize and execute the courses of action

III. Self-Regulation and Goal-setting

– setting goals for upgrading knowledge;
– deliberating about strategies
– monitoring the accumulating effects of such
Critiques of Cognitivism engagement
• Like Behaviorism, knowledge itself is given and – Example: Self-regulating model
absolute
• Input – Process – Output model is mechanistic and
deterministic
• Does not account enough for individuality
• Little emphasis on affective characteristics
Critiques of Social Learning Theory HUMANISTIC LEARNING THEORY
> Does not take into account individuality, - all students are intrinsically motivated to
context, and experience as mediating factors self actualize

> Suggests students learn best as passive Learning - dependent upon meeting a hierarchy
receivers of sensory stimuli, as opposed of needs (physiological, psychological and
to being active learners intellectual)

> Emotions and motivation not considered HUMANISTIC THEORIES

important or connected to learning
Major Theorists
• Rogers
SOCIAL CONSTRUCTIVISM • Maslow
- grew out of and in response to • N. V. Peale
Cognitivism, framed around metacognition
Principles
Learning - “Knowledge is actively constructed” > Individual uniqueness
> Self-determination
Lev Vygotsky > Dreams and goals are vital for success
> Social Learning
> Zone of Proximal Development Primary Focus
• Affect/Values
Learning is... • Self-Concept/Self-Esteem
> A search for meaning by the learner • Needs
> Contextualized
> An inherently social activity Learning - result of affect/emotion and
> Dialogic and recursive goal-orientation
> The responsibility of the learner

SUB-CATEGORIES:
Criticism of Social Constructivism I. Affect
> Suggests that knowledge is neither given nor II. Motivation/Needs
absolut III. Self-concept
IV. Self-esteem
> Often seen as less rigorous than traditional
approaches to instruction

> Does not fit well with traditional age

grouping and rigid terms/semesters

MULTIPLE INTELLIGENCES
- Howard Gardner defines intelligence
as a “biopsychological potential to
process information...”
- leverage their strengths, purposefully target
and develop their weaknesses
- all people are born with eight intelligences OTHER LEARNING THEORIES TO NOTE

• Andragogy Theory (M. Knowles)

• Flow Theory (M. Czikszentmihalyi)
• Situated Learning Theory (J. Lave)
• Subsumption Theory (D. Ausubel)
• Conditions of Learning (R. Gagne)