Learning Theories

Name of Reporter’s
 Marlon Odilao
 Chinaly Paluga
 Lowela Paqueo
 Braian Pioquinto
 Behaviorism Cognitivism Constructivism Humanism Connectivism

View in which View in which a View that people View where an This theory
behavior can be child develops are responsible individual asserts suggest that
explained by cognitive in creating their that learning is a people no longer
external factors pathways in own natural process stop learning
and behavioral understanding understanding of that helps a after formal
conditioning can and physical the world and person reach self education and
be used as a response to using what they actualization. continue to gain
universal experiences. In know based on Scenarios and knowledge from
learning process. this theory, previous role modeling are other avenues
The ideas of students learn experiences in important factors such as job
positive and most effectively the process of in humanistic skills,
negative through reading linking new learning, as are networking,
reinforcements text and lecture information to experiences, experience and
are effective instruction. these exploring and access to
tools of learning experiences. observing others. information with
and behavior People use these new tools in
modification, as experiences and technology.
Behaviorist Perspective
 The theory of behaviorism focus on the study
of measurable behavior. It emphasizes that
behavior is mostly learned through
conditioning and reinforcements ( rewards
and punishments). It does not give much
attention to the mind and the possibility of
thought processes occurring in the mind.
 Behaviorism

Classical Conditioning Connectionism Operant Conditioning

( Pavlov/Watson) (Thorndike) (Skinner)

Primary Laws Reinforcement

Laws of Effect
Shaping of
Behavior
Laws of Exercise

Law of Readiness
Pavlov
Experiment
Watson’s “ Experiment
on Albert”
Implication of Watson
 Watson’s work did clearly show the role of
conditioning in the development of emotional
responses to certain stimuli.
 This may help us understand the fears,

phobias and prejudices what people develop.

Application
 Somehow you were conditioned to associate particular
objects or experiences with your teacher.
 If we stop the stimulus, eventually the conditioned
response will be gone (extinction).

How can we condition our students to give the

response one desired? In which teaching-learning
sequence can one apply conditioning for optimum
classroom management?
Thorndike’s Connectionism Theory
 Learning is the result of a strong connections
or associations forming between stimulus
and response.
Three Primary Laws
 Law of Effect
 Law of Exercise
 Law of Readiness
 Law of Effect- a connection between S-R is strengthened when
consequences is positive(reward) otherwise the connection is
weakened when the consequences is negative.

 Law of Exercise- “Practice makes perfect”. Practice without

feedback does not necessarily enhance performance.

 Law of Readiness- the more readiness the learner has to

respond to the stimulus, the stronger will be the bond between S-R.
When a person is ready to respond and is not made to respond, it
becomes annoying to the person.

◦ Teachers should remember to say the questions first, and wait for a few seconds
before calling on anyone to answer.
Principles Derived from Thorndike’s
Connectionism:
 Learning requires both practice and rewards.
 A series of S-R connections can be chained

together.
 Transfer of learning occurs because of

previously encountered situations.

 Intelligence is a function of number of

connections learned.
Skinner’s Operant Conditioning
 Operant behaviors are voluntary behaviors
used in operating on the environment
Reinforcement
 Is the key element in Skinner’s S-R theory.
 A reinforcer is anything that strengthens the

desired response.
Positive Reinforcer
 Is any stimulus that is given or added to
increase the response.
 Example: A teacher promises extra time in

play area to children who behave well during

the lesson.
Negative Reinforcer
 Is any stimulus that results in increased
frequency of a response when it is withdrawn
or removed.
 A negative reinforcer is not a punishment, in
fact it is a reward.
 Example: A teacher announces that students
who gets high grades will no longer take the
final examinations.
Punishment
 Is a consequence intended to result in
reduced response.
 Example: A student who always comes late is

not allowed to join a group work that has

already begun.
Implications of Operant Conditioning
 Practice should take the form of question-answer frames
which expose the student to the subject in the gradual steps.
 Require that learner makes a response for every frame and
receives immediate feedback.
 Try to arrange the difficulty of the questions so the response
is always correct and hence, a positive reinforcement.
 Ensure that good performance in the lesson is paired with
secondary reinforcers such as verbal praise, prizes and good
grades.
Principles Derived from Skinner’s Operant
Conditioning
 Behaviors that is positively reinforced will
reoccur: intermittent reinforcement is
particularly effective.
 Information should be presented in small

amounts so that responses can be reinforced.

 Reinforcements will generalize across similar

stimuli producing secondary conditioning.

Extinction/Non-reinforcement
 Responses that are not reinforced are not
likely to be repeated.
 For example, ignoring a student’s

misbehavior may extinguish that behavior.

Features of Operant Conditioning
 Shaping of Behavior- the learner may be
rewarded for simple and correct behavior.
 Behavioral chaining- series of steps are

needed to be learned. The learner can be

given a reinforcement until he/she learned
the entire process.
Neo Behaviorism
Neo Behaviorism

Tolman’s Bandura’s
Purposive Behaviorism Social-Learning Theory

Goal-Directedness Principles

Cognitive Maps N
Modeling

Latent Learning Four Conditions for

Effective Modeling
Intervening Variables
Neo Behaviorism
 One may begin to respond to questions,
puzzles, situations with trial and error
(behavioristic) but later on the response
becomes more internally driven (cognitive
perspective)
Tolman’s Purposive Behaviorism/ Sign Learning
Theory
 Learning is a cognitive process acquired
through meaningful behavior.
 New learning and skills is connected to

previous learning and experiences.

 One may use learned knowledge and
experiences from previous stimulus to learn
to respond to the new stimulus.
Tolman’s Key Concept
 Learning is always purposive and goal-
oriented.
 Cognitive maps- organisms will select the

shortest or easiest way to achieve a goal.

 Latent Learning
 Reinforcement is not essential for learning.
Thank you!