Let us review our previous

lessons first.
Who can describe to us the branch of
psychology called behaviorism?
What examples of behaviorist psychology
can you give and who are their
proponents?
Who can describe to us the branch of
psychology called cognitivism?
What examples of cognitivist psychology
can you give and who are their
proponents?
Lesson objective:

At the end of the lesson the students

are expected to:

• Discuss Gagne’s events of instruction as

well as his events of learning.
Topic for today:

ROBERT GAGNE’S COGNITIVE

LEARNING THEORY
 The American educator Robert
Gagné built upon behaviorist and
cognitivist theories to recommend
approaches to instruction. He
developed a hierarchical theory that
some types of learning are
prerequisites to other kinds of
learning. His research has been
fruitfully used in determining the
sequence of instruction.
Robert Gagne’s 9 events of instruction
1. • Gain attention.
2. • Inform learner of
objectives.
3. • Stimulate recall of prior
knowledge.
4. • Present information.
5. • Provide guidance.
6. • Elicit performance.
7. • Provide feedback.
8. • Assess performance.
9. • Enhance retention and
transfer .
 In addition, he proposed that
LEARNING is like a building process
which utilizes a hierarchy of skills that
increase in complexity.
GAGNE’S COGNITIVE LEARNING THEORY
Events of learning theory of Robert
Gagne proposed that an act of
learning involves a series of internal
events:

1. motivation phase – the learner

must be motivated to learn by the
expectation that learning will be
rewarding.
GAGNE’S COGNITIVE LEARNING THEORY
2. apprehending phase – learner attends
or pays attention if learning has to
take place.
3. acquisition phase – learner transforms
information into meaningful form.
4. retention phase – newly acquired
information must be transferred from
short-term memory to long-term
memory
GAGNE’S COGNITIVE LEARNING THEORY
5. recall phase – recall previous learned
information. To learn how to gain
access to what has been previously
learned is a critical phase in learning.
6. generalization phase – transfer of
information to new situations allows
application of the learned information
in the context in which it was learned.
GAGNE’S COGNITIVE LEARNING THEORY

7. Feedback phase – students must

receive feedback on their
performance. This will serve as
reinforcer for successful
performance.
Here’s another topic:

Information Processing Model

(IPM)
 Information processing theorists
proposed that like a computer, a human
mind is a system that processes
information through the application of
logical rules and strategies. The mind
has a limited capacity for the amount
and nature of the information it can
process.
 Human information processing (IP) is
analogous to computer processing: it
receives information, stores it in memory
and retrieves it as necessary.
Information processing occurs in stages
that intervene between receiving a
stimulus and producing a response.
 How do we process information?

Short- Long-
Sensory term term
memory memory memory
 INFORMATION PROCESSING:

a.) begins when a stimulus input (ex.

visual, auditory) impinges on one or
more senses (ex. hearing, sight).
b. ) The appropriate sensory register receives
this input and holds it briefly in sensory form.

• Perception (pattern recognition)

occurs here.
• Perception - process of assigning
meaning to a stimulus input.
• Information in the sensory register
(SR) stays there for only a fraction of a
second.
c) The SR (sensory register) transfers
information to STM, working memory
(WM) and corresponds roughly to our
awareness or what one is conscious of at a
given situation.

• WM - limited in duration

• to be retained here information must

be rehearsed or it would be lost after
a few seconds.
d) While information is in WM, related
knowledge in Long-Term Memory
(LTM) is activated and placed in WM
to be integrated with the new
information.

e) Control processes regulate the flow of

information throughout the IP system.
 Long-term Memory or LTM provides the
lasting retention of information, from
minutes to a lifetime. Long-term memory
appears to have an almost limitless
capacity to retain information, but it could
never be measured, as it would take too
long.
Declarative Memory:
• Declarative memory refers to the conscious
recollection of information, such as specific
facts or events that can be verbally
communicated.
• Declarative memory has been called
“knowing what” and more recently has
been labeled “explicit memory.”
• Demonstrations of student’s declarative
memory such as describing a basic principle
of math.
 Episodic memories are the memories
we have for times and places.

`Information encoded in our episodic

memory is in the form of images.
 Semantic memories are our memories
for general facts and concepts. Most of
what we learned in school (instructional
content) is stored in our semantic
memories.
Procedural memory

• Procedural memory is non-declarative

knowledge in the form of skills and
cognitive operations.

• Procedural memory cannot be

consciously recollected, at least not in
the form of specific events or facts.
• Procedural memory is also sometimes
called “knowing how,” and recently it
also has been described as “implicit
memory.”

• When students apply their abilities to

perform a dance, their procedural
memory is at work.
 How do we process information?

Short- Long-
Sensory term term
memory memory memory
end