Behaviourists are interested in measurable changes in behaviour. Thorndike, one major behaviourist theorist, put forward that 1 a response to a stimulus is reinforced when followed by a positive rewarding effect, and 2 a response to a stimulus becomes stronger by exercise and repetition. In his view, rewarding the right parts of the more complex behaviour reinforces it, and encourages its recurrence. Therefore, reinforcers control the occurrence of the desired partial behaviours.
Learning is understood as the step-by-step or successive approximation of the intended partial behaviours through the use of reward and punishment. Cognitive psychology was initiated in the late s, and contributed to the move away from behaviourism.
People are no longer viewed as collections of responses to external stimuli, as understood by behaviourists, but information processors. Cognitive psychology paid attention to complex mental phenomena, ignored by behaviourists, and was influenced by the emergence of the computer as an information-processing device, which became analogous to the human mind.
In cognitive psychology, learning is understood as the acquisition of knowledge: the learner is an information-processor who absorbs information, undertakes cognitive operations on it, and stocks it in memory.
Therefore, its preferred methods of instruction are lecturing and reading textbooks; and, at its most extreme, the learner is a passive recipient of knowledge by the teacher. Constructivism emerged in the s and s, giving rise to the idea that learners are not passive recipients of information, but that they actively construct their knowledge in interaction with the environment and through the reorganization of their mental structures.
Learners are therefore viewed as sense-makers, not simply recording given information but interpreting it. The growing evidence in support of the constructive nature of learning was also in line with and backed by the earlier work of influential theorists such as Jean Piaget and Jerome Bruner.
A well-known social learning theory has been developed by Albert Bandura, who works within both cognitive and behavioural frameworks that embrace attention, memory and motivation.
His theory of learning suggests that people learn within a social context, and that learning is facilitated through concepts such as modeling, observational learning and imitation. The importance of positive role modeling on learning is well documented. Criticism against the information-processing constructivist approach to cognition and learning became stronger as the pioneer work of Vygotsky as well as anthropological and ethnographic research by scholars like Rogoff and Lave came to the fore and gathered support.
The essence of this criticism was that the information-processing constructivism saw cognition and learning as processes occurring within the mind in isolation from the surrounding and interaction with it. Knowledge was considered as self-sufficient and independent of the contexts in which it finds itself. In the new view, cognition and learning are understood as interactions between the individual and a situation; knowledge is considered as situated and is a product of the activity, context and culture in which it is formed and utilized.
Experiential learning theories build on social and constructivist theories of learning, but situate experience at the core of the learning process. The creator of this theory is the American psychologist Howard Gardner. Gardner proposes every human being has eight intelligences. The development of these will depend on the cultural and environmental exposure the individual has.
According to Gardner, not everyone learns in the same way , and learning becomes more effective when information is individualized and pluralized. If you want to know more about learning and its types, we recommend: What is Learning?
If you are interested in learning about learning styles, we recommend: What are Learning Styles? Email address:. Heredia-Escorza, Y. Schunk, D. Behavioral learning theory Behaviorism states all stimuli are followed by a response based on the environment in which the individual is.
Cognitive theory Cognitivism studies how the mind interprets, processes, and hand stores information in memory. Constructivist theory Constructivism indicates learning is not obtained passively but actively. Article Contributed by: Alan J. Burton, J. Behaviorism and instructional technology. Jonassen Ed. New York: Macmillan. Bruner, J. Acts of meaning. Bruning, R. Cognitive psychology and instruction.
Cooper, P. Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism. Educational Technology, 33 5 , Jonassen, D.
Objectivism vs. Educational Technology Research and Development, 39 3 , Kalyuga, S. Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, Kirschner, P. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41 2 , Lebow, D. Constructivist values for instructional systems design: Five principles toward a new mindset.
Educational Technology Research and Development, 41 3 , Li, Q. Instructional design and technology grounded in enactivism: A paradigm shift? British Journal of Educational Technology, 41 3 , Magliaro, S. Direct instruction revisited: A key model for instructional technology. Educational Technology Research and Development, 53 4 , Mayer, R.
Cognitive theory and the design of multimedia instruction: An example of the two-way street between cognition and instruction. New Directions for Teaching and Learning, 89, Meiklejohn, A. Knowledge and intelligence. Archambault Ed. New York: Random House. Although there are many different approaches to learning, there are three basic types of learning theory: behaviorist, cognitive constructivist, and social constructivist. This section provides a brief introduction to each type of learning theory.
The theories are treated in four parts: a short historical introduction, a discussion of the view of knowledge presupposed by the theory, an account of how the theory treats learning and student motivation, and, finally, an overview of some of the instructional methods promoted by the theory is presented.
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