Learning Theories with Learning Theories with TechnologyTechnology

By: Jessica Rubinstein

Learning TheoryLearning Theory

What is learning? Is it a change in behavior or understanding? Is it a process? Here we learn three common models.

Three Learning ParadigmsThree Learning Paradigms Behaviorism Behaviorism

Positive and Negative Reinforcement

Punishment Classical (Pavlov) and Operant

(Skinner) Conditioning

Cognitive (Information Cognitive (Information Processing)Processing)

Chunking, TOTE, Schema Three-Stage Information

Processing Model

ConstructivismConstructivism 5 Assumptions

Behaviorist TheoryBehaviorist Theory

The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured. It views the mind as a "black box" in the sense that response to stimulus can be observed quantitatively, totally ignoring the possibility of thought processes occurring in the mind.

Internal processes not visible, so cause and effect relationships become the focus, because they can be observed through behavior.

Behavior can be modified through contingencies of reinforcement whereby a learner can be conditioned to exert the desired response.

Three Situations Shaping Three Situations Shaping BehaviorBehavior

Positive Reinforcement: an increase in a desired behavior resulting from a stimulus: reward, praise, grades

Negative Reinforcement: an increase in a desired behavior resulting from avoiding or a removal of a stimulus: leaving early to avoid traffic or a safety belt buzz

Punishment: a decrease in a behavior will result from undesirable consequences: failing grade for cheating, corporal punishment

Difference between Operant and Difference between Operant and Classical ConditioningClassical Conditioning

Cognitive TheoryCognitive Theory

Cognitive theorists recognize that much learning involves associations established through contiguity and repetition. They also acknowledge the importance of reinforcement, although they stress its role in providing feedback about the correctness of responses over its role as a motivator.

Uses the analogy of a computer to illustrate how the mind processes information. Focuses on internal processes instead of strictly external events.

Proposes that the mind has three different memory stores that work in succession to register, process, store, and retrieve information.

Three-Stage Information Three-Stage Information Processing ModelProcessing Model

Sensory Register: receives input from senses which lasts from less than a second to four seconds and then disappears through decay or replacement. Much of the information never reaches short term memory but all information is monitored at some level and acted upon if necessary.

Short-Term Memory (STM): sensory input that is important or interesting is transferred from the sensory register to the STM. Memory can be retained here for up to 20 seconds or more if rehearsed repeatedly. Short-term memory can hold up to 7 plus or minus 2 items. STM capacity can be increased if material is chunked into meaningful parts.

Long-Term Memory and Storage (LTM): stores information from STM for long term use. Long-term memory has unlimited capacity. Some materials are "forced" into LTM by rote memorization and over learning.

Information Processing TheoryInformation Processing Theory Three-Stage Information Processing Model: input first enters a

sensory register, then is processed in short-term memory, and then is transferred to long-term memory for storage and retrieval.

Key Concepts of Cognitive Key Concepts of Cognitive TheoryTheory

Chunking: a chunk is any meaningful unit. It refers to digits, words, chess positions, or people’s faces. The concept of chunking and the limited capacity of short term memory became a basic element of all subsequent theories of memory.

TOTE (Test-Operate-Test-Exit): in a TOTE unit, a goal is tested to see if it has been achieved and if not an operation is performed to achieve the goal. This cycle of test-operate is repeated until the goat is eventually achieved or abandoned. The TOTE concept provided the basis of many subsequent theories of problem solving and production systems.

Schema: An internal knowledge structure. New information is compared to existing cognitive structures called "schema". Schema may be combined, extended or altered to accommodate new information.

Constructivism TheoryConstructivism Theory Constructivists believe that learners construct their own reality or at

least interpret it based upon their perceptions of experiences, so an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs that are used to interpret objects and events.

Humans construct all knowledge in their minds by participating in experiences; learning occurs when a person constructs the mechanisms for learning and their own unique version of that knowledge.

Constructivists recommend that students participate in activities that are meaningful so that learners can generate their own knowledge.

The Assumptions of ConstructivismThe Assumptions of Constructivism

knowledge is constructed from experience

learning is a personal interpretation of the world

learning is an active process in which meaning is developed on the basis of experience

conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning

learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity

BehaviorismBehaviorism CognitivismCognitivism ConstructivismConstructivism

A behaviorist believes that learning occurs as the

result of conditioning from external environmental events. Learning is a strengthening of the relationship between

stimuli and responses.

Cognitive theorists recognize that much

learning involves associations established through contiguity and repetition. They also

acknowledge the importance of reinforcement.

Constructivists believe that learners construct their own reality or at least interpret it based upon

their perceptions of experiences, so an

individual's knowledge is a function of one's prior experiences, mental

structures, and beliefs that are used to interpret objects and events.

Behaviorists view technology as the basis for

innovations such as teaching machines, computer assisted

instruction, instructional design, situated cognition, and social constructivism.

Cognitivists believe that human minds and

computers (technology) are similar enough that a single

theory (the theory of computation) could guide

research in both psychology and technology through computer science.

Constructivists view technology as tools for

analyzing the world, accessing information,

interpreting and organizing their personal knowledge,

and representing what they know to others.

Behaviorism, Cognitive and Behaviorism, Cognitive and Constructivism - The BasicsConstructivism - The Basics

Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.

Cognitive: Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.

Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.

Want More Information?Want More Information?

Behaviorism Learning Theory: http://plato.stanford.edu/entries/behaviorism/

Cognitive Learning Theory: http://web.cocc.edu/cbuell/theories/cognitivism.htm

Constructivism Learning Theory http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html

ReferencesReferences

http://chiron.valodsta.edu/whuitt/col/cogsys/infoproc.htmlhttp://chiron.valodsta.edu/whuitt/col/cogsys/infoproc.html

http://ejite.isu.edu/Volume2No1/nanjappa.htmhttp://ejite.isu.edu/Volume2No1/nanjappa.htm

http://www.usask.ca/education/coursework/802papers/mergel/brenda.htmhttp://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

http://www.infed.org/biblio/b-learn.htmhttp://www.infed.org/biblio/b-learn.htm

http://www.usask.ca/education/coursework/802papers/mergel/http://www.usask.ca/education/coursework/802papers/mergel/brenda.htmbrenda.htm