Theories of

learning
Cognitivism
Approach
 This is a slide title

Cognitive Psychology- which based on

models for making sense of real-life
experiences and how we recieve and
interpret information

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Beliefs of Cognitivist Approach

 It focuses on memory as the storage

and retrieval of information.
 It prefers to concentrate on analyzing
cognitive processes.
 It considers schema as essential in
learning.

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Edward Chance Tolman’s Latent Learning-
Place Learning. This theory include was
first introduced by Hugh Blodgett, who
made use of the paradigm of learning
without reinforcement . Tolman,on the other
hand, captured the idea and developed
studies on “latent learning.” According to
this theory, learning occurs in situations
where there is no certain reward because
of the presence of “cognitive maps”.

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David Ausuibel’s Meaningful Verbal
learning Theory. David Ausubel’s theory
focuses on the verbal learning method.
According to Ausubel’s theory, learners
learn new information whole to pieces
through direct exposure to information
rather than discovery. Learning is gained
trough deductive reasoning. Information
organized by the teacher is presented and
readily received by the learners.

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Two Dimensions of Learning
Processes

Reception Learning Discovery Learning

In reception learning ,learners In discovery learning, learners

receive the information from focus on identifying the key
the teacher; therefore, the ideas and work out to store
teacher should present ideas this information on their own.
or concepts to the learners in Therefore, the teacher should
a well-organized manner expose to varied activities.

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Jerome Bruner’s Discovery Learning
Theory/ Inquiry Method / Theory of
Instruction. This theory, as opposed to
Ausobel’s theory of meaning verbal learning,
emphasizes that learning is more meaningful to
learners when they have the opportunity to
interact among themselves and with their
environment through conducting experiments,
exploring and manipulating materials and
equipment, wrestling with questions, and finding
solutions t their questions.

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Wolfgang Kohler’s Insight Learning/Problem-
Solving Theory . This is rooted in Gestalt
Theory ,where an individual evaluates information as a
whole rather than receiving it in isolation. This theory
also emphasizes that learners have the capacity to
determine and understand the nature of any given
phenomenon in a bigger view that involves exploring,
analyzing, and structuring perception until a solution
is found, where mostly problem is solved through the “
cognitive trial and error”. Method

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George A. Miller’s Theory of Data
Processing. This theory is grounded on
Edward C. Tolman’s latent learning,
claiming that learning is a complex and
internal process that occurs with some
mental process. This theory emphasized
that information is the basic means of
learning and explains learning in terms of
the memory system.

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Three Main Elements of Information Processing

Information stores. It refers to the places where information is

stored. It composed of the following three different types of
memory:
✘
✘ Sensory record
✘ Short- term memory
✘ Long –term memory
✘ Semantic memory
✘ Recollectional memory
✘ Operational memory

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Cognitive processes. It refers to mental activities that help in
transferring information from one memory to another
✗ Attention
✗ Perception
✗ Repetition
✗ Coding
✗ Storing
✗ Retrieving
✘ Executive cognition or cognition information. It refers to the
harmonization between information stores and cognitive
processes for data processing.

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Richard Atkinson’s and Richard
Shiffrin’s Information Processing
Theory. This theory describes how
information is processed into
memory so that learners get the
best out of the stored information.

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Stages of Human Memory

✘ Sensory Memory (SM) This stage utilizes all the different

senses such as olfactory, auditory, sight, smell, and touch in
capturing information. Senses must be functional because
they help encode captured information that will be transferred
to the short-term memory.
✘ Short-term Memory (STM). This stage selects information
through processes of attention and perception transferred by
the sensory memory. The STM’s role is to process information
perceived by the sensory memory.
✘ Long-term Memory (LTM).It is the permanent storage of
information related to the different areas of life and is activated
when information is needed. It is said that when we recall
information, we call on our LTM to help us remember things
because it is the one that is activated during the retrieval
phase.

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Three Components of LTM According to Tulving (1993

✘ Episodic. It is the recall of the particular

time and place, events and dates of one’s
personal experiences.
✘ Procedural. It is the recall of specific or
steps in completing a task or refers to
“knowing how”
✘ Semantic. It is the recall of general facts,
principles, and concepts needed to answer
standard questions

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 Causes of Forgetting

✘ Retrieval Failure. It explain the forgetting is

due to the inability to recall information.
✘ Decay Theory. It explains that forgetting is
due to the failure of using information.
✘ Interference Theory. It explains that
forgetting is due to the influence of other
learning.

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Allan Paivio’s Dual-Coding Theory. This theory affirms
that when two or more modalities are used in teaching-
learning, it is likely that learners learn better and faster.
This theory upholds the principle of individual
differences and learning styles and addresses children
with special needs.

Robert Gagne’s Cumulative Learning. This theory

explains that learning skills are arranged hierarchically
from stimulus –response associations to concepts,
principles, and problem-solving.

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Hierarchy of Learning

✘ Signal Learning. This learning refers to responses that are learned

involuntarily.
✘ Stimulus-response Learning. This learning refers to responses that are
learned voluntarily.
✘ Chaining /Motor-Verbal response. This learning refers to combining or
chaining two or more separate motor or verbal responses to develop a
more complex response.
✘ Verbal Association. This learning refers to the use of verbal
connections to create associations.
✘ Discrimination Learning. This learning refers to a selective response ,
which applies to given stimuli.
✘ Concept Learning. This learning refers to classifying and organizing
perceptions to gain meaningful concepts.
✘ Principle Learning (Rule Learning). This learning refers to combining
and relating concepts to form rules.
✘ Problem-solving. This learning refers to applying rules to appropriate
problem situations. It is considered the most complex condition

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Nine Events of Instruction

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Types of Transfer of Learning

Specific. Learning is General. Learning is

transferred to similar transferred to dissimilar
situations situations

Lateral. The learner Vertical. The learner is

is able to perform a able to learn more
advance or complex
new task at about the
skills.
same level.

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Constructivism Approach

✘ Constructivism advocates that learners build knowledge out of

their experiences and ideas

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Beliefs of Constructivism

✘ Society and culture affect learning

✘ Learning involves community engagement
✘ Social interaction is equality important
because of the characteristics of learners
as social learners.

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Jean Piaget’s Cognitive Constructivism. This
theory stresses that learners take active
roles in understanding, creating, and
making sense of information in terms of
developmental stages, developmental
tasks, and learning styles.

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The following are the major considerations when
applying this theory:

✘ There are things that learners can and cannot understand at

different ages.
✘ Learners develop cognitive abilities through developmental
stages.
✘ Learners fit in new experiences into their existing schema
✘ Learners alter existing schema to integrate their new
experiences

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Lev Semanovich Vygotsky’s Social
Constructivism. This theory emphasizes
that learning is built through social
encounters with peers and adults. The
heart of learning involves active social
interaction.

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✘ Zone of Proximal Development ( ZPD) It refers to the gap
between actual and potential development
✘ Scaffolds(Sf) It is a competent assistance extended to the
learners as they begin the journey of learning
✘ Social interaction ( SI). It refers to the frequent interaction of
learners with other people that influence learning
✘ More knowledgeable Other (MKO). It refers to significant
others that learners look for when in doubt.

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SOCIAL LEARNING THEORY

✘ Real life or Direct Modeling. It is a type of modeling where

learners imitate the model’s behavior
✘ Symbolic Modeling. It is a type of modeling where learners
imitate the behaviors displayed by characters in books, plays,
movies, or television.
✘ Synthesized Modeling. It is a type of modeling where
learners develop behaviors by combining portions of observed
acts.
✘ Abstract Modeling. It is a type of modeling where learners
infer a system of rules by observing examples where rules are
displayed.

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 Concepts n Social Learning Theory According to
Bandura

✘ Vicarious Learning. Learning is acquired

from observing the consequences of other's
behavior.
✘ Self-regulated Learning. Learning occurs
when learners observe, assess and judge
their own behavior against their own
standards.

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Jean and Wenger’s Situated learning. This theory posits that
learners learn in particular situations and contexts in which the
nature of the situation significantly impacts the process of
learning.

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Howard Gardner’s Multiple Intelligences. This
theory postulates that persons the capacity
to possess all intelligences in varying
degrees because of the influence of both
heredity and environment

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Intelligence
1. Linguistic. Learners have an intense passion for
spoken and written language
2. Logical Mathematical. Learners can analyze problems
logically and scientifically through mathematical
operations
3. . Musical. Learners are adaptive to skills in performance,
composition, and appreciation of musical patterns
.4. Bodily-Kinesthetic. Learners make use of their own
body or whole body in solving and conveying thoughts
or ideas
5. Spatial-Visual. Learners can distinguish and utilize
patterns of space and confined areas

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6.Interpersonal. Learners work effectively with others

7. Intrapersonal. Learners work effectively with oneself

8..Naturalist. Learners have an appreciation of the environment

and nature
9. Spiritual/ Existential. Learners are concerned with various
social issues.
10. Moral Learners observe rules, behaviors and attitudes that
govern the sanctity of life

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Robert Sternberg’s Triarchic intelligence. This theory believes that
learner learn even outside the classroom. The environment is
the best classroom for them.

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Kinds of Intelligence

✘ Practical Intelligence. The ability to do well in formal and

informal educational settings.
✘ Experiential Intelligence. The ability to deal with current
situations so novel situations that may arise in the future are
easily handled.
✘ Componential intelligence. The ability to process
metacognition knowledge-acquisition components effectively

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✘ Wilhelm Wundt’s Structuralism. This theory assumes the discovery
structure of the mind is built upon the basic elements of ideas and
sensations and could only be completed through introspection.
✘ William James’ Functionalism. This theory examines how the mind
functions and mental processing that leads to adaptive behavior.
✘ Kurt Lewin’s “ life space” and “ field theory.” “ Life space” refers to
reality such as need, aspirations, desires, and goals, while” field theory”
refers to the functions of both person and environment.
✘ Daniel Goleman’s Emotional Intelligence. This theory highlights the
role of emotion in the development of an individual’s personality, which
eventually affects the progress of learning and behavior
✘ David Kolb’s Experiential Learning. This theory focuses on
constructing knowledge as a result of one’s reflective experience, which
serves as the main driving force in learning.

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