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THEORIES

The document outlines numerous theories of learning and development from various psychologists and thinkers. It discusses theories such as classical conditioning, operant conditioning, multiple intelligences theory, social learning theory, cognitive development theory, psychoanalytic theory, and many others. The document provides an overview of the key people and concepts involved in different theories of learning.

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897 views

THEORIES

The document outlines numerous theories of learning and development from various psychologists and thinkers. It discusses theories such as classical conditioning, operant conditioning, multiple intelligences theory, social learning theory, cognitive development theory, psychoanalytic theory, and many others. The document provides an overview of the key people and concepts involved in different theories of learning.

Uploaded by

h3ro007
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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THEORIES

CLASSICAL/ PAVLOVIAN OR RESPONDENT CONDITIONING THEORY – IVAN


PAVLOV

- is learning through association and was discovered by Pavlov, a Russian


physiologist. In simple terms, two stimuli are linked together to produce a new
learned response in a person or animal.

OPERANT CONDITIONING THEORY – BURRHUS FREDERIC SKINNER

- according to this principle, behavior that is followed by pleasant consequences is


likely to be repeated, and behavior followed by unpleasant consequences is less
likely to be repeated.

THEORY OF MULTIPLE INTELLIGENCE – HOWARD GARDNER

- this theory suggests that traditional psychometric views of intelligence are too
limited. Gardner proposed that there are eight intelligence and has suggested the
possible addition of a ninth known as “existentialist intelligence”.
- The following are the types of intelligence: Linguistic intelligence, Logical-
Mathematical intelligence, Spatial intelligence, Bodily-Kinesthetic intelligence,
Musical intelligence, Interpersonal intelligence, Intrapersonal intelligence, and
Naturalist intelligence.
MONTESSORI METHOD – MARIA MONTESSORI

- Is a method of education that is based on self-directed activity, hands-on


learning, and collaborative play. In Montessori classrooms, children make
creative choices in their learning, while the classroom and the highly trained
teacher offer age-appropriate activities to guide the process.
SOCIAL COGNITIVE LEARNING THEORY (MODELING) – ALBERT BANDURA

- Revolves around the process of knowledge acquisition or learning directly


correlated to the observation of models. The models can be those of
interpersonal imitation or media sources. Effective modeling teaches general
rules and strategies for dealing with different situations,
EDUCATION TO ALL – CONFUCIUS
- Confucius revolutionized by providing education to all. According to him,
education has no class distinction. All human beings are teachable and
improvable. A person desiring an education should be educated.
BELONGINGNESS – EDWARD THORNDIKE

- Belongingness is a law that Thorndike proposed to describe this type of


phenomenon, and to paraphrase them; “punishment or reward has to be relative
to a situation in order to have effectiveness”. For a reward (reinforcer) or
punishment to be at its greatest effectiveness, it has to be working on behavior
relevant to the situation.
CONNECTIONISM THEORY – EDWARD THORNDIKE

- Is based on the principle of active learning and is the result of the work of the
American psychologist Edward Thorndike. This work led to Thorndike’s Laws.
According to these Laws, learning is achieved when an individual is able to form
associations between a particular stimulus and a response.
LAWS OF LEARNING -EDWARD THORNDIKE

- He developed the first three laws of learning: readiness, exercise, and effect.

PSYCHOSOCIAL DEVELOPMENT THEORY – ERIK ERIKSON

- Erikson’s stages of psychosocial development, as articulated in the second half


of the 20th century by Erik Erikson in collaboration with Joan Erikson, is a
comprehensive psychoanalytic theory that identifies a series of eight stages that
a healthy developing individual should pass through from infancy to late
adulthood.
THEORY OF COGNITIVE DEVELOPMENT – JEAN PIAGET

- It suggests that children move through four different stages of mental


development. His theory focuses not only on understanding how children acquire
knowledge but also on understanding the nature of intelligence.
- Piaget’s stages are:
 Sensorimotor stage: birth to 2 years old
 Preoperational stage: ages 2 to 7 years old
 Concrete operational stage: ages 7 to 11 years old
 Formal operational stage: ages 12 and up

INSTRUMENTAL CONCEPTUALISM – JEROME SEYMOUR BRUNER


- Bruner sums up his view at his point in his thinking as instrumental
conceptualism, a view that is organized around two central claims about the
nature of knowing.
LEARNING BY DOING – JOHN DEWEY

- Refers to a theory of education expounded by American philosopher John


Dewey. It’s a hands-on approach to learning, meaning students must interact
with their environment in order to adapt and learn.
TABULA RASA – JOHN LOCKE

- Locke holds that the mind is a tabula rasa or blank sheet until experience in the
form of sensation and reflection provides the basic materials-simple ideas-out of
which most of our more complex knowledge is constructed.
INSIGHT LEARNING – WOLFGANG KOHLER

- Is the abrupt realization of a problem’s solution. Insight learning is not the result
of trial and error, responding to an environmental stimulus, or the result of
observing someone else attempting the problem. It is a completely cognitive
experience that requires the ability to visualize the problem and the solution
internally – in the mind’s eye, so to speak – before initiating a behavioral
response.
MORAL DEVELOPMENT THEORY – LAWRENCE KOHLBERG

- Kohlberg’s theory of moral development is a theory that focuses on how children


develop morality and moral reasoning. Kohlberg’s theory suggests that moral
development occurs in a series of six stages. The theory also suggests that
moral logic is primarily focused on seeking and maintaining justice.
THEORY OF SCAFFOLDING – LEV VYGOTSKY

- Vygotsky emphasized the concept of instructional; scaffolding, which allows the


learned to build connections based on social interactions. In reality, only some
learning activities place an emphasis on language, while other skills are acquired
with hands-on practice and observation.
PSYCHOANALYTIC THEORY – SIGMUND FREUD (Father of Psychoanalysis)

- He emphasized the importance of the unconscious mind and a primary


assumption of Freudian theory is that the unconscious mind governs behavior to
a greater degree than people suspect. Indeed, the goal of psychoanalysis is to
make the unconscious.
MEANINGFUL LEARNING THEORY – DAVID AUSUBEL
- According to this theory, students are considered to be the center of the
teaching-learning process, and the teachers are the facilitators. Meaningful
Learning occurs when the new information is related to prior knowledge.
CONSTRUCTIVIST THEORY – JEROME BRUNER

- Bruner believed that the most effective way to develop a coding system is to
discover it rather than being told by the teacher. The concept of discovery
learning implies that students construct their own knowledge for themselves (also
known as a constructivist approach.)
SPIRAL CURRICULUM – JEROME BRUNER

- Refers to a curriculum design in which key concepts are presented repeatedly


throughout the curriculum, but with deepening layers of complexity, or in different
applications.
DISCOVERY LEARNING – JEROME BRUNER

- Is a method of inquiry-based instruction. This popular theory encourages learners


to build on past experiences and knowledge, use their intuition, imagination and
creativity, imagination and creativity, and search for new information to discover
facts, correlations and new truths.
GESTALT THEORY – MAX WERTHEIRMER, WOLFGANG KOHLER, KURT
KOFFKA

- The gestalt theory of the psychology of learning states that every stimulus in
learning is perceived by humans in its most simple form, also known as the Law
of Simplicity.
LIFE SPACE CONCEPT – KURT LEWIN

- Lewin states that each person exists within a field of forces. The field of forces to
which the individual is responding or reaching is called his life-space. Lewin’s
theory regards learning as a relativistic process by which a learner develops new
insights or changes old ones.
GENDER SCHEMA THEORY – SANDRA BEM

- Is a cognitive account of sex typing by which schemas are developed through the
combination of the social and cognitive learning processes.
SOCIAL DOMAIN THEORY – ELLIOT TURIEL

- He has formulated a theory of domains of social development involving the


development of moral judgments) based on concepts of welfare, justice, and
rights) and their distinction, throughout development, from understandings of the
conventions and customs of societies – as well as from arenas of personal
jurisdiction.
TRIARCHIC THEORY OF (SUCCESSFUL) INTELLIGENCE – ROBERT J.
STERNBERG

- Contends that intelligent behavior arises from a balance between analytical,


creative, and practical abilities and that these abilities function collectively to
allow individuals to achieve success within particular sociocultural contexts.
TORRANCE TESTS OF CREATIVE THINKING – EDWARD PAUL TORRANCE
(Father of Creativity)

- The TTCT assesses how creatively a child’s mind works and are often given to
children to determine advanced placement or as part of an entrance examination.
They are very different from intelligence and reasoning tests your child may have
already taken.
LINGUISTIC (LANGUAGE) ACQUISITION DEVICE (LAD) – NOAM CHOMSKY

- A theory developed by Noam Chomsky who believed that every child has a
Language Acquisition Device. The LAD is a structure in the brain that infants are
born with, allowing them to quickly learn and understand language as they
mature.
BEHAVIORISM THEORY – JOHN WATSON

- Watson’s behaviorist theory focused not on the internal emotional and


psychological conditions of people, but rather on their external and outward
behaviors. He believed that a person’s physical responses provided the only
insight into internal actions.
PURPOSIVE BEHAVIORISM – EDWARD CHACE TOLMAN

- 1920, Tolman believed that behavior could not-need not- be explained in a way
that excludes mentalistic terms. Rather than get rid of them, he wanted to give
them objective, operational definitions.
ATTRIBUTION THEORY – BERNARD WEINER

- States that an individual’s causal attributions of achievement affect subsequent


behaviors and motivation. If people believe they are responsible for bad
outcomes, they are motivated to repeat their behaviors.
EMOTIONAL INTELLIGENCE – DANIEL GOLEMAN
- Is the ability to perceive emotions, to access and generate emotions so as to
assist thought, to understand emotions and emotional knowledge, and to
reflectively regulate emotions so as to promote emotional and intellectual growth.

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