Learning Theories

Learning Theories

These are sets of conjectures and

hypotheses that explain the process of
learning and how learning takes place.
 3 Basic Approaches dealing on Learning
Theories

1. Behaviorism (behaviorist)
2. Cognitivism (cognitivist)
3. Constructivism (constructivist)
 Cognitive Development Theory

• deals on Jean Piaget’s cognitive

development theory
• one of the most famous learning theories
• children take an active role in the learning
process
• learners interact with the world around them
• Learners continually add new knowledge,
builds upon existing knowledge and adapt
previously held ideas to accommodate new
information.
• It recognizes behaviorism because the
cognitive process is seen in behaviorist
learning.
• Constructivist approach anchors it principles
in the cognitive approach.
 BEHAVIORISM
• It depicts observable and measurable
aspects of human behavior.
• All behaviors are directed by stimuli.
• Changes in behavior are evident and will
result in stimulus-response associations.
• Behavior can be measured, trained and
changed.
 BEHAVIORISM

It suggests that learners must be actively

engaged and rewarded immediately for their
involvement in the activity to achieve learning.
 BEHAVIORISM
It cannot be predetermined that learners
respond positively to praise and that active
learning follows. Learning must be active and
outright praise is given to increase behavior.

- Sotto, 2007
 BEHAVIORISM
Watson, the Father of Behaviorism, and Skinner,
are the two principal originators of behaviorist
approaches to learning.

Watson believed that human behavior is prompted

by specific stimuli.
Skinner believed that behavior is controlled
through positive and negative consequences.
 BEHAVIORISM
Watson’s view of learning was partly influenced by
Pavlov, believing that behavior is acquired through
conditioning.

Conditioning is an established manner that occurs

through interaction with the environment.
 BELIEFS IN BEHAVIORIST APPROACH

1. It operates on the principle of “stimulus-

response.”
2. Behavior is observable and measurable.
3. It prefers actual behavior as an indicator of
learning.
1. Ivan Pavlov’s
Conditioning
 Ivan Pavlov’s Classical Conditioning

It asserts that an individual learns when a

previously neutral stimulus is repeatedly paired
with a n unconditioned stimulus until a neutral
stimulus evokes a conditioned or desired response.
 Ivan Pavlov’s Classical Conditioning

5 Features of Classical Conditioning

1. Unconditioned stimulus – automatically
produces an emotional or physiological
response.
2. Unconditioned responses – natural occurring
emotional responses
3. Neutral stimuli – stimuli that do not elicit a
response
 Ivan Pavlov’s Classical Conditioning

5 Features of Classical Conditioning

4. Conditioned stimulus – evokes an emotional or

physiological responses after being conditioned.
5. Conditioned response – learned response from a
previously neutral conditioned.
 Ivan Pavlov’s Classical Conditioning

Principles of Learning in Classical Conditioning

1. Acquisition
2. Stimulus – Generalization
3. Stimulus – Discrimination
4. Extinction
 Ivan Pavlov’s Classical Conditioning

Principles of Learning in Classical Conditioning

1. Acquisition

A process by which the conditioned response is

acquired from the experience of another
person.
Principles of Learning in Classical Conditioning

2. Stimulus – Generalization

A process by which the conditioned response is

transferred to other stimuli similar to the original
conditioned stimulus.
Principles of Learning in Classical Conditioning

3. Stimulus – Discrimination
A process by which the conditioned response is
transferred to other stimuli different from the
original conditioned stimulus.
If generalization is reaction to similarities,
discrimination is reaction to differences.
Principles of Learning in Classical Conditioning

4. Extinction

A process by which the conditioned response is

lost.
1. 2 Skinner’s Operant
Conditioning and
Reinforcement
This type of conditioning stresses the use of
pleasant and unpleasant consequences to
control the occurrence of behavior.

Learners tend to repeat the behavior that led to

favorable outcomes and suppress those that
produced unfavorable results.
Learners are inclined to behave and are motivated
when their output are properly acknowledged and
rewarded.
Operant Conditioning:
(Skinnerian’s Term)

Reinforcer = Stimulus

Reinforcement = Effect of the Stimulus

 Types of Reinforcer

1. Primary Reinforcer

It is a stimulus that is related to both

biological and physiological needs such as food,
clothing, shelter, warmth, human touch etc.
 Types of Reinforcer

2. Secondary Reinforcer

It is a stimulus that reinforces a behavior

after being previously associated with a primary
reinforcer. It includes money, grades in school,
tokens, etc.
 Types of Reinforcer

3. Positive Reinforcer

A stimulus is added to a situation or event

to strengthen a behavior.
 Types of Reinforcer

4. Negative Reinforcer

A stimulus is withdrawn to a situation or

event to strengthen a behavior.
 Schedules of Reinforcement

1. Fixed Ratio (FR)

This reinforcement is dispensed following a

constant number of desired behaviors.
 Schedules of Reinforcement

2. Fixed Interval (FI)

This reinforcement is dispensed following a

constant amount of desired time.
 Schedules of Reinforcement

3. Variable Ratio (VR)

This reinforcement is dispensed following a

varying amount of trials.
 Schedules of Reinforcement

4. Variable Interval (VI)

This reinforcement is dispensed following a

varying amount of time.
Both Fixed Ratio and Fixed Interval are predictable.

Learners will know when they will get or

receive the reward or praise.

Variable Ratio and Variable Interval are unpredictable

Learners will not know when they will get or

receive the reward or praise.
Types of Reinforcement.

1. Verbal.
Learners excel more when they are given
praise for performing well in the examination. On the
other hand, learners who did not perform well in the
examination are encouraged to study harder and do
better next time.
Types of Reinforcement.

2. Physical.
Learners feel proud when given a pat on the
shoulder or hug for doing great.

However, physical reinforcement must be used

with caution because of the issue of sexual harassment.

Human touch has been found to be an effective

tool to increase the confidence of learners.
Types of Reinforcement.

3. Non-verbal.
Learners feel relaxed and comfortable when
they are given smiles or warm looks during a discussion.

4. Activity.
Learners enjoy the class, discussions more if
varied games or any related class activities are
incorporated in them.
Types of Reinforcement.

5. Token.
Learners appreciate their efforts when given
corresponding points or tokens.

6. Consumable.
Learners find it satisfying when given
consumable rewards like chocolates, candies, and
crackers by the teacher.
Principles of Learning in Operant
Conditioning

1. Principle of Contracts

The relevant behavior is identified,

then the teacher and the learner decide on the
terms of the contract.
2. Principles of Consequences

Consequences happen after the “target”

behavior occurs.
• positive or negative
• expected or unexpected
• immediate or long-term
• extrinsic or intrinsic
• material or symbolic
• emotional or interpersonal
• unconscious
3. Principles of Reinforcement

Negative reinforcement
increases the probability of a
response that removes or prevents an
adverse condition.
3. Principles of Extinction

Punishment involves presenting a

strong stimulus that decreases the
frequency of a particular response.
Punishment is effective in quickly
eliminating undesirable behaviors.
3. Premack Principles or “Grandma Rule”

Less derived activities can be

increased by looking at them to do more
desired activities.
1.3.Thorndike’s Connectionism
It means selecting and connecting
constitute learning.

He classified the concepts related to

reinforcement-based learning.
Thorndike calls this connectionism
instrumental conditioning which
explains that there is probability for a
behavior to occur again when followed by
a positive experience.
Thorndike’s main tenet is Law of Effect.

It is the connection between the

stimulus and response.
Principles of Learning in Connectionism

1. Multiple Responses
This refers to a variety of responses
that would lead to a conclusion or arrival of an
answer.
2. Law of Set and Attitude

This explains that prior instructions/experience

affects a given task.
2. Law of Readiness

This law explains that interfering with oral

directed behavior causes frustration.

It further explains that making someone to do

something that he/she does not want to do is
also frustrating.
 3 Tenets of Law of Readiness

• When someone is ready to execute some

act, doing it is satisfying and results in a
feeling of happiness.
 3 Tenets of Law of Readiness

• When someone is ready to execute some

act, not doing it is annoying and
disappointing
 3 Tenets of Law of Readiness

• When someone is not ready to execute

some act, getting forced to do it is annoying
and disappointing
 3. Law of Exercise

This law explains learning by doing.

Teachers should provide learners with

varied enhancement activities, exercises,
tasks, seatworks etc.
 2 Tenets of the Law of Exercise

• Law of Use
Connections between stimulus and
response are reinforced as they are used.
• Law of Disuse
Connections between stimulus and
response are weakened when practice is
discontinued.
 4. Law of Effect

This law explains that reward

reinforces a behavior whereas punishment
decreases its occurrence.
5. Halo Effect

This law describes the physical

attractiveness stereotype and the what is
beautiful is good principle.
It means the teacher’s impression of
the learners’ physical attributes influences how
he/she feels and thinks about the learner’s
character.