Learning Theories

Cognitivism
Learners from a very young age make sense
of the world and actively engaged in a
process of comprehension or “minds on”
work.
Cognitive theorist advocate on the existence
of prior knowledge or background known
as schema in learning new information.
 Cognitivist Approach

Bases in interpretation of Learning

1. Processing on information
2. Mental representations
3. Guesses
4. Expectations
 Beliefs in 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.
 Edward Tolman’s
Latent Learning-Place
Learning
This theory was first introduced by Hugh
Blodgett who made use of the paradigm of
learning without reinforcement.

Learning occurs in situations where there is

no certain reward because of the presence of
cognitive maps.
Living organisms like human
organizes behavior around a purpose
which he calls the Theory of
Purposive Behaviorism.
 David Ausebel’s
Meaningful Verbal
Learning Theory
It focuses on the verbal learning theory.

Learners learn new information – whole to

pieces – through direct exposure to
information rather than discovery.
Learning is gained through deductive
reasoning.

Information organized by the teacher is

presented and readily received by the
learners.
Hence, meaningful learning occurs
when new experiences are related to
what learners already know.
 2 Dimensions of Learning Process
Reception Learning Discovery Learning
Learners receive the Learners focus on identifying key
information from the teacher, ideas and work out to store the
therefore, the teacher should information on their own,
present ideas or concepts to therefore, the teacher should
the learners in a well- expose learners to varied
organized manner. activities.
Jerome Bruner’s Discovery
Learning Theory/Inquiry
Method/Theory of
Instruction
It emphasizes that learning is more
meaningful to learners when they have the
opportunity to interact among themselves
and with their environment.
This learning occurs through:
• conducting experiments
• exploring and manipulating materials and
equipment
• wrestling with questions
• finding solutions to their questions
Wolfgang Kohler’s Insight
Learning/Problem-solving
Theory
Individual evaluates information as a whole
rather than receiving it in isolation.

This theory emphasizes that learners have

the capacity to determine and understand the
nature of any given phenomenon in a bigger
view.
Learning involves exploring, analyzing and
structuring perception until a solution is found,
where most problem is solved through the
“Cognitive Trial and Error method.
George Miller’s Theory of
Data Processing
Learning is a complex and internal process
that occurs with some mental processes.

It emphasized that information is the basic

means of learning and explains learning in
terms of memory system.
It focuses on how information goes into the
memory and how it stored and retrieved as
the need arises.
3 Main Elements of Information Processing
A. Information Stores
It refers to the places where information
is stored.

3 Types of Memory
1. Sensory Record. It is the stage
where first hand information is
received using different senses.
 3 Types of Memory

2. Short-Term Memory.
It is the stage where information is
processed and turned into behavior before
it is transferred to long term memory.
 3 Types of Memory

3. Long-Term Memory
It is the stage where information is
continually stored and has 3 different
parts where different types of
information are kept.
3. Long-Term Memory.
a. Semantic Memory.
It is the storage of verbal information
such as concepts, principles and
generalizations in solving problems.
3. Long-Term Memory.

b. Recollectional Memory
It is the storage of records and events,
phenomena, time and places which have
a memorable impact on the learners.
3. Long-Term Memory.
c. Operational Memory.
It is the storage of skills, ordinal,
applied and methodological information
needed to complete a task.
B. Cognitive Processes.
It refers to mental activities that help in
transferring information from one
memory to another such as:
1. Attention
It is the power to focus on
selective information . Efficient learning
depends on the selective ability of the
learner.
B. Cognitive Processes.
2. Perception
It is the process of describing the
information received.

3. Repetition
It is the process of storing
repetitive information for it to stay longer
in the short-term memory.
B. Cognitive Processes.
4. Coding
It is the process of deducing or
using codes when transferring
information from short-term memory. In
other words, learners need to filter
information that is necessary for learning.
B. Cognitive Processes.
5. Storing
This means that learners’stored
information are reliable and sufficient to
stand the test of time.

6. Retrieving
It is the process of looking for,
finding and activating information when
C. Executive Cognition Information
It refers to the harmonization between
information stores and cognitive
processes for data processing.
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 stored information.

Memory is the central point for learning, which

is the ability to store information that can be
used at a later time.
Learners learn when the human mind takes in
information (encoding), performs an operation
in it, stores the information (storage) and
retrieves it when needed (retrieval).
 Stages of Human Memory
1. Sensory Memory (SM)
This stages all 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.
 Stages of Human Memory
2. Short-term Memory (STM)
This stage selects information through
processes of attention and perception
transferred by sensory memory.
Its role is to process information
perceived by sensory memory.
 Stages of Human Memory
3. 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 could last from minutes to a lifetime.

 Components of Long-term Memory
(Tulving, 1993)
1. Episodic
It is the recall of the
particular time, place, events and dates
of one’s personal experience.
2. Procedural
It is the recall of specific
skills or steps in completing a task or
refers to “knowing how”.
Components of Long-term Memory
(Tulving, 1993)
3. Semantic
It is the recall of general
facts, principles and concepts needed
to answer through standard questions.
 Causes of Forgetting
1. Retrieval Failure
It explains that forgetting is
due to the inability to recall information.
2. Decoy Theory
It explains that forgetting is
due to the failure of using information.
Information gradually fades when it is not
utilized.
 Causes of Forgetting
3. Interference Theory
It explains that forgetting is
due to the influence of other learning.
 Guidelines to Help Learners Effectively
Process information
• Gain the attention of the learners
• Ask learners to recall prior relevant learning
• Point out missed important information
• Organize essential information
• Categorize related information
• Relate new information to existing ones
 Guidelines to Help Learners Effectively
Process information
• Teach how to encode information for easy
remembering
• Repeat the learning process
• Overlearn the material
• Pay attention to overloaded tasks
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. It also
addresses children with special need.
Robert Gagne’s Cumulative
Learning Theory
This theory explains that learning skills are
arranged hierarchically from stimulus-response
associations to concepts, principles, and
problem solving.
 Hierarchy of Learning
1. Signal Learning
This refers to responses that are learned
involuntarily.

2. Stimulus-Response Learning
This learning refers to responses that
are learned voluntarily.
 Hierarchy of Learning
3. Chaining Motor-Verbal Response
This learning refers to combining or chaining
2 or more separate motor or verbal
responses to develop a more complex
response.

4. Verbal Association
It is learning that use verbal
connections to create associations.
 Hierarchy of Learning
5. Discrimination Learning
This learning refers to selective response
which applies to get stimuli.

6. Concept Learning
This learning refers to classifying and
organizing perceptions to gain meaningful
concepts.
 Hierarchy of Learning
7. Principle Learning
This learning refers to combining and
relating concepts to form rules.

8. Problem-solving
This learning refers to applying rules to
appropriate problem situations.
It is considered the most condition.
 Hierarchy of Learning
7. Principle Learning
This learning refers to combining and
relating concepts to form rules.

8. Problem-solving
This learning refers to applying rules to
appropriate problem situations.
It is considered the most condition.
2 Reasons of Gagne why there is a need to
transfer learning:

• Learning in one context enhances a related

performance in another context.

• Learning is extended in one context to new

context.
 4 Types of Transfer of Learning
1. Specific
Learning is transferred to similar
situations.

2. General
Learning is transferred to dissimilar
situations.
 4 Types of Transfer of Learning
3. Lateral
The learner is able to perform a new task at
about the same level.

4. Vertical
The learner is able to learn more advance
or complex skills.