LEARNING – mental activity by means of which knowledge, skill, habits, attitudes and ideals are acquired, retained and

utilized, resulting in the

progressive adaptation and modification of conduct and behavior.

TYPES OF LEARNING
1. Sensory-motor Understanding of the external world through sense perception. Development of movements
as a reaction to stimuli.
2. Cognitive Association Learning Problem-solving
Rational or mental or intellectual development Acquisition and retention of facts and Overcoming difficulties that appear to
information. Establishing relationships among interfere with the attainment of goal.
ideas and experiences
3. Affective (Appreciative) Aesthetic Appreciative Experiences Intellectual Appreciative Experiences
Involves acquisition of attitudes and interest as Obtained in the field of music, art and Based on the premise that all learning has
well as experience that will lift the individual literature emotional correlates
above the tangible values associated with
everyday life
THEORIES OF LEARNING
CONNECTIONISM – formulated by Edward Lee Thorndike
 Assumes that human activities are based on the association or connection between stimulus and
response.
 It is the belief that all mental processes consist of the functioning of native and acquired
1. Stimulus – Response connections between the situations and response
(Association) Theory Fundamental Laws of Learning
Law of Readiness Law of Exercise Law of Effect
States that for every stimulus there us a
When an individual is prepared Constant repetition of a Learning is strengthened if it
corresponding response
to respond, or act, allowing him response strengthens its results in satisfaction, but it is
to do so is satisfying, whereas connection with the stimulus, weakened if it leads to vexation
preventing him would be while disuse of a response or annoyance.
annoying. weakens it.
Classical Conditioning
Based on the experiment on the reaction of the dog conducted by Ivan Pavlov, who postulated that
conditioning consists of eliciting a response by means of a previously neutral or inadequate stimulus
Principles:
Adhesive Principle Excitation Extinction
A response is attached to every Also known as the law of Also known as unlearning and
stimulus. For every stimulus, acquisition. It occurs when a occurs when the conditioned
there is always a corresponding previously neutral stimulus response is no longer elicited
response gains the ability of eliciting the by the conditioned stimulus
2. Theory of Conditioning response because the conditioned
stimulus is frequently presented
The process of learning consists of the without the paired stimulus
acquisition of new ways of reacting to Stimulus Generalization Spontaneous recovery
stimuli developed through attaching new Happens when the conditional response is also Happens when a conditioned response which
stimuli to established modes of behavior elicited by other stimuli similar to the conditioned does not appear for sometime but reoccurs
stimulus without the need of further conditioning.
Operant Conditioning
A theory based on the experiment conducted by Burrhus Frederick Skinner on a hungry rat. He
believed that since an organism tends in the future to do what it was doing at the time of
reinforcement, one can train that organism either by presenting him a reward or punishment as a
consequence of his actions.

Feedback Principle: states that an organism’s responses maybe reinforced by presentation or

removal, or simply put, rewards and punishments.
3. Social Learning Theory The first model was rewarded, the second was punished while nothing was done to the third model.
Children were then asked to choose among these models. The children chose the first model, then the
Based on the studies of Richard Wallace no consequence model and the last choice was the model who was punished. Based on this
and Albert Bandura concerning a group of experiment, it was viewed that children’s learning process involves observation and imitation.
children who were exposed to three
models in films.
This theory defines learning as a relativistic process by which a learner develops new insights and
changes the old ones
Types of Cognitive Field Theory
a. Insight Learning: a basic sense of, or feeling for relationships. Used to denote the meaning of a
matter, idea or point. The insights of a person are not equated with his consciousness or
awareness of his ability to describe them verbally; their essence is a sense of, or feeling for
pattern in a life situation. This theory is based on experiment conducted by Wolfgang Kohler,
who postulated that the more intelligent the organism and the more experiences he has the
more capable he if of gaining higher insight.
b. Vector and Topological Theory: derived from the terms vector which means a quantity that
has magnitude and direction and topology which is concerned with properties of geometric
4. Cognitive Field Theory configuration which are unaltered by elastic deformations.
Kurt Lewin states that individuals exist on a field of forces within his environment that move,
Otherwise known as Field Theory
change and give him a degree of stability and substance or define his behavior. The behavior of
describes how a person gains
an individual is a result of forces operating simultaneously within his environment and life space.
understanding of himself and his world in a
c. Gestalt Learning: It claims that the whole is more than the sum of its parts and the whole gets
situation where his self and his
its meaning from its parts. Gestalt view learning as a change in knowledge, skills, attitudes,
environment compose a totality of mutually
values or beliefs and may or may not have anything to do with the change in overt behavior. It
independent, coexisting events.
further claims that one does not learn by doing; for learning to occur, doing must be
accompanied by realization of consequences. Thus, learning occurs as a result of or through
experiences. Learning, therefore, involves the catching, and generalization of insights which
often are acquired first on a nonverbal level or the level of feeling any may be verbalized later or
may not be verbalized at all.
d. Instrumental Conceptualism: applied to the theory advocated by Jerome Brunner, who
believed that the acquisition of whatever form of knowledge is always a dynamic and interactive
process because the learner purposively participates in the process of knowledge acquisition
who selects, structures, retains and transforms information. Bruner argued that learning is
thinking and thinking is the process whereby one makes sense out of the various and somehow
unrelated facts through a process called conceptualization or categorization.
CONDITIONS OF LEARNING
Gagne Assumption: Assumption is that different types of learning exist and that different instructional conditions are most likely to bring about these
different types of learning.
Hierarchy according to complexity of Intellectual Skills
Five Major Categories of Learning:
Stimulus recognition  Response generation  Procedure following  Use of terminology 
1. Verbal information
Discriminations  Concept formation  Rule application  Problem solving
2. Intellectual skills
3. Cognitive strategies
**The primary significance of the hierarchy is to identify prerequisites that should be completed to
4. Motor skills
facilitate learning at each level. Prerequisites are identified by doing a task analysis of a
5. Attitudes
learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.
Nine Instructional Events:
1. Gaining attention (reception)
2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer (generalization)