Summary of Theories

Theory Prominent Learning Role of the Role of the Inputs or Process of

Theorists Outcomes Learner Instructor Precondition Learning
s
Radical B.F. Skinner Observable Active in the Identify Environment Not
Behaviorism J.B. Watson Behavior environment, learning al conditions addressed in
consequence goals, serve as this theory.
s that follow Determine discriminativ All learning
behavior contingencie e is assumed to
determine s of stimuli,cuein be explained
whether it is reinforcemen g which in terms of
repeated ts, behavior is observable
Implement appropriate behavior and
program of to perform. environment
behavior al events
change, surrounding
Negotiate all its
these with occurrence.
the learner's
input
Cognitive J.R. Declarative Attend to and Organize Sensory Processing
Information Anderson knowledge, process information, information information
Processing R.C. procedural incoming direct in the and storing it
Atkinson knowledge, information, attention, environment in memory
A.M. Collins memory relating it to enhance
G.A. Miller what is encoding and
A. Paivio already in retrieval,
M.R. memory provide
Quillian practice
R.M. Shiffrin opportunities
Meaningful D.P. Ausubel Organized Make Make Potentially Incorporating
Reception R.F. Mayer conceptual connections materials meaningful new
Learning knowledge between meaningful materials, an information
that involves prior to the learner. orientation into
understandin knowledge Make toward cognitive
g and to be- meaningful meaningful structure by
learned connections learning, attaching it
information relevant prior to anchoring
that results in knowledge ideas through
an elaborated processes
cognitive
structure
Schema D.A. Norman Organized Construct Activate Preexisting Accretion,
Theory and D.E. conceptual schemata and learners schemata that tuning and
 Mental Rumelhart knowledge mental existing can be restructuring
Models J.sweller and mental models. schemata modified or of schemata
J.van models that Automate reconstructed
Merrienboer can be used schema in but analogy
to interpret problems. to account
events and for new
solve knowledge
problems
Situated C. Bereither Ability to use Participate Model Materials and Semiosis
Cognition A.L Brown the concepts increasingly appropriate activities of
J.G. Greeno and tools of a in the practices as a the culture or
J. Lave community activities of a senior community
J.L Lemke of practice community partner in the of practice
of practice learning
enterprise
Genetic J. Piaget Physical Actively Provide a Concrete Development
Epistemolog knowledge, manipulate rich learning materials to of cognitive
y logical objects and environments manipulate, structuring
mathematical ideas that supports cognitive progresses
knowledge, activity of conflicts to through 4
social the learner stimulate stages
knowledge and disequilibriu involving
encourages m processes
interactions assimilation
with peers.
Interactional J.S. Brunner Thinking, Interact with Involve Culturally Learning
Theories of L.S. conceptual the learners in a relevant tools serves to
Cognitive Vygotsky knowledge, instructor, process of and prior pull
Development ability to use peers, and inquiry and knowledge development
the tools of social problem- along
one's culture, cultural solving
awareness of environment
one's own to solve
thinking problems
Biological I. Cosmides Thoughts Interact with Understand Maturation Synaptic
Bases of M.S. behaviors a hierarchy the different , formation
Learning Gazzaniga emotions of interactive kinds of and
M.R. physical environments relation experience pruning;orga
Rosenweig changes in between nizing and
D.L. the brain nature and reorganizing
Schacter nurture; brain
provide rich structures
environments
for practice
Motivation A Bandura Goal directed Determine Presence and Enhance Not
and Self- J.M keller behavior. areas of participating motivation specifically
 Regulation P.R. Pintrich Ability to set interest and in a learning with addressed.
D.H. Schunk goals, value, envir strategies Modern
B. monitoring Appraise that gain approaches
Zimmerman progress utility attention to motivation
and self
-regulation
Gagne's R.M. Gagne Verbal Participates Systematicall Internal and Adopts the
Instructional information, in instruction y arrange external cognitive
Theory intellectual as a conditions of conditions of information
skills processor learning and learning that processing
events of depends on model as an
instruction the type of explanation
based on learning of learning
desired outcome
learning
outcomes
Constructivis D.J, Reasoning, Active Provide Becoming Vague on the
m Cunningham, critical constructor complex and self- directed process of
D. Jonassen thinking, of realistic learning
Learning understandin knowledge, learning
Technology g and use of making environments
Center at knowledge meaning of
Vanderbilt self- the world
regulation, surrounding
mindful him or her
reflection