Learning Theory Chart Essay Example

constructivism |make sense of the world” (Bruer, 1993). |learners’ heads. |(McCarthy, 1994). | | | | |*One of the most influential aspect of | |*Three types of learning in behaviorism are |*Cognitive constructivism concentrates on |cognitive learning theories is information | |contiguity, classical conditioning, and operant |internal, individual constructions of |processing.

Information processing “is a | |conditioning. Contiguity is based upon minimal |knowledge (Fowler, 1994). Cognitive |cognitive theory that examines the way | |stimulus-response learning. Classical |constructivism highlights learning |knowledge enters and is stored in and retrieved| |conditioning focuses on expressive and |activities that are child-determined and |from memory” (Mayer, 1996). | |physiological responses to stimuli and operant |discovery-oriented. | |conditioning concentrates on the outcome from | |*Models permit learners to imagine abstract | |behavioral results. |*Social constructivists recognize the |relationships that are sometimes too difficult | | |involvement of others as it pertains to |to comprehend. | |*Consequences of behavior include reinforcement |learning. As individuals interrelate, the | | |and punishment.

Reinforcement is defined as a |development of distributing outcomes in |*As learners increase their metacognitive | |result that enhances the possibility that a |learners refining their own ideals and |abilities, they utilize approaches effectively | |behavior will reappear. Positive and negative |assisting to mold the idea of others plays |and efficiently. Metacognition function at the| |reinforcements are consequences that boost |an important role. |initial stage of the learning process. It can | |behavior.

On the other hand, punishment is an | |play a vital responsibility in perception and | |event that lessens the probability of a behavior | |“helps to regulate the flow of information | |happening again. | |through working memory” (Berk, 1997). | |

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Learning Theories Graphic Organizer [pic] Note: Graphic organizer was created in MS PowerPoint and imported into this document as an image file. References (1997). The American heritage college dictionary. Boston, New York: Houghton Mifflin company. Berk, L. (1997). Child development. Boston: Allyn & Bacon. Bruer, J. (1993). Schools for thought: A science of learning for the classroom. Cambridge: MIT Press. Bruning, R (1995). Cognitive psychology and instruction. Upper Saddle River, NJ: Prentice Hall. Fowler, R. (1994).

Piagetian versus Vygotskian perspectives on development and education. Gredler, M. (2009). Learning and instruction. Theory into practice (6th edition). Upper Saddle River. NJ: Merrill Pearson Mayer, R. (1996). Learners as information processors. Educational Psychologist, 31(4), 151-161. Skinner, B. (1953). Science and human behavior. New York: Macmillan. McCarthy, S. (1994). The internalization of dialogue from social interaction during writing. Reading Research Quarterly, 29, 201-231. Martinez. M. (2010). Learning and cognition: The design of the mind Boston: Allyn and Bacon.