THEORIES OF LEARNING

Can be traced back to Aristotle,Founding fathers: John B. Watson, B. F. Skinner, and Ivan Pavlovobservable & measurable aspects of human behaviourspecific stimuli elicit responseexternal factors over internal, e.g. mental

Computational and structured

Adaptation of instructionContent of instruction needs to be consistent with the developmental level of the learner Sensorimotor Stage (birth to age 2) - gaining motor control and learning about physical objects Preoperational Stage (ages 2 to 7) - verbal skillsConcrete Operational Stage (ages 7 to 11) - deals with abstract concepts such as numbers and relationshipsFormal Operational Stage, (adolescence to adulthood) - begins to reason logically and systematically

learning is a process of constructing meaning; make sense of their experiencea synthesis of multiple theories diffused into one formassimilation of both behaviorialist and cognitive ideals

Erik H. Erikson, foundercomprehensive psychoanalytic theory that identifies a series of eight stages, in which a healthy developing individual should pass through from infancy to late adulthood

Howard Gardner, founderutilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellectAll human beings possess all nine intelligences in varying degreesEach individual has a different intelligence profileEducation can be improved by assessment of students' intelligence profiles and designing activities accordinglyEach intelligence occupies a different area of the brainThe nine intelligences may operate in consort or independently from one anotherThese nine intelligences may define the human species.There is no set method by which to incorporate the theory

Benjamin Samuel Bloom, founding fatherPromotes higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning).

Abraham Harold MaslowHierarchy of needsintegrated wholeness of the organism must be one of the foundation stones of motivation theory

Concerned with how people view their environment, how they put that information memory, and how they retrieve that information later on

Founding father: Albert Banduralearning occurs in a social context with a dynamic and reciprocal interaction of the person, environment, and behaviorBehavior, Personal factors, and Environmental factors all influence each otherConsidered as a bridge between behaviorist and cognitive theories

Founding father: Lev Semyonovich Vygotskydevelopment depends on interaction with people and the tools that the culture provides to help form their own view of the worldactive social interaction

Urie Bronfenbrenner, founding fatherAttributes the driving force of development to so-called proximal processes: stimulating, regular face-to-face interactions over extended periods with people, objects, or symbols, which promote the realization of the genetic potential for effective biological, psychological, and social development

Founding father: Lawrence Kohlberg

David Allen Kolb, founding fatherCyclical process that capitalizes on the participants' experiences for acquisition of knowledgeprovides a holistic model of the learning process and a multi-linear model of adult development

Game reward systems can be modeled in non-game environments, including personal and business environments, to provide positive motivation for individuals to change their behavior