Citation: Huitt, W. (2004, May). Summary of theories relating to learning and development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/summary/lrncmp.html
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We have reviewed a number of theories related to how human beings learn and develop. By learning is meant a "relatively permanent change in behavior or behavior potential brought about as a result of experience" and by development is meant a "a relatively permanent change in behavior or behavior potential brought about as a result of maturation or biological function." The following table provides an overview of the major schools of thought related to learning and development.
|
DIMENSION |
Behavioral |
Cognitive |
Constructivism |
Humanistic |
Social Cognition |
| Primary Focus |
Observable behavior Stimulus-response connections |
Mental behavior Acquisition of Knowledge Intelligence Critical Thinking |
Mental behavior Developmental Processes
|
Affect/Values Self-Concept/Self-Esteem Needs |
Modeling Vicarious Learning Attitudes Goals |
|---|---|---|---|---|---|
| Assumptions | Learning is a result of environmental forces | Learning is a result of mental operations/ processing | Learning is the result of the construction of meaning by the individual learner | Learning is a result of affect/emotion and goal-orientation | Learning is a result of influences of social environment on thinking |
| Subcategories | Contiguity Respondent (Classical) Operant (Instrumental) |
Information Processing Hierarchical Developmental Critical Thinking |
Cognitive constructionists Social constructionists
|
Affect Motivation/Needs Self-concept Self-esteem |
Observational (Social) Self-efficacy Goal-setting Self-regulation |
| Major Theorists |
Thorndike Pavlov Watson Skinner
|
Atkinson and Shriffin Craik and Lockhart Neisser Ausubel Gagne Bloom |
Dewey Piaget Vygotsky Bruner |
Rogers Combs Purkey Maslow N.V. Peale Ziglar |
Bandura Sears Pajares Schunck Seligman |
| Principles | Time/place pairings Biological basis of behavior Consequences Modeling |
Memory is limited Changes in complexity Changes over time Good thinking requires standards |
Diagnose learner readiness Structure learning experiences using spiral organization Facilitate student extrapolation and filling in his or her knowledge gaps
|
Individual uniqueness Self-determination Dreams and goals are vital for success |
Reciprocal determinism Individual responsibility |
| Methods | Experimental methods Laboratory studies Systematic observation |
Experimental/ correlational Paper/pencil |
Natural observation Structured observation
|
Clinical method Paper/pencil |
Experimental/ correlational Systematic observation Paper/pencil |
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