EdPsyc Interactive: Overview of Learning Theories

Overview of Learning Theories

Citation: Huitt, W. (2006, May). Overview of learning theories. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/summary/lrnovr.html

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We will study a number of theories related to how human beings learn and develop, where learning is defined as a "relatively permanent change in behavior or behavior potential brought about as a result of experience" and development is defined as a "a relatively permanent change in behavior or behavior potential brought about as a result of maturation or biological function in combination with experience or practice." The following table provides an overview of the major schools of thought related to learning and development.

	Behavioral	Information Processing	Humanistic	Cognitive Constructivism	Social Constructivism & Social Cognition
Primary Focus	Observable behavior Stimulus-response connections	Mental behavior Memory Intelligence Critical thinking	Affect/Values Self-concept/ Self-esteem Needs	Mental behavior Developmental processes Stages of development	Social influences Modeling & vicarious learning Attitudes Goals
Assumptions	Learning is a result of environmental forces	Learning is a result of mental operations/ processing	Learning is a result of affect/emotion and goal-orientation	Learning is the result of the construction of meaning by the individual learner	Learning is a result of influences of social environment on thinking
Implications for educators	Have specific desired outcomes Make these known to learners Arrange learning in small steps Apply consequences to shape behavior	Get learners' attention Point out important information Have students elaborate Good thinking requires standards	Attend to individual differences Students attempt to derive personal meaning during learning Dreams and goals are vital for success	Diagnose learner readiness Structure learning experiences using spiral organization Facilitate student extrapolation and filling in his or her knowledge gaps	Social interactions with teachers and peers Model desired behavior Recognize multiple influences Encourage individual responsibility

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