Comparative Summary of 5 Learning TheoriesLearning theory Learning

ProceduresAssumptions

about LearnerEducator’s

TaskSources of Motivation

Transfer of Learning

Behaviorist Environmental stimulus conditions and reinforcementpromote changes in responses.To change behavior, change the environment.

Passive, reactive learner responds to environmentalconditions (stimuliand reinforcement)

Active educator manipulatesstimuli and reinforcement to direct learning and change.

Drive reduction. Practice; similarity in stimulus conditions andresponses between learning and new situations.

Cognitive Internal perception and thought processing withincontext of human developmentpromote learning and change.To change behavior, change cognitions.

Active learner determinespatterning ofexperiences; is strongly influenced by attributions.

Active educator structures experiences (through organizationand meaningfulness) toencourage the reorganization of cognitions.

Goals.Expectations.Disequilibrium.

Mental and physical activity.Common patterns.Understanding.Learning to learn.

Social Learning External role models andtheir perceived reinforcementalong with

Active learner observes others and regulates decision to reproduce

Active educator models behavior, encouragesperception of

Socialization experiences,role models, andself-reactive influences

Similarity of setting and role models’ behavior.

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Prof. Marietess M. Nicolas RN,MAN

learner’sinternal influences.To change behavior, change role models, perceived reinforcement, andthe learner’s self-regulating mechanisms.

behavior. reinforcement,carefully evaluateslearning materialsfor social messages,and attempts to influence learner’s self-regulation.

(observe self, set goals, and reinforce performance).

Psychodynamic Internal forces such as developmental stage, childhood experiences, emotional conflicts, and ego strength influence learning and change.To change behavior, change interpretations and make unconsciousmotivations conscious.

Active learner’s lifestyle, past experiences, andcurrent emotional conflicts influence what is learned and how it is remembered and performed.

Educator as a reflective interpreter makes sense of learner’s personality and motivation by listening and posing questions to stimulate conscious awareness, insight, and ego strength.

Pleasure principle and reality principle.Imbalance.Conscious and unconsciousinfluence of conflict, development, anddefense mechanisms.

Personality conflict, resistance, and transferenceassociated with learning situations may act as barrier.

Humanistic Internal feelings about self,

Active learner attempts to

Facilitative educator

Needs, desire for positive self-

Positive or negative

Aala, Monique Gabrielle y Nacianceno BSN IV-2 Page 2

Prof. Marietess M. Nicolas RN,MAN

ability to make wise choices, and needsaffect learning and change.To change behavior, change feelings, self-concept, and needs.

actualize potentialfor positive self-growth and confirm self-concept;is spontaneous, creative, and playful.

encourages positiveself-growth, listensempathetically, allows freedom of choice, and respects learner.

growth, and confirmation of self-concept.

feelings about self and freedomto learn promote or inhibit transfer.

Aala, Monique Gabrielle y Nacianceno BSN IV-2 Page 3

Prof. Marietess M. Nicolas RN,MAN