learning theory last update 2013.08.23 1.1.0 copyright kenneth m. chipps ph.d. 2013 1

Learning Theory

Last Update 2013.08.23

1.1.0

Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com

1

Current Theoretical State

• There is no single unifying theory of how learning occurs

• Each has some element of truth

Copyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 2

Types of Learning Theories

• There are several categories of learning theory– Bloom’s Taxonomy– Behaviorism– Gestalt– Constructivism– Neurophysical


Bloom Taxonomy Details

• The Bloom Committee identified three types of learning– Cognitive– Affective– Psychomotor


Cognitive Learning Details

• Cognitive learning is mental as in– Knowledge


Affective Learning Details

• Affective learning concerns– Attitude– Feelings– Emotions


Psychomotor Learning Details

• Psychomotor learning is limited to– Physical skills


KSA

• Blooms taxonomy is commonly termed KSA– Knowledge– Attitude– Skills



• Cognitive learning as defined by the Bloom Committee has several levels of learning from the most basic to the most advanced

• These are



• Knowledge– Recall of data

• Comprehension– Understand the meaning

• Application– Use a concept in a new application

• Analysis– Separate a concept into its parts in order to

troubleshootCopyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 10


• Synthesis– Build a new structure from diverse elements

to form a new whole• Evaluation

– Make judgments


The Cognitive Process

• In the cognitive process learning is transferred into memory in three stages of information processing– Sensory Register

• Input from the senses which lasts from less than a second to four seconds and then disappears


The Cognitive Process

– Short term memory• A transfer from the sensory register that causes

the memory to last up to 20 seconds when reinforced

• Up to eight items or so can be stored this way

– Long term memory• Unlimited capacity• Material can be forced into long term memory

through rote learning


Inhibition to Transfer

• Movement of information from short term to long term memory can be inhibited by– Retroactive inhibition

• A second topic is added before the first topic is fully understood

– Proactive inhibition• A task is taught, then another task is taught and

tested for before the first task has been learned

– Lateral Inhibition• Input from too many senses at the same time



• In affective learning the levels are– Receiving

• Listen with respect• Recall names of those met

– Responding• Participates in discussion• Give a clear presentation

– Valuing• The worth a person attaches to something



– Organization• Place value into priorities by contrasting different

values

– Internalizing values• Have a value system



• In psychomotor learning the steps are– Perception

• Ability to use sensory cues to guide motor activity

– Set• Readiness to act• Knows one’s limitations

– Guided Response• This is the early stages of learning a complex skill

– One can follow instructions on how to build as a model



– Mechanism• This is the intermediate stage in learning a

complex skill– Drive a car

– Complex Overt Response• The skilled performance of motor acts

– Proficiency

– Adaptation• Here skills are well developed• Patterns can be modified to fit requirements when

faced with an unexpected situationCopyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 18


– Origination• At this final stage a new pattern can be created to

fit a set of circumstances


Behaviorism Learning Details

• The concept of behavioral learning is based on observable changes in behavior

• Such as– Aristotle’s memory essay where memories are

associated with events– Pavlov’s conditioned response– Watson’s stimuluses' responses


Behaviorism Learning Details

– Skinner’s • Positive reinforcement• Negative reinforcement• Non-reinforcement• Punishment

• For human learning there must be a hunger for knowledge

• Feedback must be both positive and negative in order to guide the learner onto the correct path


Gestalt Learning Details

• The Gestalt learning theory is a reaction to behaviorism

• Behaviorism was seen as too simplistic• In their view how we put our lives together

determines who we are• The parts we select define us• How we arrange our lives determines our

lives


Constructivism Learning Details

• In the Constructivist concept learners construct their own reality or at least interpret it based upon their perception of their experiences

• So an individual’s knowledge is based on their prior experiences

• Knowledge is constructed from experience• Learning is a personal interpretation of the

worldCopyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 23

Constructivism Learning Details

• Learning is an active process in which meaning is developed on the basis of experience

• Yet all share a common concept of the physical world


Neurophysical Learning Details

• The neurophysical learning theory sees learning as a process of laying down neuropathways

• It also includes McConnell’s chemical basis of learning through ingestion


The Teachable Momment

• Regardless of the learning theory the learner must be ready to learn

• Havighurst called this a teachable moment


Learning By Age

• How people learn is often differentiated by the age of the learner– Pedagogy– Andragogy


Pedagogy

• Pedagogy concerns primarily in children• It is based on

– Lecture• It is mostly teacher dependent


Andragogy

• In andragogy adults are the focus• Learning depends on whether they are

ready to learn• Adult learning is based on

– Discussions– Simulation– Problem solving– Labs

• It is self directedCopyright Kenneth M. Chipps Ph.D. 2013 www.chipps.com 29

Why Do Adults Seek to Learn

• Adults seek to learn based on need• Barriers to adult learning are primarily

– Situational• Lack of day care for example

– Institutional• Such as the times of classes

– Dispositional• This is whether the learner is prepared to learn or

is inhibited in some way such as fear of failure


What is Expected of You

• Lastly, what is expected of you in a class is based to a large extent on at what level the class is

• At the bachelor’s degree level you are expected to learn basic facts and concepts, and then select and implement the most suitable ones



• At the masters degree level you are expected to analyze, select, apply, manage, and extend those concepts you have learned

• At the doctoral level you are expected to develop entirely new ways of understanding or solving problems of a complex nature



• At the doctoral level one of the greatest insults is to tell someone their work is derivative

• So here we will be taking concepts developed by others, and then extend these, implement these, and manage those that do


learning theory last update 2013.08.23 1.1.0 copyright kenneth m. chipps ph.d. 2013 1

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