Rojo, Rustom Jose A.

BSMT – IV

I. Learning Theories and Style

A. Behavioural Theories

1. Occurs when a response to a stimulus is reinforced.

2. If a reward or reinforcement follows the response to a stimulus, then the
response becomes more probable in the future
3. This theory is relatively simple to understand because it relies only on
observable behaviour and describes several universal laws of behaviour.

B. Cognitive Learning Theories explains why the brain is the most incredible
network of information processing and interpretation in the body as we learn
things.

1. Social Cognitive Theory

a. In the Social Cognitive Theory, we are considering 3 variables:

b. These 3 variables in Social Cognitive Theory are said to be interrelated

with each other, causing learning to occur.
c. Observational learning is learning from other people by means of
observing them is an effective way of gaining knowledge and
altering behaviour.
d. Reproduction is the process wherein there is an aim to effectively
increase the repeating of a behaviour by means of putting the individual in
a comfortable environment with readily accessible materials to motivate
him to retain the new knowledge and behavior learned and practice them.
e. Self-efficacy is the course wherein the learner improves his newly
learned knowledge or behaviour by putting it into practice.
 f. Emotional coping is a good coping mechanism against stressful
environment and negative personal characteristics can lead to effective
learning, especially in adults.
g. Self-regulatory capability is the ability to control behavior even within
an unfavorable environment.

2. Cognitive Behavioral Theory

a. Explains human behavior and learning using the cognitive triad. This
triad includes negative thoughts about:

i. The self (i.e. I am rubbish)

ii. The world/ environment (i.e. the world is irrational)

iii. The future (i.e. my future is doomed)

C. Types of Learning

1. Visual is when you prefer using pictures, images, and spatial understa nding.
2. Aural is when you prefer using sound and music.
3. Verbal is when you prefer using words, both in speech and writing.
4. Physical is when you prefer using your body, hands and sense of touch.
5. Logical is when you prefer using logic, reasoning and systems.
6. Social is when you prefer to learn in groups or with other people.
7. Solitary is when you prefer to work alone and use self-study.

D. Signal Learning
1. This is the simplest form of learning, and consists essentially of the
classical conditioning first described by the behavioural psychologist Pavlov.
2. The applications of classical conditioning in facilitating human learning are,
however, very limited.

E. Stimulus-response learning
1. This somewhat more sophisticated form of learning, which is also known
as operant conditioning, was originally developed by Skinner.
2. Operant conditioning differs from classical conditioning in that the reinforcing
agent (the 'reward' or 'punishment') is presented after the response.
3. It is this type of conditioning that forms the basis of programmed learning in
all its various manifestations.
F. Chaining

1. This is a more advanced form of learning in which the subject develops the
ability to connect two or more previously-learned stimulus -response bonds into a
linked sequence.
2. It is the process whereby most complex psychomotor skills (eg riding a bicycle
or playing the piano) are learned.

G. Verbal association
1. This is a form of chaining in which the links between the items being connected
are verbal in nature.
2. Verbal association is one of the key processes in the development of language
skills.

H. Discrimination learning
1. This involves developing the ability to make appropriate (different) responses
to a series of similar stimuli that differ in a systematic way.
2. The process is made more complex (and hence more difficult) by the
phenomenon of interference, whereby one piece of learning inhibits another.
3. Interference is thought to be one of the main causes of forgetting.

I. Concept Learning
1. ”Category Learning”
2. This involves developing the ability to make a consistent response to different
stimuli that form a common class or category of some sort.
3. It forms the basis of the ability to generalize, classify etc.

J. Rule Learning
1. This is a very-high-level cognitive process that involves being able to learn
relationships between concepts and apply these relationships in different
situations, including situations not previously encountered.
2. It forms the basis of the learning of general rules, procedures, etc.

K. Problem Solving
1. This is the highest level of cognitive process according to Gagne.
2. It involves developing the ability to invent a complex rule, algorithm or
procedure for the purpose of solving one particular problem, and then using the
method to solve other problems of a similar nature.
Nacario, Lorraine R.

L. Learning Styles

1. Learning Style Models

a. Kolb’s Theory of Experimental Learning
b. Gregorc Cognitive Styles Models
c. Field Independence
d. Dependence Model

M. Kolb’s Theory of Experimental Learning by David A. Kolb

1. Research has shown that all ages of learner tend to learn much more effectively
if they are actively involved in the learning process rather than simply being
passive receivers of instruction.

a. Stage 1: Planning the next learning experience. The former may involve
nothing more than jotting down a set of things to do, or discussing the
proposed procedure with the instructor. In either case, it is useful for
individual learners to set their own objectives for inclusion in the action
plan.

b. Stage 2: The actual learning experience. This can again involve drawing
up a check list of things that the learner should try to do, like active
observation of what is going on, producing a log or record of some
sort, and formulating appropriate questions.

c. Stage 3: Reflecting on what happened. Students and practitioners should

reflect on what they learned, how they learned it, why they learned it,
 whether the learning experience could have been more effective, and so
on. Discussion of these reflections with one's instructor can prove
extremely helpful.

d. Stage 4: Studying the theory. The main object of this stage is to link the
actual learning experience with the theories that were meant to underpin
it, and/or with a greater understanding of the theories that the
learning experience was designed to illustrate.

N. Gregorc Mind Styles Model by Anthony Gregorc

1. Gregorc focused his research on measuring how learners perceive and order
new information. His model describes four cognitive styles for perceiving,
processing, and ordering information.

2. Types of Preferences

a. Perceptual preference means how you prefer to gasp or perceive

information. Perceptual qualities are either:
i. Concrete -registering information through your five senses.
ii. Abstract - using your intuition and your imagination.

b. Ordering preference means how you prefer to arrange or process

information. Ordering qualities are either:
i. Sequential (linear) – this is a step by step process.
ii. Random (non-linear) – ability to skip some steps and still
achieve the desired results.
 3. Gregorc’s Mind Style Characteristics

a. Concrete Sequential
i. Orderly
ii. Logical
iii. Based in Reality
iv. Organizer
b. Abstract Sequential
i. Debates Ideas
ii. Applies logic
iii. Self-directed
iv. Abstract thinker
v. Well-organized
c. Concrete Random
i. Experimenter
ii. Creative
iii. Curious
iv. Skips steps and details
d. Abstract Random
i. Creates harmony
ii. Uses imagination
iii. People oriented
iv. Imaginative
v. Disorganized

O. Field Independence (Analytical Thinkers)

1. Typically like competition and individual recognition and shows rational

intrinsic appeal for the task without consulting others. They do not necessitate
group-type approach.

P. Field Dependence (Global Thinkers)

1. They prefer to work with others to achieve a common goal. They interact with
the teacher more and they are more sensitive to other’s feelings, opinions, and
ideas.
Q. Matching learning styles

1. The concept of matching learning preferences and teaching preferences can

help students respond more positively to instructional methods, and inform
faculty about effective teaching practices.
2. Aligning learning style and teaching style encourages better collaboration
between faculty and student and reduces classroom management issues, allowing
more time for facilitation of learning by faculty and time on task by students.
3. What happens when we mismatch?
a. Shattered self-esteem
b. Boredom
c. Discouragement
d. Poor test performance
e. Low motivation
f. Decision to quit the program
References:

http://thepeakperformancecenter.com/educationallearning/learning/preferences/learningst
yles/gregorc-mind-styles-model/

https://www.league.org/innovation-showcase/connect-success-matching-teaching-
andlearning-styles

http://www2.rgu.ac.uk/celt/pgcerttlt/how/how4d.htm

https://www.slideshare.net/mobile/MaryAcevedoTESOL/learning-styles-
fieldindependence-and-field-dependence