1. October 25, 2015| Kent Lee| UTRGV EDU 3320
Learning Theories Presentation Creating a Purposeful Learning Experience
October 25, 2015| Kent Lee| UTRGV EDU 3320

2. Behaviorism, Social Learning, and Cognitivism
Creating A Purposeful Learning Experience
Cognitivism
Gestalt
Learning Theory
Max Wertheimer
Genetic Epistemology
Jean Piaget
Social Learning
Social Constructivism
Lev Vygotsky
Observational Learning
Albert Bandera
1925-
Behaviorism
Classical Conditioning Theory
Ivan Pavlov
Operational Conditioning
BF Skinner
Kenneth W. Spence
Discrimination Theory
T. (Ed.).

3. Behaviorism and Cognitivism
Behaviorist and Cognitivist have different perspectives on how the individual learns. In Behaviorism, learning is a result of a stimulus/response. The focus is on observational behavior because it objective and measurable.
In Cognitive Theory, learning is a mental/neurological process. Learning takes place because coding and associations are a result of the experience that the learner has been through.
As facilitators, instructors, and trainers; we know that learners use both of these perspectives and more to learn and retain information.
Behaviorism (1994)

4. Behaviorism Kenneth W. Spence (1907 - 1967)
Bachelor’s and Masters in Psychology from McGill University
PHD Yale 1933
Worked at:
University of Virginia
University of Iowa ( )
University of Texas (1964
Clark Hull was his preceptor. Hull believed that learning was a habit.
Kenneth W. Spence diverted from this because he felt that improvement in learning and performance was due to motivational factors not just out of habit.
Among the most influential learning theorists of the 20th century
Kenneth W. Spence.

5. Discrimination Theory
Learning to respond differently to different stimuli.
The learner is able to transform the information from short term learning to long term learning and apply that across different situations and stimuli.
An example of this would be a child understanding that a balloon and a ball are different even though they are both round.

6. The Impact of Discrimination Theory
The first challenge is to recognize that there are categorical differences.
Differentiation is placing similar stimuli into different categories (hard ball versus a soft ball)
Unitization learning to group stimuli into larger units and discriminate based on that unit (seeing a human body instead of individual body parts)

7. Evaluating the Applicability of Discrimination Theory
In the Behaviorist Perspective, the learner is confined to what the Instructional Designer believes is important for him/her to learn because the stimuli [lesson plan] is designed by the trainer.
The need to transform learning across different stimuli is crucial because school learning goes beyond the parameters of the classroom and into real life. For example; adding, subtracting, dividing, multiplying, etc. help keep the student buy toys at the store or a college student keep a balanced bank account.

8. Cognitivism Jean Piaget (1896-1980) Born in Neuchâtel, Switzerland
Had a PhD in Biology
Influenced by the works of James M. Baldwin. Baldwin believed the human developmental and biological development were inherited and innate.
Jean Piaget departed from this perspective because he believed that learning and human development were established through conflict and by interacting with the environment.
Campbell, R.

9. Genetic Epistemology
Frames our understanding of how learning takes place in human development.
Specific acts of intelligence are correlated with human growth
Sensory Motor (0-2); sucking, cooing, instinctual movement of arms and legs
Pre Operational (3-7) Pretend play (no concept of constancy)
Concrete Operational (8-11) Concrete thinking
Formal Operations (12-15) Abstract thinking
Campbell, R.

10. The Impact of Genetic Epistemology
Learning is a “building blocks” of cognitive constructs. For example one has to master one concept before moving on to the next.
Knowledge is the interaction between the learner and the environment. This allows for autonomy and self efficacy by the individual.
Conflict is essential and necessary to the learning process.
Cognitive development is the growth of logical thinking from infancy to adulthood.
Tompkins, G. (Ed.).

11. Evaluating the Application of Genetic Epistemology
Knowledge is obtained by pre-existing experiences this is true of negative or positive familiarities.
Learning is an active process where discovery, assimilation, adaptation, occur to accommodate for the new cognitive construct.
There is no need for the “carrot and the stick” incentive because motivation comes from within.
The learner has a prior learning, motivation, and mastery. For the instructional designer; teaching is a facilitation process.
Tompkins, G. (Ed.).

12. Work Cited
Behaviorism, Cognitivism and the Neuropsychology of Memory. (1994). American Scientist,
Campbell, R. (1997, July 7). Jean Piaget's Genetic Epistemology: Appreciation and Critique. Retrieved October 25, 2015, from
Kenneth W. Spence ,Some observations and remembrances of Kenneth W. Spence. (2008, August 1). Retrieved October 25, 2015, from
Shuell, T. (Ed.). (2013, July 19). Theories of Learning. Retrieved October 25, 2015, from
Tompkins, G. (Ed.). (2010, July 20). Overview of the Learning Theories. Retrieved October 25, 2015, from