4/25/2018 Cumulative Learning Theory By R Gagne

Cumulative Learning Theory

By Robert M. Gagné

Robert Mills Gagné was an educational psychologist who served as Professor in the Department of
Educational Research at Florida State University. He is best known for his theory on the conditions of
learning and on the nine events of instruction.

The body of Gagné's work is sometimes summarized as the Gagné Assumption. Gagné's theory
stipulates that different types of learning exist, and that different instructional approaches are required to
maximize the achievement objectives of each specific learner. The focus of his theory is on the retention and
honing of intellectual skills.

Gagné's theory proposes that there are Nine Essential Steps of Instruction:

1. Gain attention - Present stimulus to ensure reception of instruction.

2. State the learning objective - What will the pupil gain from the instruction?
3. Stimulate recall of prior learning - Ask for recall of existing relevant knowledge.
4. Present the stimulus - Display the content.
5. Provide learning guidance
6. Elicit performance - Learners respond to demonstrate knowledge.
7. Provide feedback - Give informative feedback on the learner's performance.
8. Assess performance - More performance and more feedback, to reinforce information.
9. Enhance retention and transfer to other contexts

The development of rationally sound instructional procedures, according to Gagné, must take into
consideration various characteristics of the learner, such as initiate capacities, experimental maturity, and
current knowledge states. Such factors become parameters that should be used to design of any program of
instruction.
Learning & Human Development
The following chapters in Robert M. Gagné's book present his explanation of the nature of human
intellectual development, cumulative learning theory.

His Cumulative Learning Theory provides an alternative to the concept of instructional sequencing
which was widely used.

Chapter 1 Contributions of Learning to Human Development

Chapter 2 Learning Hierarchies

Chapter 3 Domains of Learning

Chapter 4 Mastery Learning and Instructional Design

Chapter 5 Integrative Goals for Instructional Design

Chapter 6 The Impact of R. M. Gagne's Work on Instructional Theory

Chapter 7 The Impact of Gagne's Theories on Practice

Chapter 8 Gagne's Influence on Military Training Research and Development

Chapter 9 Gagne and the New Technologies of Instruction

Chapter 10 The Future Role of Gagne in Instructional Design

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