Unit 1

Learning Theory
Autora: Fabiana Elba Azurmendi
Translator: Marcel Colet Silva
Introduction

The study of the different learning theories is important for both teachers and
learners alike. On the one hand, this knowledge is helpful for the teacher because
he or she is in charge of planning the tasks, instructions and strategies for the
students’ learning process. The teacher knows how to assimilate the theory and
what is happening in class. On the other hand, the students can have a better
control of their learning process. Students can discover how to improve it more
effectively and how to personalise it.

Below, the history and evolution of the most relevant learning theories is treated.

Empiricism, Rationalism and Pragmatism

There are two initial theories about the origin of the knowledge: Empiricism and
Rationalism. On the one hand, Empiricism suggests that knowledge is acquired
through the senses, experiences and the complex associations which are able to
control.

In response to these ideas, Pragmatism is born. It is developed by Peirce and

James at the end of the XIX century in the USA. Pragmatism suggests that the
knowledge

On the other hand, Rationalists suggests that knowledge is developed through the
reflection of what is already known. Thus, in order to learn new things, the student
has to relate it with the data he or she already knows.

Behaviourism

Behaviourism emerges in order to answer the questions on how do we learn.

According to this theory, learning occurs as a reaction or response to a stimulus. If
this reaction is reinforced and constant, the new knowledge will be acquired. The
responses that follow the reinforcement are more inclined to occur and be repeated
in the future. According to Schunk (1991), quoted in Ertmer and Newby (1993),
these theories have been proven very reliable and effective, since they include the
discrimination of concepts (define and illustrate concepts), the association
(explanation) and the automatic performances.

However, Behaviourism cannot provide a solid explanation to the acquisition of

complex thoughts and any action that requires a deep process, for example the
development of the language, solving problems, deductions and critical thought.

Behaviourism:
 It focuses in producing measureable and observables results.
 It does a pre-assessment of students to determine where he or she should
begin.
 It emphasises the mastering of the first knowledge before a progression to a
more complex levels of performances.
 It uses reinforcement to impact the performance (rewards, informative
feedback, etc.).
 It uses cues, shaping and practice to ensure an association to the stimulus
(simple to complex practices, induction of reflection, etc.).
 The student must know the stimulus (a question or an instruction) to
complete the task. The reaction is the answer (successfully completing the
task). Some clues are given in order to facilitate the correct answer.

Cognitivism

In the second half of the XX th century, the impact of Behaviourist theories suffers a
shift. It is consequence of: N. Chomsky’s Generativist theory, in linguistics; and
the new approach of Behaviourism in psychology. This new approach centres its
interest in mental processes which take place when information is processed.
Cognitivism focuses much more in more complex cognitive processes, for example,
solving problems, language, concept formation and the information processing.

According to this theory, the student is given effective strategies of learning to

process the information. It is also measured the influence of older knowledge on
the acquired knowledge during the learning. Thus, most useful models and patterns
of problem solving are identified; and also the information needed to access the
new situation. This theory also identifies the similarities with old acquired
knowledge.
 Cognitivism:
 Emphasises the active involvement of the learner (metacognitive training,
self-planning, monitoring and revising techniques).
 Uses the hierarchical analysis to identify and illustrate the prerequiste
relationships (cognitive analysis of the procedures).
 Emphasis on structuring, organizing and sequencing infotmation to facilitate
optimal processing (summaries, underlining, synthesizers, advance
organisers, etc.).
 Creates learning environments that allow and encourage connections with
previous learned material (remembering prerequisite skills, and use of
relevant examples and analogies).
 In short, it makes knowledge meaningful by relating the new knowledge
with the previous knowledge. Learning process is design according to the
abilities and needs of the student.

Considering these two theories presented above, the learner is a passive subject in
the learning process.

Constructivism

As E. Martin Peris notes in his Diccionario de términos claves de ELE (1997-2013),

Constructivism arises mainly within the work of the evolutionist psychologist and
episthomologist J. Piaget. He was basically interested how an individual gives a
personal meaning to his or her world and thus learns. The main premise is the idea
that individuals has an active implication to the construction of a personal
understanding of the new information, so the own experience is fundamental.

Constructivists believe that the information received is filtered by the human mind
and creates a new reality. This theory does not share with Behaviourism and
Cognitivism the belief that the knowledge is mind-independent and can be
schematized and assembled in the learner.

Contrusctivists suggests that the world is adjusted to our interpretation of our own
experience. Human beings creates meaning, does not acquired it.

Knowledge emerges in contexts to which they are relevant. Just as the learning of
new vocabulary. Constructivist argues that vocabulary is enhanced by exposure and
the interaction of words in context; likewise it is essential to embed the content in
the situation. It is extremely important that the learning process occurs in real-
world situations. Tasks have to be relevant to the previous experiences of the
learners. The main objective of the instructions is to help the student to create and
interpret information.

Constructivism:
 Emphasises the flexible use of pre-existent knowledge, not in remembering
schemes.
 Considers the learning process is successful when it includes activities
(practice), concepts (knowledge) and culture (context) (Brown et alt.,
1989).
 Uses strategies that mould and accompany the student to an expert
performance. The strategies should include different perspectives
(collaborative learning, negociation, etc.) and they should use examples and
a reflexive conscience.
 Emphasises the identification of the context in which the abilities will be
learnt and applied (learning must occur in significant contexts).
 Believes in the autonomy of the learner and in his/her capacity to manage
the information (to actively use what he or she learns).
 Requires different ways to present information.
 Emphasises the use of abilities for solving problems which prepares the
student to go further with the information received (presenting alternative
problems and pattern-recognition skills).
 Assesses the learning process and focuses in knowledge and skill transfer
(present new problems that differs from initial instructions).
Conclusion

To conclude, Cognitivism and Behaviourism seems a better option to deal with

knowledge acquisition. However, while the student acquires more concepts, it will
be necessary a transition to a Constructivist approach. So, the three approaches
are currently integrated to a systematic eclecticism which takes the best
strategies of each. The diagram below presents the relation between the three
approaches:
Below, there are examples of activities and its relation to learning theories:
Bibliography

BROWN, J. S., COLLINS, A. y DUGUID, P. (1989): “Situated cognition and the culture
of learning”. Educational Researcher. 18(1), 32-42.
ERTMER y NEWBY (1993): “Behaviourism, Cognitivism, Constructivism: Comparing
Critical Features from an Instructional Design Perspective”. Performance
Improvemente Quarterly, 6 (4) pp. 50-72.
MARTÍN PERIS, E. (Coord.) (1997-2013): Diccionario de términos claves de ELE.
Madrid: Instituto Cervantes [On-line].