Problem solving (combining rules to form a new capability).Acquisition of rules (concepts joining together to guide behaviour).Concept learning (making a common response to a class of stimuli).Multiple discrimination (choosing relevant responses to particular stimuli).Verbal chain learning (associating words in sequence).Motor chain learning (learning the sequence of actions necessary).Stimulus/response learning (learning the response to the stimulus).Signal learning/recognition (recognising that something is happening).Gagne says that learning at one level is only possible if learning at a previous level has already taken place. He proposes an eight-stage model, each stage of which is associated with a type of learning that influences the way that instruction is delivered. In his theory of instruction, Gagné suggests that learning takes place in a hierarchical way. For this reason it emphasises teacher or trainer control the trainer employs external reinforcement to motivate and encourage trainees to reach the stated objectives.Ī more recent proponent of the behaviourist approach can be found in the work of Gagné. The approach is also based on the view that there is one right way, one truth that the student needs to learn, and that knowledge is the same for all learners. One of the main ways to use the behavioural approach to learning in training and teaching is to specify clear behavioural objectives at the start and then supply learning opportunities that ensure that the objectives are met. Skinner (1957). Reinforcement can work in both positive and negative ways. A positive reinforcer is anything that strengthens the desired response. In training, where the aim is learning, for example, this might be stimulated by verbal praise, a good mark, or a feeling of achievement. On the other hand, if verbal praise is withdrawn, this will have a negative effect and motivation to learn will decrease.
It is this idea that underpins the theory later developed by B.F. The association between stimulus-response can be made more effective by reinforcement. This kind of conditioning can be used to develop repetitive actions within training, for example looking in the mirror and putting your seatbelt on before driving off in a car. Pavlov discovered what is now termed ‘classical conditioning’.
In other words, the learned behaviour was a result of a sequence of events experienced, rather than a conscious thought process. Later he stopped feeding them in this way, but the dogs continued to salivate when they heard the bell. Pavlov 'taught' the animals to salivate on hearing a ringing bell by linking the time of their feeding to the bell being rung. In 1927 Ivan Pavlov conducted a famous experiment with dogs. Positive feedback encourages and reinforces success while negative feedback and immediate correction discourages the repetition of a mistake or undesirable behaviour. The behaviourist approach to learning centres around the belief that appropriate behaviour can be taught through constant repetition of a task combined with feedback from the facilitator. The role of the learning facilitator, therefore, is to provide relevant and useful stimuli so that the learner responds to and gains the required knowledge or experience. This approach to learning is based on the idea that learners respond to stimuli in their environment. Which is concerned with learners responding to some form of stimulus.īased on knowledge and knowledge retention.īased on explanations of individual experience. Most learning theories fall into one or more of these approaches.
This page examines the three main learning approaches.
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