Beruflich Dokumente
Kultur Dokumente
Learning
Categories of Learning 9 Events of Instruction
Classical Conditioning
The process where the learner
associates an already available
response with a new stimulus or signal.
Operant Conditioning
The process where a response in a
learner is instrumental and thereby leads
to a subsequent reinforcing event.
Verbal Association
Occurs when the learner makes verbal
responses to stimuli that are words or
pairs of words.
Chaining
Is a process where a learner connects
individual associations in sequence.
1. Verbal Information
(being able to state ideas, “knowing
that”, or having declarative knowledge)
This refers to the organized bodies of
knowledge that we acquire. They may be
classified as names, facts, principles, and
generalizations.
2. Intellectual skills
(“knowing how” or having procedural
knowledge)
Intellectual skills involve the use of
symbols such as numbers and language
to interact with the environment. They
involve knowing how to do something
rather than knowing that about
something.
Discriminations
It is the ability to distinguish one
feature of an object or symbol from
another such as textures, letters,
numbers, shapes, and sounds.
Concrete Concepts
The ability to identify a class of objects,
object qualities, or relations by pointing
out one or more examples or instances of
the class.
Defined Concepts
Require a learner to define both general and
relational concepts by providing instances of a
concept to show its definition.
Rules
Is a learned capability of the learner, by making
it possible for the learner to do something
rather than just stating something.
Higher-Order Rule
Process of combining rules by learning into
more complex rules used in problem solving.
3. Cognitive strategies
(having certain techniques of thinking,
ways of analyzing problems, and having
approaches to solving problems)
Refer to the process that learners
guide their learning, remembering, and
thinking.
4. Attitudes
(mental states that influence the
choices of personal actions)
The internal state that influences the
choices of personal actions made by an
individual towards some class of things,
persons, or events.
5. Motor skills
(executing movements in a number of
organized motor acts such as playing
sports or driving a car)
Are the precise, smooth, and accurately
timed executions of movements involving
the use of muscles. They are a distinct
type of learning outcome and necessary to
the understanding of the range of possible
human performances.
(1)Gaining (6)Eliciting (7)Giving
Attention Performance Feedback
(2)Informing (5)Providing
(8)Assessing
the Learner of Learner
Performance
theObjectives Guidance
Increasing 5. Discrimination
Learning
Complexity 4. VerbalAssociation
3. Chaining
2. Stimulus-Response
Learning
1. Signal Learning
1. Signal Learning:
This is the simplest form of learning,
and consists essentially of the classical
conditioning first described by the
behavioral psychologist Pavlov.
In this, the subject is 'conditioned' to
emit a desired response as a result of a
stimulus that would not normally produce
that response.
2. Stimulus-response
learning:
This somewhat more sophisticated
form of learning, which is also known as
operant conditioning, was originally
developed by Skinner.
It involves developing desired
stimulus-response bonds in the subject
through a carefully-planned
reinforcement schedule based on the
use of 'rewards' and 'punishments'.
3. Chaining:
Subject develops the ability to connect
two or more previously-learned stimulus-
response bonds into a linked sequence. It
is the process whereby most complex
psychomotor skills are learned.
4. Verbal association:
This is a form of chaining in which the
links between the items being connected
are verbal in nature. Verbal association is
one of the key processes in the
development of language skills.
5. Discrimination learning:
This involves developing the ability to
make appropriate (different) responses to
a series of similar stimuli that differ in a
systematic way.
6. Concept learning:
This involves developing the ability to
make a consistent response to different
stimuli that form a common class or
category of some sort. It forms the basis
of the ability to generalize, classify etc.
7. Rule learning:
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.
8. Problem Solving:
This is the highest level of cognitive
process according to Gagné.
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.
Gagne’s Conditions of
Learning
Categories of Learning 9 Events of Instruction
Event 1
Verbal Information
Event 2
Intellectual Skills Event 3