Who invented learning theory

Once the schema has been changed it returns to equilibrium. Therefore, learning is a constant cycle of Assimilation; Accommodation; Equilibrium; Assimilation and so on. Piaget developed the stages by following the children and coming to the following conclusions 6 :.

Babies are born into the world and immediately become aware of their surroundings through their senses. These senses include the sense of hearing, smell, sight, touch, and taste.

They explore the world through the movements of their bodies, which are reflex movements at first. The term for this gathering of information is called the sensorimotor stage.

This is the stage where they discover textures, recognise people, objects, and different sights, and learn emotions as well. Up to this point, the child has established that objects remain a reality regardless of whether one can sense it through any of the five senses. From this point onward the stages of learning theory include the development of language skills and abstract thinking.

This is done through various means such as imitation, drawing, imagination mental imagery and verbal expressions of thoughts evocation. During this stage, it is important to note that the child operates from an egocentric perspective. At this stage, the cognitive development of the child demands a less egocentric approach. The child becomes more concrete and logical in their thinking.

As more rational beings, they are able to understand aspects such as conservation. This means that an object can remain the same even if it changes shape, size, height or volume for example an object such as water.

The eleven-year-old now has many skills to build upon. This is the operational stage where the child establishes the final cognitive learning skills that include finding solutions to problems, use logical reasoning and are able to understand abstract concepts. They are now able to use deductive reasoning to analyse situations and other aspects of the environment. The eleven year old into adulthood can now find possible solutions and new theories based on prior knowledge.

Jean Piaget focussed on the cognitive experiences of the child in a world connected by objects and people and the recognition of these. Piaget developed his theory of cognitive development through a close study of children. He made extensive use of note-taking in order to make comparisons and the analysis of all his observations.

His observations centred around children and how they developed from birth to adulthood. This created an extensive study that has been used for decades. In contrast to that of Piaget, Lev Vygotsky focused on the social interaction of the child. His theory is thus known as the Social Development theory. Mandler, Jean Matter. Lawrence Erlbaum Associates, Inc. Mandler, J.

The foundations of mind: The origins of conceptual thought. New York: Oxford University Press. Bartlett, F. Cambridge, England: Cambridge University Press. Translations of this page: English. User Tools Log In. Site Tools Search. Table of Contents Schema Theory. What is the practical meaning of schema theory? We have schemata to represent all levels of our experience, at all levels of abstraction.

Finally, our schemata are our knowledge. All of our generic knowledge is embedded in schemata. Wulf 14 has shown that developing a motor schema has resulted in better performance in children when learning a motor task. Failure to activate adequate schema when reading a text has shown to result in bad comprehension Various methods have been proposed for dealing with this issue 16 including giving students texts in their first language on certain topic about which they will later read in target language.

Remembering: A study in experimental and social psychology. Bishoff, and G. The potential of using script theory in consumer behaviour research. Journal of Family Ecology and Consumer Sciences, Script theory R. The Theory Into Practice Database. Reynolds, D. Schallert, and E. Frameworks for Comprehending Discourse. American Educational Research Journal 14, no. January Schemata: The building blocks of cognition.

Guthrie Ed. They also develop the ability to Conserve understand that something stays the same quantity even if it looks different.

The Formal Operational Stage runs from 11 years into adulthood and this is where abstract thought develops, as does logic and cool stuff like hypothesis testing. According to Piaget, the whole process is active and requires the rediscovery and reconstructing of knowledge across the entire process of Stages.

Instead, he reckons that social learning is an integral part of cognitive development and it is culture, not developmental Stage that underlies cognitive development. Because of that, he argues that learning varies across cultures rather than being a universal process driven by the kind of structures and processes put forward by Piaget.

He makes a big deal of the idea of the Zone of Proximal Development in which children and those they are learning from co-construct knowledge. Therefore, the social environment in which children learn has a massive impact on how they think and what they think about.

They also differ in how they view language. For Piaget, thought drives language but for Vygotsky, language and thought become intertwined at about 3 years and become a sort of internal dialogue for understanding the world. And where do they get that from? Vygotsky talks about Elementary Mental Functions , by which he means the basic cognitive processes of Attention, Sensation, Perception and Memory.

By using those basic tools in interactions with their sociocultural environment, children sort of improve them using whatever their culture provides to do so. In the case of Memory, for example, Western cultures tend towards note-taking, mind-maps or mnemonics whereas other cultures may use different Memory tools like storytelling.

In this way, a cultural v ariation of learning can be described quite nicely. As the child develops, the ZPD gets bigger because they can do more on their own and the process of enlarging the ZPD is called Scaffolding. The bottom line here is that the richer the sociocultural environment, the more tools will be available to the child in the ZPD and the more Social Speech they will internalise as Private Speech.

In , American educational psychologist, Benjamin Bloom, first proposed three domains of learning; cognitive, affective and psycho-motor. Bloom worked in collaboration with David Krathwohl and Anne Harrow throughout the ss on the three domains. This was the first domain to be proposed in and it focuses on the idea that objectives that are related to cognition could be divided into subdivisions and ranked in order of cognitive difficulty.

The original subdivisions are as follows knowledge is the lowest with evaluation being the most cognitively difficult :. The highlights of this revision were switching names of the subdivisions from nouns to verbs, thus making them easier to use when curriculum and lesson planning. The other main change was the order of the top two subdivisions was reversed. The updated taxonomy is as follows:. The affective domain sometimes referred to as the feeling domain is concerned with feelings and emotions and also divides objectives into hierarchical subcategories.

It was proposed by Krathwohl and Bloom in The affective domain is not usually used when planning for maths and sciences as feelings and emotion are not relevant for those subjects. However, for educators of arts and language, the inclusion of the affective domain is imperative wherever possible.

The full ranked list is as follows:. The psychomotor domain refers to those objectives that are specific to reflex actions interpretive movements and discreet physical functions. A common misconception is that physical objectives that support cognitive learning fit the psycho-motor label, for example; dissecting a heart and then drawing it. While these are physical kinesthetic actions, they are a vector for cognitive learning, not psycho-motor learning.

Psychomotor learning refers to how we use our bodies and senses to interact with the world around us, such as learning how to move our bodies in dance or gymnastics. Anita Harrow classified different types of learning in the psycho-motor domain from those that are reflex to those that are more complex and require precise control. In it, he discusses the analysis of learning objectives and how the different classes of objective require specific teaching methods.

He called these his 5 conditions of learning, all of which fall under the cognitive, affective and psycho-motor domains discussed earlier. The idea was that the nine levels of learning activate the five conditions of learning and thus, learning will be achieved. In other words, he meant that even very complex topics can be taught to young children if structured and presented in the right way. The spiral curriculum is based on three key ideas.

Following the idea of the spiral curriculum, Bruner presented the idea of three modes of representation. These modes of representation refer to the way knowledge is stored in memory. As they move up through the levels, they feel more comfortable in their learning environment and have the confidence to push further. Further reading: simplypsychology.

Howard Gardner is an American developmental psychologist and professor of cognition and education at the Harvard graduate school at Harvard University. Gardner perceived intelligence as the ability to solve problems or make products that are useful in one or more cultural settings. Candidates had to satisfy a range of the conditions on his list and also be able to solve genuine problems of difficulties. Initially, Gardner named seven intelligences.

Gardner suggested that the intelligences rarely operate independently and compliment each other as students learn new skills and solve problems. He also commented that the intelligences are amoral, meaning they can be used for constructive or destructive purposes.

In the face of criticism that it is hard to teach things in the frame of a certain intelligence, Gardner replied by stating that the seven intelligences give 7 ways to teach a subject, allowing multiple strategies to be used, thus allowing all students to make progress.

Gardner believes that all seven intelligences are required to live life well and education systems should include all seven not just the more academic first two.

Since its original publication, Gardner has since added an eighth intelligence; Naturalist intelligence. According to Erikson, we experience eight stages of development during our life span. Within each stage, there is a dilemma that we must resolve in order to feel a sense of competence and will allow us to develop as a well-adjusted adult. Knowing what questions our students are asking of themselves and the world around them allows us to plan effectively.

Problems arise when our class has children at different stages in it, in this case, we must carefully differentiate our pedagogy to allow supportive learning for all students. David Kolb, an American education theorist proposed his four-stage experiential learning theory in It is built on the premise that learning is the acquisition of abstract concepts which can then be applied to a range of scenarios.

Each stage in the cycle both supports and leads into the next stage. Learning is achieved only if all four stages have been completed, however, a learner may travel around the cycle multiple times, further refining their understanding of the topic.

No one stage is an effective learning strategy on its own, for example, if the reflective observation stage is skipped, the learner could continue to make the same mistakes. Originally the book was supposed to be a satirical view on how people are promoted in organisations but it became popular as it actually made a valid point.

Whilst not strictly a learning theory, it does have some crossover to the classroom. The Peter Principal deals with four levels of competence.