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2nd Edition: Learning theory study guide

Educational Philosophy		Behaviorism		Cognitivism		Humanism		Constructivism
Theorist		Condillac, 1754/1982, 1756; Itard 1801/1962; Skinner, 1954; Engelmann, 2010		Piaget, 1926,1936/1975; Bruner, 1960, 1966, 1971, 1986; Vygotsky, 1962		Maslow, 1954; Rogers 1951, 1993; Knowles, 1978; Glasser, 1984, 1996; Motschnig-Pitrik, 2005		Dewey, 1929, 1933/1998; Montessori, 1946; Kolb, 1976, 1984; Hase, 2007
Learning Process		Change in knowledge through controlled stimulus/response conditioning.		Sequential development of individual mental processes such as recognize, recall, analyze, reflect, apply, create, understand, and evaluate		In depth knowledge of self and others developed through guided interaction that evokes the affective component of learning to motivate fulfillment of maximum potential.		Experiential learning through real life experience that constructs and conditionalizes knowledge.
Type of Learning		Conditioned response or memorization of facts, assertions, rules, laws, and terminology through stimulation of senses until correct response is achieved.		Adoptive learning of techniques, procedures, organization, and structure to develop internal cognitive structure that strengthens synapses in the brain.		Needs based adaptive, holistic learning.  Personal interpretation, evaluation, decision making, reasoning, and strategy developed to give expertise.		Problem based adaptive learning challenges faulty schema, integrating new knowledge with existing knowledge allows for creation of original work and innovative procedures.
Type of Learner		Learner is dependent upon instructor for acquisition of knowledge.		Learner requires assistance from teacher to develop prior knowledge and integrate new knowledge.		Mentored acquisition, development, and integration of knowledge		Self-directed formation of new knowledge.
Intelligence Development		Visual/Spatial, Musical/Rhythmic, Bodily Kinesthetic		Verbal/Linguistic Logical/Mathematical		Interpersonal/Intrapersonal		Visual/Spatial, Musical/Rhythmic, Bodily Kinesthetic, Verbal/Linguistic, Logical/Mathematical, Interpersonal/Intrapersonal
Purpose in Education		Learner must build initial schema by adopting knowledge from instructor through use of senses.		Learner must learn how to learn while developing existing schema and adopting knowledge from both people and the environment.		Learner becomes self-actualized with intrinsic motivation toward accomplishment.  Learner adapts prior knowledge to new experience with others and the environment to develop knowledge of synergy.		Learner analyzes, conceptualizes, and synthesizes experience/prior knowledge creatively generating original work and innovative methods that results in the formation of new knowledge.
Educator's Role		Diaskagogy: Caregiver demonstrates factual knowledge.  Caregiver observes, measures, and modifies behavioral change in specified direction		Pedagogy: Teacher develops conceptual knowledge and manages the content of learning activities.		Andragogy: Mentor encourages and enables learner by providing access to appropriate resources and refraining from obtrusive interference.		Heutagogy: Self-directed learning to allow for modification of existing knowledge and creation of new knowledge.
Learning Goal		Lowest order learning: Factual knowledge, skill development, and training		Low order learning: Conceptual knowledge, techniques, procedures, algorithmic problem solving.		High order learning: Strategy, expertise, procedural knowledge, reasoning, and analytical abilities		Highest order learning: Heuristic problem solving, meta-cognitive knowledge, creativity, and originality.