Learning Theories

Author: David L

  • Behaviorism

    Behaviorism

    Behaviorism is a worldview that operates on a principle of “stimulus-response.” All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness[1].

    Contents

    Contributors
    Key Concepts
    Resources and References

    Contributors

    Key Concepts

    Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e. tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement[2]. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlov’s dogs) and generalized to humans[3].

    Behaviorism precedes the cognitivist worldview. It rejects structuralism and is an extension of Logical Positivism.

    Radical behaviorism

    Developed by BF Skinner, Radical Behaviorism describes a particular school that emerged during the reign of behaviorism. It is distinct from other schools of behaviorism, with major differences in the acceptance of mediating structures, the role of emotions, etc.

    Additional Resources and References

    Resources

    References

    1. Skinner, B. F. (2011). About behaviorism. Vintage.
    2. Watson, J. B. (2013). Behaviorism. Read Books Ltd.
    3. Pavlov, I. P., & Anrep, G. V. (2003). Conditioned reflexes. Courier Corporation.
  • Design-Based Research Methods (DBR)

    Design-Based Research Methods (DBR)

    Summary: Design-Based Research is a lens or set of analytical techniques that balances the positivist and interpretivist paradigms and attempts to bridge theory and practice in education. A blend of empirical educational research with the theory-driven design of learning environments, DBR is an important methodology for understanding how, when, and why educational innovations work in practice; DBR methods aim to uncover the relationships between educational theory, designed artefact, and practice.

    Originators: A. Brown[1], A. Collins[2], DBR Collective[3], and others

    Keywords: design experiments, iterative, interventionist, theory-building, theory-driven

    Design-Based Research Methods (DBR)

    In recent years, educators have been trying to narrow the chasm between research and practice. Part of the challenge is that research that is detached from practice “may not account for the influence of contexts, the emergent and complex nature of outcomes, and the incompleteness of knowledge about which factors are relevant for prediction”[3].

    According to Collins et al., Design-based Research (also known as design experiments) intends to address several needs and issues central to the study of learning[4]. These include the following:

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  • Activity Theory

    Activity Theory

    Summary: Activity Theory is a framework or descriptive tool for a system. People are socio-culturally embedded actors (not processors or system components). There exists a hierarchical analysis of motivated human action (levels of activity analysis).

    Originator: Vygotsky, Leont’ev, Luria, and others starting in the 1920s.

    Key terms: Activity, action, operation, object-orientedness, internalization/externalization, mediation, development.

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  • Attribution Theory (Weiner)

    Attribution Theory (Weiner)

    Summary: Attribution Theory attempts to explain the world and to determine the cause of an event or behavior (e.g. why people do what they do).

    Originator: Bernard Weiner (1935- )

    Key terms: Attribution, locus of control, stability, controllability

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