LESSON 4:

Learning Theories and Styles

By:
Maria Joshua Samantha C. De Villa
Lou Vernadel Apollo
Angelyn Rodil
 A. Behavioural Theories
- This theory is relatively simple to understand because it relies
only on observble behaviour and describes several universal laws
of behaviour.
B. Cognitive Learning Theories explains
why the brain is the most incredible
network of information processing and
interpretation in the body as we learn
things.
1. Social Cognitive Theory
a) In the Social Cognitive Theory, we are considering 3
variables:

b) These 3 variables in Social Cognitive Theory are said to be

interrelated with each other, causing learning to occur.
c. Observational learning is learning from other people by
means of observing them.
d. Reproduction is the process wherein there is an aim to
effectively increase the repeating of a behaviour.
e. Self-efficacy is the course wherein the learner improves his
newly learned knowledge or behaviour.
f. Emotional coping is a good coping mechanism against
stressful environment and negative personal characteristics
can lead to effective learning, especially in adults.
g. Self-regulatory capability is the ability to control behavior
even within an unfavorable environment.
1. Cognitive Behavioral Theory
a) Explains human behavior and learning using the cognitive
triad. This triad includes negative thoughts about:
i. The self (i.e. I am rubbish)
ii. The world/ environment (i.e. the world is irrational)
iii. The future (i.e. my future is doomed)
C. Types of Learning
⸙ Visual is when you prefer using pictures, images, and spatial
understanding.
⸙ Aural is when you prefer using sound and music.
⸙ Verbal is when you prefer using words, both in speech and
writing
C. Types of Learning (continuation..)
⸙ Physical is when you prefer using your body, hands and sense
of touch.
⸙ Logical is when you prefer using logic, reasoning and
systems.
⸙ Social is when you prefer to learn in groups or with other
people.
⸙ Solitary is when you prefer to work alone and use self-study.
D. Signal Learning
1. This is the simplest form of learning.
2. The applications of classical conditioning in facilitating
human learning are, however, very limited.
E. Stimulus-response learning
1. This somewhat more sophisticated form of learning.
2. Operant conditioning differs from classical conditioning in
that the reinforcing agent (the 'reward' or 'punishment')
3. It is this type of conditioning that forms the basis of
programmed learning in all its various manifestations.
F. Chaining
1. This is a more advanced form of learning in which the
subject develops the ability to connect two or more previously-
learned stimulus –response.
2. It is the process whereby most complex psychomotor skills.

G. Verbal Association
1. This is a form of chaining in which the links between the
items being connected are verbal in nature.
2. Verbal association is one of the key processes in the
development of language skills.
H. Discrimination Learning
1. This involves developing the ability to make appropriate
(different).
2. The process is made more complex (and hence more
difficult) by the phenomenon of interference, whereby one piece
of learning inhibits another.
3. Interference is thought to be one of the main causes of
forgetting.
I.Concept Learning
1. “ Category Learning”
2. This involves developing the ability to make a consistent
response to different stimuli that form a common class or
category of some sort.

J. Rule Learning
1. 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.
K. Problem Solving
1. This is the highest level of cognitive process according to
Gagne.
2. 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.
L. Learning Styles
1. Learning Style Models
- Kolb’s Theory of Experimental Learning
- Gregor Cognitive Styles Models
- Field Independence
- Dependence Model
M. Kolb’s Theory of Experimental Learning by David A. Kolb

a. Stage 1 : Planning the next learning experience

b. Stage 2 : The actual learning experience
c. Stage 3 : Reflecting on what happened
d. Stage 4 : Studying the theory
N. Gregorc Mind Styles Model by Anthony Gregorc
Types of Preferences
Perpetual preference - means how you prefer to gasp or
perceive information. Perceptual qualities are either:
i. Concrete -registering information through your five
senses.
ii. Abstract - using your intuition and your imagination.
Ordering preference - means how you prefer to arrange or
process information. Ordering qualities are either:
i. Sequential (linear)
ii. Random ( non – linear )
3. Gregorc’s Mind Style Characteristics
a. Concrete Sequential
i. Orderly
ii. Logical
iii. Based in Reality
iv. Organizer
b. Abstract Sequential
i. Debates Ideas
ii. Applies logic
iii. Self-directed
iv. Abstract thinker v. Well-organized
c. Concrete Random
i. Experimenter
ii. Creative
iii. Curious
iv. Skips steps and details
d. Abstract Random
i. Creates harmony
ii. Uses imagination
iii. People oriented
iv. Imaginative
v. Disorganized
O. Field Independence (Analytical Thinkers)
1. Typically like competition and individual recognition and
shows rational intrinsic appeal for the task without consulting
others. They do not necessitate group-type approach.
P. Field Dependence (Global Thinkers)
1. They prefer to work with others to achieve a common goal.
They interact with the teacher more and they are more sensitive
to other’s feelings, opinions, and ideas.
Q. Matching learning styles
1. The concept of matching learning preferences and teaching
preferences can help students respond more positively to
instructional methods, and inform faculty about effective
teaching practices.
2. Aligning learning style and teaching style encourages better
collaboration between faculty and student and reduces classroom
management issues.
3. What happens when we mismatch?
a. Shattered self-esteem
b. Boredom
c . Discouragement
d. Poor test performance
e. Low motivation
f. Decision to quit the program
References:

http://thepeakperformancecenter.com/educationallearning/learni
ng/preferences/learningstyles/gregorc-mind-styles-model/

https://www.league.org/innovation-showcase/connect-success-
matching-teaching-andlearning-styles

http://www2.rgu.ac.uk/celt/pgcerttlt/how/how4d.htm

https://www.slideshare.net/mobile/MaryAcevedoTESOL/learning
-styles-fieldindependence-and-field-dependence