If we were asked to draw a genealogical tree (family tree) for each of the following learning theories, what

would be the answer? Behaviorism, Cognitivism, Constructivism, Social constructivism, CLT, Task-Based, and
the latest derivatives of CLT.

Creating a genealogical tree for the listed learning theories involves mapping out their historical development,
key contributors, and how they evolved from one another. Here's a detailed breakdown:

1. Behaviorism:
o Founders: John B. Watson, B.F. Skinner
o Key Concepts: Learning through conditioning (Classical and Operant)
o Related Theories: Neobehaviorism (Clark Hull, Edward Tolman)
2. Cognitivism:
o Founders: Jean Piaget, Jerome Bruner
o Key Concepts: Mental processes, Information processing, Schema theory
o Related Theories: Information Processing Theory (George Miller), Cognitive Load Theory
(John Sweller)
3. Constructivism:
o Founders: Jean Piaget, Lev Vygotsky
o Key Concepts: Learning as an active, constructive process; Knowledge constructed based on
experiences
o Related Theories: Radical Constructivism (Ernst von Glasersfeld), Social Constructivism (Lev
Vygotsky)
4. Social Constructivism:
o Founders: Lev Vygotsky
o Key Concepts: Social interaction as a fundamental aspect of learning; Zone of Proximal
Development (ZPD)
o Related Theories: Sociocultural Theory (Jerome Bruner, Barbara Rogoff)
5. Cognitive Load Theory (CLT):
o Founder: John Sweller
o Key Concepts: Intrinsic, Extraneous, and Germane cognitive load; Managing cognitive load to
optimize learning
o Related Theories: Element Interactivity, Split Attention Effect, Worked Example Effect
6. Task-Based Learning (TBL):
o Founders: N. Prabhu, David Nunan
o Key Concepts: Learning through the completion of meaningful tasks; Focus on language use in
context
o Related Theories: Project-Based Learning (John Dewey), Problem-Based Learning (Howard
Barrows)
7. Latest Derivatives of CLT:
o Theories:
 Complexity Theory: Focus on complex systems and how they adapt and learn
 Embodied Cognition: How body and environment influence cognitive processes
o Key Concepts: Dynamic systems, Integration of technology in learning, Multimodal learning
approaches

Genealogical Tree Representation:

1. Behaviorism
o Neobehaviorism
2. Cognitivism
o Information Processing Theory
 oCognitive Load Theory
 Latest Derivatives of CLT
 Complexity Theory
 Embodied Cognition
3. Constructivism
o Radical Constructivism
o Social Constructivism
 Sociocultural Theory
4. Task-Based Learning
o Project-Based Learning
o Problem-Based Learning

Diagrammatic Representation:

Here's a simple text-based genealogical tree:

Behaviorism
│
└─> Neobehaviorism

Cognitivism
│
├─> Information Processing Theory
└─> Cognitive Load Theory (CLT)
├─> Complexity Theory
└─> Embodied Cognition

Constructivism
│
├─> Radical Constructivism
└─> Social Constructivism
└─> Sociocultural Theory

Task-Based Learning
│
├─> Project-Based Learning
└─> Problem-Based Learning

This tree outlines the primary branches and derivatives of the main learning theories. The branches show how
foundational theories led to the development of more specific or evolved theories within the realm of
educational psychology and instructional design.

Sorry, CLT = Communicative Language Teaching. Where would include it?

I apologize for the confusion. Let's revise the genealogical tree to include Communicative Language
Teaching (CLT).

Genealogical Tree Representation with Communicative Language Teaching (CLT):

1. Behaviorism
o Neobehaviorism
2. Cognitivism
o Information Processing Theory
3. Constructivism
o Radical Constructivism
 o Social Constructivism
 Sociocultural Theory
4. Task-Based Learning (TBL)
o Project-Based Learning
o Problem-Based Learning
5. Communicative Language Teaching (CLT)
o Latest Derivatives of CLT
 Task-Based Language Teaching (TBLT)
 Content and Language Integrated Learning (CLIL)

Detailed Breakdown:

1. Behaviorism:
o Founders: John B. Watson, B.F. Skinner
o Key Concepts: Learning through conditioning (Classical and Operant)
o Related Theories: Neobehaviorism (Clark Hull, Edward Tolman)
2. Cognitivism:
o Founders: Jean Piaget, Jerome Bruner
o Key Concepts: Mental processes, Information processing, Schema theory
o Related Theories: Information Processing Theory (George Miller)
3. Constructivism:
o Founders: Jean Piaget, Lev Vygotsky
o Key Concepts: Learning as an active, constructive process; Knowledge constructed based on
experiences
o Related Theories: Radical Constructivism (Ernst von Glasersfeld), Social Constructivism (Lev
Vygotsky)
4. Social Constructivism:
o Founders: Lev Vygotsky
o Key Concepts: Social interaction as a fundamental aspect of learning; Zone of Proximal
Development (ZPD)
o Related Theories: Sociocultural Theory (Jerome Bruner, Barbara Rogoff)
5. Communicative Language Teaching (CLT):
o Founders: Dell Hymes, Michael Halliday
o Key Concepts: Emphasis on communication and interaction; Use of authentic language in real
contexts
o Related Theories:
 Task-Based Language Teaching (TBLT): Focuses on tasks as the central unit of
planning and instruction
 Content and Language Integrated Learning (CLIL): Integrates content and language
learning objectives
6. Task-Based Learning (TBL):
o Founders: N. Prabhu, David Nunan
o Key Concepts: Learning through the completion of meaningful tasks; Focus on language use in
context
o Related Theories: Project-Based Learning (John Dewey), Problem-Based Learning (Howard
Barrows)

Diagrammatic Representation:

Here's an updated text-based genealogical tree including Communicative Language Teaching (CLT):
Behaviorism
│
└─> Neobehaviorism

Cognitivism
│
└─> Information Processing Theory

Constructivism
│
├─> Radical Constructivism
└─> Social Constructivism
└─> Sociocultural Theory

Task-Based Learning (TBL)

│
├─> Project-Based Learning
└─> Problem-Based Learning

Communicative Language Teaching (CLT)

│
├─> Task-Based Language Teaching (TBLT)
└─> Content and Language Integrated Learning (CLIL)

This tree outlines the primary branches and derivatives of the main learning theories, showing how foundational
theories led to the development of more specific or evolved theories within the realm of educational psychology
and instructional design.