Lesson 6 –

Learning Theories

Chapter 6: Design
Learning Outcomes:
1. discuss how these theories in classical
and operant conditioning influence the
understanding of learning;
2. identify areas of knowledge that would
be best taught or learned through a
behaviorist approach.

Chapter 6: Design
What is learning?

Chapter 6: Design
 The Definitions of Learning
Learning is a reflective process
whereby the learner either
develops new insights and
understanding or changes and
restructures his/her mental
process. (Ornstein, 1990)

Chapter 6: Design
 The Definitions of Learning
Learning is an integrated, on-
going process occurring within the
individual, enabling him to meet
specific aims, fulfill his needs and
interests, and cope with the
learning process. (Lardizabal,
1991)
Chapter 6: Design
 The Definitions of Learning
Learning is the acquisition through
maturation and experience of new
and more knowledge, skills, and
attitudes that will enable the learner
to make better and more adequate
reactions, responses, and
adjustments to new situations.
(Calderon, 1998)
Chapter 6: Design
The Theories of Learning
Behaviorist’ Theories of Learning
1. Ivan Pavlov’s Classical
Conditioning Theory
2. Thorndike’ S-R Theory
3. B.F. Skinner’s Operant
Conditioning

Chapter 6: Design
1. Pavlov’s Classical Conditioning
Theory
In their study about the digestive system of
the dog, Pavlov and his colleagues identified
the following:
unconditioned stimulus – meat powder
unconditioned response – the dog salivates
neutral stimulus – ringing of bell
conditioned stimulus – salivation upon ringing
of bell
Chapter 6: Design
Chapter 6: Design
1. Pavlov’s Classical Conditioning
Theory
Principles of Classical Conditioning:
1. Stimulus generalization – the conditioned
response transfers to other stimuli that
are similar to the original conditioned
stimulus.
2. Generalization – the transfer of a
response to a situation other than that in
which the original learning occurred.

Chapter 6: Design
1. Pavlov’s Classical Conditioning
Theory
Principles of Classical Conditioning:
3. Discrimination – not to respond to similar
stimuli in an identical manner.
4. Extinction – the conditioned responses
are lost.

Chapter 6: Design
1. Pavlov’s Classical Conditioning
Theory
John Watson’s Experiment on Pavlov’s
Theory: Albert, the young child and a white
rat
• Albert was not afraid of the rat.
• He was conditioned to be afraid of the rat,
and avoids the rat.
• He was afraid of small animals.
• He was conditioned to unlearn his fear.
Chapter 6: Design
2. Thorndike’s S-R Theory

In his study, he placed the cats in

boxes from which they had to escape to
get food. He observed that over time,
the cats learned to how to get out of the
box by repeating the behaviors that led
to escape from the box.

Chapter 6: Design
2. Thorndike’s S-R Theory
Thorndike’s Laws of Learning:
1. Law of Effect – if an act is followed by a
satisfying change in the behavior, the
likelihood that the act will be repeated in
similar situations increases.
2. Law of Readiness – when an organism
(human/animal) is ready to form
connections to do so is satisfying, and not
to do so is annoying.
Chapter 6: Design
2. Thorndike’s S-R Theory
Thorndike’s Laws of Learning:
3. Law of Exercise– any connection is
strengthened in proportion to the number
of times it occurs and in proportion to the
average vigor and duration of the
connection.

Chapter 6: Design
2. Thorndike’s S-R Theory
Principles Derived from Thorndike’s Laws:
1. Learning requires both practices and
rewards.
2. A series of S-R connections can be
chained together if they belong to the
same action sequence.

Chapter 6: Design
2. Thorndike’s S-R Theory
Principles Derived from Thorndike’s Laws:
3. Transfer of learning occurs because of
previously encountered situations.
4. Intelligence is a function of a number of
connections learned.

Chapter 6: Design
3. B.F . Skinner’s Operant
Conditioning Theory
In his experiment, he placed a hungry
rat in a box, that led to escape from the
box. When the rat accidentally pressed
a lever in the box, it was rewarded with
a food pellet. Later on, the rat
intentionally pressed the lever to get its
reinforcement.

Chapter 6: Design
3. B.F . Skinner’s Operant
Conditioning Theory
Reinforcement is any behavioral
consequence that strengthens a behavior.
It increases the likelihood of the
recurrence of a particular type of
response.

Chapter 6: Design
3. B.F . Skinner’s Operant
Conditioning Theory
Reinforcement can be positive or
negative; primary or secondary.
Positive reinforcers – are events that
are presented after a response has
been performed, thus, increase the
behavior or activity they follow.

Chapter 6: Design
3. B.F . Skinner’s Operant
Conditioning Theory
Reinforcement can be positive or
negative; primary or secondary.
Negative reinforcers – are escapes
from unpleasant situations or ways of
preventing something unpleasant from
occuring.

Chapter 6: Design
3. B.F . Skinner’s Operant
Conditioning Theory
Reinforcement can be positive or
negative; primary or secondary.
Primary reinforcers – are those that
satisfy basic human needs.
Secondary reinforcers – are those that
acquire reinforcing power because they
have been associated with primary
reinforcers.
Chapter 6: Design
3. B.F . Skinner’s Operant
Conditioning Theory
Principles Derived from Skinner’s Laws:
1. Behavior that is positively reinforced will
reoccur.
2. Information should be presented in small
amounts so that responses can be
reinforced.

Chapter 6: Design
3. B.F . Skinner’s Operant
Conditioning Theory
Principles Derived from Skinner’s Laws:
3. Reinforcements will generalize across
similar responses.

Chapter 6: Design
Let us Evaluate!
1. Explain each Behaviorist’ Theory of Learning.
A. Pavlov’s Classical Conditioning
B. Thorndike’s Connectionism
C. Skinner’s Operant Conditioning

Chapter 6: Design
Let us Evaluate!
2. Choose a topic from your major field. Think of ways how
you can apply the Laws of Learning.
Topic: _________________________ Grade Level: _______________.
Law of Learning How can I apply the law?

1. Law of Readiness

2. Law of Effect

3. Law of Exercise

Chapter 6: Design