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Conditions of Learning, by Robert M. Gagné, was originally published in 1965 by Holt, Rinehart and Winston and describes eight kinds of learning and nine events of instruction. This theory of learning involved two steps. [1] The theory stipulates that there are several different types or levels of learning.
According to Gagné, learning occurs in a series of nine learning events, each of which is a condition for learning which must be accomplished before moving to the next in order. Similarly, instructional events should mirror the learning events: Gaining attention: To ensure reception of coming instruction, the teacher gives the learners a stimulus.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function ...
According to Gagne, the cumulative learning theory is better than the maturational model because of the focus on the hierarchies of capabilities. [8] In this framework, instead of the content and concepts of the task, the learning hierarchies address intellectual skills and strategies. [ 9 ]
Without this level, no learning can occur. Receiving is about the student's memory and recognition as well. Responding: The student actively participates in the learning process. Not only attends to a stimulus, but the student also reacts in some way. Valuing: The student attaches a value to an object, phenomenon, or piece of information.
This three step hierarchy is akin to the US-scale, of full-, associate- and assistant-professors. Until the early 1990s no upward mobility was available in the Icelandic system. Most university teachers were hired as "prófessor." A "dósent" or a "lektor" wishing to ascend to a higher rank had to apply for a new position when it became available.
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.