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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, higher orders of learning are built upon the lower levels, requiring a greater amount of previous knowledge to progress successfully; final capability is analysed as comprising subordinate skills in an order such that the lower levels can be predicted for positive transfer of higher level learning. [8]
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 ]
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 ...
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.
Learning theory (education) – Theory that describes how students receive, process, and retain knowledge during learning Constructivism (philosophy of education) – Theory of knowledge; Radical behaviorism – Term pioneered by B.F. Skinner; Instructional design – Process for design and development of learning resources
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Francoy Gagne's (2000) Differentiated Model of Giftedness and Talent (DMGT) is a developmental theory that distinguishes giftedness from talent, offering explanation on how outstanding natural abilities (gifts) develop into specific expert skills (talents). [46]