http://www.edpsycinteractive.org/topics/summary/lrndev.html
Summary of Theories
Relating to Learning and Human Development
Citation: Huitt, W. (2013, December). Summary of theories relating to learning and development. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from
http://www.edpsycinteractive.org/topics/summary/lrndev.html
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We have reviewed a number of theories related to how human beings learn and develop. On this
website, learning is defined as "a relatively permanent change in behavior or behavior potential
brought about as a result of experience" and development is defined as "as a relatively permanent
change in behavior or behavior potential brought about as a result of maturation or biological
function." The following table provides an overview of the major schools of thought related to
learning and development.
DIMENSION
Behavioral
Observable
behavior
Primary
Focus
Information
Processing
Mental
behavior
Humanistic
Social
Learning,
Cognitive
Social
Connectivism
Constructivism,
Constructivism
& Social
Cognition
Affect/Values Mental
behavior
Social
influences
SelfStimulusAcquisition concept/Self- Developmental Modeling &
response
of knowledge esteem
processes
vicarious
connections
learning
Needs
Intelligence
Attitudes
Critical
Goals
thinking
Learning is a Learning is a
result of
result of
Assumptions environmental mental
operations/
forces
processing
Learning is a Learning is the
result of
result of the
affect/emotion construction of
and goalmeaning by the
individual
orientation
Learning is a
result of
influences of
social
environment
Knowledge
and attitudes
developed
through
interaction
with digital
networks
Learning is a
result of
receiving
information
from and
learner
Contiguity
Information
Processing
Affect
Developmental Self-concept
Sociohistorical
Self-efficacy
(Instrumental)
Critical
Thinking
contributing
to digital
social
networks
Maturationists Observational None yet
(Social)
developed
Respondent
Motivation & Information
(Classical) Hierarchical needs
processing
Subcategories Operant
on thinking
Self-esteem
Goal-setting
Selfregulation
Thorndike
Dewey
Siemans
Bruner
Vygotsky
Downes
Watson
Skinner
Neisser
Maslow
Sears
Ausubel
N.V. Peale
Pajares
Gagne
Ziglar
Schunck
Pavlov
Major
Theorists
Piaget
Atkinson and Rogers
Shriffin
Combs
Craik and
Lockhart
Purkey
Bandura
Bloom
Time/place
pairings
Memory is
limited
Biological
basis of
behavior
Changes in
complexity
Individual
uniqueness
Diagnose
learner
readiness
Social
Learning in
interaction
the digital
with adults and age is
primarily
peers
influence by
Reciprocal
connection
determinism to digital
networks
Selfdetermination Structure
learning
Changes over Dreams and experiences
Principles Consequences time
goals are vital using spiral
for success organization Individual
Modeling
responsibility
Good
Facilitate
thinking
student
requires
extrapolation
standards
and filling in
his or her
knowledge
Learning is a
function of
connecting to
and
developing
digital
networks
gaps
Personal
construction
of meaning is
critical
Experimental Experimental/ Clinical
methods
correlational method
Methods
Laboratory
studies
Natural
observation
Paper/pencil Paper/pencil Structured
observation
Systematic
observation
Experimental/ Mainly
correlational qualitative
Systematic
observation
Paper/pencil
Applying principles from these theories of learning and development can help you guide your
own learning.
Theory
Principles

Behavioral





Information
Processing


Humanistic


Have specific goals and objectives that state precisely what you are to
learn.
Break the goals and objectives into manageable units.
Interact with the material while you are listening or reading (e.g., take
notes, answer previously developed questions)
Reward yourself for learning activities and outcomes (e.g., listen to one
song after 20 minutes of studying; go to a movie when you make an "A"
on an exam)
Make sure you're paying attention during lectures and reading.
Overview any reading before you actually get started. Identify major
terms and concepts.
Ask yourself different levels of questions when you study (e.g., low level -what does this term mean; higher level -- how could I use this concept or
principle; how is this concept similar or different from another)
Give yourself time to allow time to pass before a review
Think about how this learning relates to your life goals or mission.
Make sure you feel comfortable as you start your learning; if you feel
stressed, take a few minutes to relax (close your eyes, imagine yourself in
your favorite spot or activity; breath slowly and deeply)



Cognitive
Constructivism
Social Learning,
Social
Constructivism,
& Social Cognition







Connectivism

Imagine how you will feel when you successfully take a test on this
material.
Make a game out of learning the material; make it fun.
Before you get started, review activity or concept and reflect on how this
might be similar to something you've already done.
Try to apply the principle or think about how you might apply it.
Work with another student as you identify important terms, concepts, and
principles.
Work in a study group to learn the material.
Take action and then reflect on how successful you have been in the
learning process.
Set goals for learning the concepts or skills, not just making a passing
score on a test.
Keep records of your learning activities and reflect on which ones seem to
work best; talk about these with other students.
Actively connect to various networks of knowers, inquirers, and
knowledge bases.
Become producers of knowledge that can be accessed throughout your
lifetime and connect that knowledge to others' or personally developed
knowledge bases.
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