Learning Theories
By: Paola Davila
B.F. Skinner
 Skinner, invented the operant
conditioning theory while at
Harvard University.
 He is known for his work in
psychology, which led to the
opening of his own school of
Radical Behaviorism.
 Besides his work in
psychology, he invented an
air crib, cumulative recorder,
teaching machine, and pigeon
guided missile.
Operant Conditioning
 With operant conditioning, Skinner proposed
that learning is the result of the application of
consequences.
 The learners connect certain responses with
certain stimuli.
 Thus, the connection that is made between the
responses causes the probability of the
response to change and learning occurs.
Outcome of Conditioning
Increase
Behavior
Decrease
Behavior
Positive
Stimulus
Positive
Reinforcement
(Add Stimulus)
Response
Cost
(Remove Stimulus)
Negative
Stimulus
Negative
Reinforcement
(Remove Stimulus)
Punishment
(Add Stimulus)
Application of Operant
Conditioning to Education
 Operant conditioning has really impacted education in
many ways. Because everyone around us (professors,
classmates, and ourselves) has the potential to change
our behaviors in a school or classroom setting, we are
all susceptible of exhibiting change.
 The behavioral studies have allowed for better
experiences that facilitate the change of academic and
social behavior. The changes cause the students to
have an active role in the classroom and participate to
reach their goals.
John Sweller
 An Australian
educational psychologist
who is known for
developing the cognitive
load theory.
 His Cognitive Load
Theory builds upon the
research of Miller.
 He has authored over 80
academic publications,
mainly on factors that
influence instructional
design.
Cognitive Load Theory
 Cognitive Load Theory, as
defined by Sweller, states that
the best learning occurs when
the load on working memory
is kept to a minimum to help
the changes in long term
memory.
 For example, it is often said
that people learn best when
they build on what they
already know, however; if
someone is asked to learn a
lot of information in a short
amount of time, it would be
extremely difficult to process
all the information into
working memory.
 Sweller also found that a
connection must be made to
the schematic structures of
long term memory. If the
connection is made then the
information is retained, if not
the information will be
forgotten and learning will not
occur.
 In addition, based on the work
by Miller, it is said that
working memory is limited to
seven chunks of information
at one time.
The Effects of Cognitive
Load Theory
 The studies conducted by Sweller further indicate that
the Cognitive Load Theory plays a very important role
in the educational environment.
 As a result of the familiarization of the Cognitive Load
Theory, it is know that overextending working memory
will confuse the brain and cause information to be
forgotten.
 Therefore, it has been determined that overworking the
brain with more than seven chunks of information at
one time will lead to failure in learning.
Cont.
 It is recommended that instructional designers group
smaller chunks of information so that working memory
is not overloaded then information can be passed to
long term memory more efficiently, which allows the
learning to occur.
 Other recommendations include:




Changing problem solving methods
Integrating multiple sources of information
Reducing repetitive information
Use various methods like auditory and visuals to enhance the
learning.
Types of Cognitive Load
Intrinsic
Extraneous
Germane
Cannot be
altered by
instructional
manipulations
Is greatly influenced
by instructional
designer
Influenced by
instructional designer
Information can
be broken down
and then brought
back
Interferes with
learning
Enhances learning,
promoted by instructors
Described as the
difficulty of
instruction
Described as
unnecessary
information
presented
incorrectly
Devoted to the
processing and
construction of
schemata
References
 B.F. Skinner. (n.d.) . Retrieved October 3, 2008, from
http://en.wikipedia.org/wiki/B.F._Skinner
 Huitt, W., & Hummel, J. (1997). An Introduction to Operant
(instrumental) Conditioning. Educational Psychology Interactive.
Retrieved September 28, 2008, from
http://chiron.valdosta.edu/whuitt/col/behsys/operant.html
 Miller, Mike. Cognitive Load Theory. Encyclopedia of Educational
Technology. The SDSU Department of Educational Technology.
Retrieved September 30 2008 from
http://coe.sdsu.edu/eet/Articles/cogloadtheory/index.htm
 Paas, Fred & Renkl, Alexander. (2003). Cognitive Load Theory
and Instructional Design: Recent Developments. Retrieved
September 30, 2008 from
http://www.scribd.com/doc/47751/Sweller-Cognitive-Load-Theoryand-Instructional-Design