Theories Of Learning And Motivation

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Learning

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-process of acquiring knowledge and skills, and a change in individual behaviouras a result of some experience.

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Learning Outcomes (Gagne)

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1) Verbal Information- facts, knowledge, principles, and packages of info, or what is known asdeclarative knowledge

2) Intellectual Skills- concepts, rules, and procedures that are known as procedural knowledge.

3) Cognitive Strategies- application of info and techniques, and understanding how and when to useknowledge and information

4) Motor Skills- coordination and execution of physical movements that involve the use ofmuscles

5) Attitudes -preferences and internal states associated with one's beliefs and feelings.attitudes are learned and can be changed. most difficult to influence throughtraining.

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Learning Outcomes (Kraiger)

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1) Cognitive outcomes- quantity and type of knowledge and the relationships among knowledgeelements. verbal knowledge (declarative), knowledge organization (procedural and structuresfor organizing mental models), cognitive strategies(mental activities that facilitate knowledge acquisition and application, akametacognition)

2) skill-based outcomes- development of technical or motor skills and includes compilation (fast and fluid performance of a task as a resultof proceduralization and composition) and automaticity(ability to perform a task without conscious monitoring)

3) affective outcomes- outcomes not cognitively based or skill-based, and include attitudinal (affective internal state that affectsbehaviour) and motivational outcomes (goalorientation, self-efficacy, goals)

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ACT Theory

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Adaptive Character Theory, learningtakes places in three stages:

1) declarative knowledge - learningknowledge, facts

2) knowledge compilation - integratingtasks into sequences to simplify and streamline the task, ability to translatethe declarative knowledge into action, faster and more accurate performance.

3) procedural knowledge - learner hasmastered the task and performance is automatic and habitual. Task performedwithout much thought

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Resource Allocation Theory

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individuals possess limited cognitive resources that can beused to learn a new task. Performance of a new task is determined by individualdifferences in attentional and cognitive resources, the requirements of thetask (complexity), and self-regulatory activities (self monitoring)

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Learning Styles

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1) Converging - thinking/doing

2) Diverging - feeling/watching

3) Assimilating - thinking/watching

4) Accommodating - feeling/doing

Doing = experimentation, feeling = experience, thinking = conceptualization, watching = observation

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conditioning theory

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B.F. Skinner, learning result of reward and punishment that follow a response to a stimuli.If response is positively reinforced, strengthens likelihood the response willoccur again. Punishment will stop behaviour. No reinforcement, behaviour will cease over time.

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social cognitive theory

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centralpremise is central learning - learningthrough interaction with others. Can be formal (mentoring programs) or informal(collaborative work). People learn by observing the behaviour of others, makingchoices about different courses of action, and by managing own behaviour, i.e.observe behaviour and make notes on the reinforcement or punishment of thataction.

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3 components of social cognitive theory

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1) observation - observing others

2) self-efficacy - believing in one's own ability to do something

3) self-regulation - monitoring own behaviour via goal setting, practice, rehearsing, etc.

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Adult Learning Theory

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Adultsdiffer from children - adults have a great deal of knowledge and experiencethat they bring with them to training. They like to know why they are learning,the practical implications of what they are learning, and how it's relevant totheir needs and problems. Prefer to be self-directed. Problem-oriented.

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Andragogy vs pedagogy

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andragogy (adult-orientedapproach to learning that takes into account the differences between adult andchild learners, thus their learning needs to be centred around their needs andproblems, is more self-directed, and should take into account learner'sknowledge and experience).

-Pedagogy is the learning approach used to educatechildren and youth

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Maslow's Hierarchy of Needs

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groups human needs into 5 main levels and states that humansseek to satisfy the lowest order needs before satisfying higher order needs.Satisfied needs no longer motivate behaviour. Thus, once Survival/PhysiologicalNeeds satisfied, they will be concerned with satisfying the next level needof Safety/Security, then Belongingness (social needs), then Egoor Esteem Needs, and lastly Self-Actualization (maximize humanpotential, continued learning and growth, can never be satisfied and is thusthe ultimate motivator).

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Expectancy Theory

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work effort directed toward behaviours thatpeople believe will lead to desired outcomes, motivated to achieve goals thathave highest payoff. 3 factors:

1) Expectancy - effort toperformance, person's perceived probability that their effort will result in aparticular level of performance; he or she can successfully complete the task. Increase by assuring they havenecessary competencies, etc. to do job well

2) instrumentality -performance to outcome, perceived probability that a specific behaviour orperformance level will lead to a particular outcome; reward those with higher job performance toincrease motivation for others as they want the same reward

3) Outcome valences -anticipated satisfaction or dissatisfaction that an individual feels toward anoutcome; individualizerewards so that a person does not have a negative valence as an outcome

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ERG Theory

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modification of Maslow’shierarchy of needs. Instead of the five needs that are hierarchicallyorganized, Alderfer proposed that basic human needs may be grouped under threecategories, namely, existence,relatedness, and growth. Existencecorresponds to Maslow’s physiological and safety needs, relatedness correspondsto social needs, and growth refers to Maslow’s esteem and self-actualization. doesnot rank needs in any particular order and explicitly recognizes that morethan one need may operate at a given time. “frustration-regression”hypothesis suggesting that individuals who are frustrated in their attempts tosatisfy one need may regress to another low-level one.