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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]
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.
While learning style theories are fundamentally different from the eight intelligences, there is a model proposed by Richard Strong and others that integrates a person’s preference with the eight intelligences to produce a descriptive tapestry of a person’s intellectual dispositions. [53]
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 ]
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]
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
There are five levels in the affective domain, moving through the lowest-order processes to the highest: Receiving: The lowest level; the student passively pays attention. 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.