Psychology gagne

Cognitivist Theory of LearningCognitivist Theory of Learning

Robert GagneRobert Gagne

Presented by :Presented by :KPLI SN 1KPLI SN 1

Chew Chooi MooiChew Chooi MooiHasmawati Binti Abu BakarHasmawati Binti Abu BakarKhairul Anuar Bin HashimKhairul Anuar Bin Hashim

Born in 1916 in North Born in 1916 in North Andover, Andover, MassachusettsMassachusetts

Received Bachelors of Received Bachelors of Arts and earned his Arts and earned his doctoral from Brown doctoral from Brown UniversityUniversity

Robert Gagne’s Theoretical Robert Gagne’s Theoretical Background Background

Well known for theory of conditional Well known for theory of conditional learninglearning

Consist of 3 distinct component :Consist of 3 distinct component :Taxonomy of learning outcomes - Taxonomy of learning outcomes -

learning domainlearning domainSpecific learning condition - Specific learning condition -

Hierarchy of LearningHierarchy of Learning9 instructional events9 instructional events

Robert Gagne’s Background & Robert Gagne’s Background & Published WorksPublished Works

Refers to a set of component skills that must Refers to a set of component skills that must be learned before the complex skill of which be learned before the complex skill of which they are a part can be learned they are a part can be learned

Classifying different types of learning in Classifying different types of learning in term of the term of the degree of complexitydegree of complexity of the of the mental involved.mental involved.

Higher orders of learning build upon the Higher orders of learning build upon the lower levels.lower levels.

The lowest 4 orders tend to focus on the The lowest 4 orders tend to focus on the more behavioural aspects.more behavioural aspects.

The highest 4 focus on the more cognitive The highest 4 focus on the more cognitive aspectsaspects

Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of LearningLearning


Problem Solving

Principle Learning

Concept Learning

Multiple Discrimination Learning

Verbal Association Learning

Psychomotor Connection Learning

Stimulus – Response Learning

Signal Learning

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More to behavioural aspects

More to cognitive aspects


1)1) Signal LearningSignal Learning Learn how to respond to a signal, like Learn how to respond to a signal, like

Pavlov’s dog (Pavlov’s classical Pavlov’s dog (Pavlov’s classical conditioned response)conditioned response)

Usually the response is emotional Usually the response is emotional

2)2) Stimulus(S) – Response(R) LearningStimulus(S) – Response(R) Learning Learn precise response to precise signal / Learn precise response to precise signal /

stimulusstimulus Different from signal learning, signal Different from signal learning, signal

learning leads to involuntary responses, learning leads to involuntary responses, whereas the responses in S-R learning are whereas the responses in S-R learning are voluntarily controlled. voluntarily controlled.


3)3) Psychomotor Connection LearningPsychomotor Connection Learning Occurs when a chain of stimuli and Occurs when a chain of stimuli and

responses are formedresponses are formed Lean to to follow procedures Lean to to follow procedures Able to chain 2 or more stimulus-Able to chain 2 or more stimulus-

responseresponse

4)4) Verbal Association LearningVerbal Association Learning Use terminology in verbal chainsUse terminology in verbal chains

5)5) Multiple Discrimination LearningMultiple Discrimination Learning Learn how to distinguish between Learn how to distinguish between

similar stimulisimilar stimuli

Make different responses to each type Make different responses to each type of stimulus, even when they may be of stimulus, even when they may be perceptually similarperceptually similar. .

6)6) Concept LearningConcept Learning Singular / common response to an Singular / common response to an

entire class of stimulientire class of stimuli

7)7) Principle LearningPrinciple Learning Viewed as a chain of two or more Viewed as a chain of two or more

concepts. concepts. Learn to apply rules Learn to apply rules


8)8) Problem SolvingProblem Solving Highest learning type which lead to the Highest learning type which lead to the

discovery of higher order rulesdiscovery of higher order rules All other types of learning must have All other types of learning must have

been completed for it to be present. been completed for it to be present.


When the Events of Instruction occur, internal When the Events of Instruction occur, internal learning processes take place that lead to learning processes take place that lead to various learning outcomes. various learning outcomes.

((Campos, 1999)Campos, 1999)

The Events of Instruction constitute a set of The Events of Instruction constitute a set of communications to the student, which have communications to the student, which have the aim of aiding the learning process.the aim of aiding the learning process.

Instruction consists of a set of events external Instruction consists of a set of events external to the learner designed to support the to the learner designed to support the internal processes of learning. internal processes of learning. ( (Gagne, Briggs, & Wager, 1988)Gagne, Briggs, & Wager, 1988)

This theory outlines nine instructional events This theory outlines nine instructional events and their corresponding processes.and their corresponding processes.

Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of InstructionInstruction


1)1) Gain AttentionGain Attention Use an “interest device” that grabs Use an “interest device” that grabs

learner’s attention learner’s attention

2)2) Inform Learner of ObjectiveInform Learner of Objective Initiates the internal process of Initiates the internal process of

expectancy and helps motivate the expectancy and helps motivate the learner to complete the lessonlearner to complete the lesson

3)3) Stimulate Recall Prior KnowledgeStimulate Recall Prior Knowledge Associating new information with prior Associating new information with prior

knowledge / experiences can facilitate knowledge / experiences can facilitate the learning processthe learning process



4)4) Present The MaterialPresent The Material new content is actually presented to new content is actually presented to

the learner.the learner. Content should be chunked and Content should be chunked and

organized meaningfully, and typically organized meaningfully, and typically is explained and then demonstrated.is explained and then demonstrated.

5)5) Provide Guidance For LearningProvide Guidance For Learning To help learners encode information To help learners encode information

for long-term storage, additional for long-term storage, additional guidance should be provided along guidance should be provided along with the presentation of new contentwith the presentation of new content


6)6) Elicit PerformanceElicit Performance Practice by letting the learner do Practice by letting the learner do

something with the newly acquired something with the newly acquired behavior, skills, or knowledge behavior, skills, or knowledge

7)7) Provide FeedbackProvide Feedback Show correctness of the learner's Show correctness of the learner's

response, analyze learner's behavior.response, analyze learner's behavior. 8)8) Assess PerformanceAssess Performance

Test / assessment to determine if the Test / assessment to determine if the lesson has been learned.lesson has been learned.


9)9) Enhance Retention & TransferEnhance Retention & Transfer Inform the learner about similar Inform the learner about similar

problem situations, provide additional problem situations, provide additional practice, put the learner in a transfer practice, put the learner in a transfer situation, review the lesson.situation, review the lesson.

Learning Domains :Learning Domains :5 types of learning outcome5 types of learning outcome

Outcome Outcome

or Abilityor AbilityMeaningMeaning Performance examplePerformance example

Intellectual Intellectual skillskill

Ability to Ability to interact with interact with surroundings surroundings using concept using concept symbolssymbols

Identify the diagonal of a square.Identify the diagonal of a square.

Explaining why ice freezes at Explaining why ice freezes at 0˚C.0˚C.

Predicting the rate of growth of a Predicting the rate of growth of a plant based on conditions of plant based on conditions of water, soil, light, etc. water, soil, light, etc.

Cognitive Cognitive strategystrategy

Ability to control Ability to control the individual’s the individual’s behaviour to behaviour to learn, remember learn, remember & think.& think.

To draw a chart for organizing To draw a chart for organizing data. To reason backwards to data. To reason backwards to solve problem. Breaking up a solve problem. Breaking up a problem into various parts.problem into various parts.

Outcome orOutcome or

AbilityAbilityMeaningMeaning PerformancePerformance

exampleexample

Verbal Verbal

InformationInformationDevelopment of Development of information using information using languagelanguage

Naming the parts of an Naming the parts of an electric circuit & the electric circuit & the function of each part. function of each part. Listing objects that can be Listing objects that can be recycled. Stating recycled. Stating characteristic of light.characteristic of light.

Motor skills Motor skills Manipulative skills & Manipulative skills & carrying out routine carrying out routine work.work.

Preparing a microscope Preparing a microscope slide. Build a model of a slide. Build a model of a simple machine. Measuring simple machine. Measuring the weight of an object the weight of an object using a balance.using a balance.

AttitudeAttitude Change of attitude Change of attitude towards an object, towards an object, another person, another person, situation @ change in situation @ change in effective domain.effective domain.

Making choices in the Making choices in the preparation of an insects preparation of an insects collection. Visit science collection. Visit science museum voluntarily & museum voluntarily & choose to borrow a book on choose to borrow a book on dinosaurs.dinosaurs.

Education

Psychology gagne