Three Theories of Learning and How They Can Be Applied in Real Life Situations

This essay provides for the three theories of learning and how they can be applied in real life situations. Behaviorism Behaviorism places its focus on learning as expressed through behavior, that is, how a learner responds to a stimulus (Pritchard, 2013).   For instance, behaviorism is expressed when a learner is presented with a task such as a mathematical equation. The equation in this case acts as a stimuli, and the solution that the learner presents is the response. This theory is common in most classroom scenarios.  He noticed that his dogs would salivate naturally each time they had the sound of a bell, and this inspired his development of this sub-theory. Classical conditioning focuses on those behaviors that are involuntary and automatic by placing a signal before a reflex (Pritchard, 2013).

  It is a learning process that involves the development of an association between a naturally existing stimulus and one which was previously neutral. Classical conditioning can be used in the learning environment to condition learners to behave in a certain manner. For instance, a kindergarten teacher that claps her hands three times and tells the children to take their seats will with time get them to take their seats just by clapping her hands thrice without saying anything. Also, instructors help learners to understand the importance of the knowledge they are acquiring. Due to its nature, a cognitivist approach is best suited for higher levels of learning that need students to adopt a more critical approach in problem solving (Pritchard, 2013).   In cognitivist theory, feedback plays a very important role.

Therefore, instructors give learners alternatives to solving a problem rather than just pointing out where the leaner went wrong. Among the sub-theories of cognitivist theory are schema theory and Bloom’s theory. In simple terms, the psychomotor domain deals with the physical and manual skills that help an individual in the learning process (Hergenhahn, & Olson, 2015).   The cognitive domain defines the intellectual capability of a learner based on how knowledgeable the learner is and their capacity to think. On the other hand, the affective domain defines the feelings, behavior and emotions of a learner, of simply put, the attitude of the learner. For these reasons, Bloom’s taxonomy is also simply referred to as Skills-Knowledge-Attitude. The theory is very effective when used in learning environments since it highlights several areas to be monitored and this allows an all-round learning experience.

According to cognitive constructivists, therefore, use of rewards or punishments does not help in the learning process. Also, use of consistent repetition to drill knowledge into students is not preferred in this theory. Instead, an instructor who adopts this theory plays the role of facilitating discovery through the use of the right resources. b. Social Constructivism This theory looks at the role played by the environment of a learner in the learning process.   Humanism has a number of sub-theories, including experiential learning and motivational theories of learning. a. Experiential Learning This theory, developed by David Kolb, postulates that learning is a process in which knowledge can be created through a number of transformations on the personal experience of an individual (Hergenhahn, & Olson, 2015).

  Therefore, according to this theory, learning takes place in a cycle. The learner gets a concrete experience, and makes observations during the experience. By motivating myself, I can take the first necessary step of learning which is to gain an interest in the coursework. This will help me to take the coursework seriously, attend classes more faithfully, and do my readings and assignments with ease. Having a system of motivating myself will help to enjoy the milestones I achieve such as understanding a concept or getting a good grade, and help me grasp complex concepts more eventually (Liu et al, 2013). It will also help me not to be weighed down by anything I fail to achieve but rather to press on.

This will increase my chances of achieving more as a learner. Repetition can help him therefore to grasp concepts more easily, since the strategy has proved beneficial to slow learners (Cooter & Cooter, 2004). At his age, the lessons learnt form the basis of other more complex concepts that will be introduced later in life. Understanding these concepts will be much harder if he does not have a solid foundation. He can therefore use repetition to enhance his retention of basic knowledge and facts. Motivation Being a slow learner is not something that should leave learners crestfallen. S. , & Cooter Jr, R. B. One size doesn't fit all: Slow learners in the reading classroom.  The reading teacher, 57(7), 680. 1023/b:edpr. f3 Liu, W.  C. , Wang, C.