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Principles of Learning: a Conceptual Framework for Domain- Specific Theories of Learning

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Principles of Learning: a Conceptual Framework for Domain- Specific Theories of Learning Brigham Young University BYU ScholarsArchive Theses and Dissertations 2011-06-09 Principles of Learning: A Conceptual Framework for Domain- Specific Theories of Learning Christian J. Weibell Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Educational Psychology Commons BYU ScholarsArchive Citation Weibell, Christian J., "Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning" (2011). Theses and Dissertations. 2759. https://scholarsarchive.byu.edu/etd/2759 This Dissertation is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning Christian J. Weibell (we'-bull) A dissertation submitted to the faculty of Brigham Young University in partial fulfillment of the requirement for the degree of Doctor of Philosophy Paul F. Merrill, Chair David A. Wiley Peter J. Rich Norman W. Evans C. Ray Graham Department of Instructional Psychology and Technology Brigham Young University June 2011 Copyright © 2011 Christian J. Weibell All Rights Reserved. ABSTRACT Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning Christian J. Weibell (we'-bull) Department of Instructional Psychology and Technology Doctor of Philosophy This study is predicated on the belief that there does not now exist, nor will there ever exist, any single theory of learning that is broad enough to account for all types of learning yet specific enough to be maximally useful in practical application. Perhaps this dichotomy is the reason for the apparent gap between existing theories of learning and the practice of instructional design. As an alternative to any supposed grand theory of learning—and following the lead of prominent thinkers in the fields of clinical psychology and language teaching—this stud y proposes a shift toward principles. It presents a principle-based conceptual framework of learning, and recommends use of the framework as a guide for creating domain-specific theories of learning. The purpose of this study was to review theories of learning in the behavioral, cognitive, constructive, human, and social traditions to identify principles of learning local to those theories that might represent specific instances of more universal principles, fundamentally requisite to the facilitation of learning in general. Many of the ideas reviewed have resulted from, or been supported by, direct empirical evidence. Others have been suggested based on observational or practical experience of the theorist. The ideas come from different points in time, are described from a variety of perspectives, and emphasize different aspects and types of learning; yet there are a number of common themes shared among them regarding the means by which learning occurs. It is hypothesized that such themes represent universal and fundamental principles of learning. These principles were the objective of the present study. They have been sought through careful review and analysis of both theoretical and empirical literature by methods of textual research (Clingan, 2008) and constant comparative analysis (Glaser & Strauss, 1967). B y way of textual research a methodological lens was defined to identify general themes, and by way of constant comparative analysis these themes were developed further through the analysis and classification of specific instances of those themes in the texts reviewed. Ten such principles were identified: repetition, time, step size, sequence, contrast, significance, feedback, context, engagement, and agency. These ten facilitative principles were then organized in the context of a comprehensive principles-of-learning framework, which includes the four additional principles of potential, target, change, and practice. Keywords: principles of learning, domain-specific theories of learning, learning framework, learning theories, learning theory, learning principles, learning, principles, theory, theories ACKNOWLEDGMENTS This publication, and the research behind it, was possible only through the support of others. Without any intention to diminish the contributions of those not named, I would like to especially recognize a few: First, my wife Trista, someone with whom I could share my fears and tears in the face of a disheartening succession of self-determined deadlines which repeatedly proved insurmountable. Because of her I am a much better man than I otherwise would be. Also my boys, Sơn (Taylor), Cường (Tucker) và Duy (David), who have, in their own way, provided a tremendous amount of emotional and spiritual support, and have waited 8 years for the promised season of skiing with Dad. Next, C. Victor Bunderson who advocated my admission to the graduate program in the Department of Instructional Psychology and Technology at Brigham Young University, and supported my course work by honor of the first fellowship offered through the Edumetrics Institute. Vic has been, and continues to be, a great friend and mentor. Also, Paul F. Merrill, chair of my committee, who was willing to let me reach high for a goal which seemed impossible—and to the other members of my committee, who very appropriately demanded nothing less than excellence and accountability. Next, Andy Van Schaack—in particular, for a certain late-night phone call that helped me keep going when it seemed like the end would never come. Most recently, Dave McGinn and Curt Allen of Agilix Labs, Inc. as well as my team and co-workers, who enabled an extended leave of absence in order to push hard to meet otherwise impossible deadlines. And finally, THE LIVING AND MOST HIGH GOD— nothing I have ever done that has enjoyed any degree of success or amounted to any good has been of my own doing but only by and through the spirit of revelation and, after all I could do alone, the grace of God with which I am blessed as I diligently strive to honor and glorify His name. Table of Contents List of Tables ................................................................................................................... viii List of Figures .................................................................................................................... ix Chapter 1: Introduction ........................................................................................................1 Theories of Learning ................................................................................................1 The Impact of Learning Theory on Instructional Design ........................................1 A Shift toward Principles .........................................................................................3 The Purpose of this Study ........................................................................................5 Overview of Chapters ..............................................................................................7 Chapter 2: Method ...............................................................................................................9 Textual Research ......................................................................................................9 Guidelines for Selecting Literature to Review.......................................................10 Guidelines for Selecting Principles (The “Methodological Lens”) .......................11 Categorical Development Through Constant Comparison ....................................14 Analysis..........................................................................................................14 Synthesis. .......................................................................................................17 Organization. ..................................................................................................18 Chapter 3: Literature Review .............................................................................................20 The Behavioral Perspective ...................................................................................23 Associationism (Aristotle – 350 B.C.E) ........................................................24 Connectionism (Edward L. Thorndike – 1898) .............................................28 Classical Conditioning (Ivan Petrovich Pavlov – 1928). ...............................34 Behaviorism (John B. Watson – 1913) ..........................................................39 iv Operant Conditioning (Burrhus Fredric Skinner – 1938) ..............................43 Mathematico-Deductive Theory (Clark L. Hull – 1943) ...............................50 Contiguous Conditioning (Edwin R. Guthrie – 1930) ...................................58 Stimulus Sampling Theory (William K. Estes – 1950) .................................62 The Cognitive Perspective .....................................................................................68 Associationism (Aristotle – 350 B.C.E) ........................................................75 Memory and forgetting (Hermann Ebbinghaus – 1885) ................................75 Purposive Behaviorism (Edward Chance Tolman – 1922). ...........................85 Insight Learning (Wolfgang Kohler – 1925) .................................................97 Cognitive Information Processing (Atkinson & Shiffrin – 1968). ..............103
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