Robert Gagne's Theory of Learning

 Robert Gagne's Theory of Learning

According to Gagné, “Learning is a change in human habits and abilities which is sustained for some time and which is not attributable only to the processes of growth.”

  In this definition of Gagne, four points have been clarified –

1. Learning is a change in behavior.
2. Behavioral changes may be possible.
3. The changes in behavior and ability are not long term.
4. The term learning is not used for those changes in abilities which occur due to maturity. According to Gagne, "Teaching consists in arranging learning situations externally for the student. Stratification is done in the arrangement of these learning situations. For each learning situation, its pre-conditions are necessary for the student, due to which retention power develops." Is." Gagné in his work 'Condition of Learning' has described eight types of learning which can be seen in the order from simple to complex.

There are 8 types of learning done by Gagne-

1. signal learning
2. stimulus response learning
3. chain learning
4. verbal associative learning
5. differential learning
6. concept learning
7. act or principle learning
8. problem solving learning

  1 Signal learning:- Signal learning situation is based on classical conditioning presented by Pavlov. When an unnatural stimulus is repeatedly presented together with a natural stimulus, the unnatural stimulus becomes capable of inducing a natural response in place of the natural stimulus.

2. Stimulus-response learning:- The second type of learning described by Gagné is stimulus-response learning, which is similar to Thorndike's trial and error theory, Skinner's operant conditioning and Kimble's instrumental learning. Unlike Gane's first type of signal learning, in this type of learning the response to a specific stimulus is relatively definite and precise. 3. Chain learning:- In chain learning, two or more stimulus-response relationships are linked together. In this type of learning, personal relationships are related sequentially. Series means the presence of personal relationships in sequence.

(i). Verbal Chain Learning:- In learning, the teacher presents the subject matter in a sequence which facilitates the transfer of learning.

(ii). Non-verbal Chain Learning:- Pictures or other visual aids are presented sequentially for learning, such as presenting the stages of development of an organism from embryo to adult in sequence through pictures.

4. Verbal associative learning:- In this type of learning, verbal response sequence is arranged. The previous unit helps in learning the lexical unit. The arrangement serves as a sequence and signal for more complex verbal sequences.

 5. Differential learning:- For this learning process, verbal and non-verbal series is a prerequisite. In this, the abilities of differentiation between two series are developed. At this stage, the student develops the ability to make different responses to different stimuli. 

6. Concept learning:- Multiple learning is a prerequisite for this learning. Kendler (1964) first mentioned concept learning. When the child explains the reason for other positive examples being in that category, then this situation shows that the child has understood the concept well; According to Gagne, "The learning which makes it possible for a person to respond to an object or event as a category is called conceptual learning. This learning includes all the processes of analysis, synthesis, classification, diversification and generalization."

There are four types of conceptual learning -

 Firstly the child sees an object at a direct and concrete level, then at the second level the child learns to differentiate between two objects at an introductory level. After this, the ability of classification develops in him. If he selects the unequal number from the given number table as opposed to the equal numbers, then it can be said that the concept of unequal numbers has become clear to him. 

7. Act/Principle learning:- Concept learning is a pre-requisite for act learning. When the student understands the concepts well, then his behavior is controlled in such a way that he can express the mutual relationship of the concepts in words through rules, create rules or principles. For this, the teaching system is done at the thinking level.

8. Problem solving learning:- When the subject matter is presented to the student in the form of a problematic situation, the child experiences the problem and then learns about the one who affects it.