Current Trends in Learning Theory: Debunking Myths and Unanswered Questions

1. Ninth Edition 16 A Final Word

2. Currents Trends in Learning Theory • Less Ambitious Theories • Everyone Is a Neuroscientist

3. Currents Trends in Learning Theory • Uttal: “Without exception, every part of every system of the brain so far studied has been shown to participate in a number of cognitive processes. No part of the brain operates in isolation. Modern research is increasingly making it likely that most parts of the brain are active in most cognitive processes.” (2011, p. 366)

4. Neuroscience and Education • Left-Brain/Right-Brain Education • A number of well-intentioned, but underinformed, educational applications. • People freely describe tasks, other people, and themselves as right- or left- brained as matters of fact—all in ignorance of research data to the contrary.

5. Neuroscience and Education • Brain-Based Learning/Education • First assumption is that “The brain is a parallel processor” but see Rumelhart and McClelland (Chapter 14). • Second assumption is that “Learning engages the entire physiology” but see Pavlov (Chapter 7) and Estes’ (Chapter 9).

6. Neuroscience and Education • Brain-Based Learning/Education • Third assumption is that “The search for meaning is innate” but see Gestalt theorists (Chapter 10) and Piaget (Chapter 11).

7. Neuroscience and Education • Brain-Based Learning/Education • Fourth assumption is that “The search for meaning occurs through ‘patterning’” see the Gestaltists again. • Fifth assumption is that “Emotions are critical to patterning” but see Pavlov, Tolman (Chapter 12), and Bandura (Chapter 13).

8. Neuroscience and Education • Brain-Based Learning/Education • Sixth assumption is that “Every brain simultaneously perceives and creates parts and wholes,” yet another Gestalt principle.

9. Neuroscience and Education • Brain-Based Learning/Education • Seventh assumption is that “Learning involves both focused attention and peripheral perception” but see Estes’ theory and Lewin’s Gestalt Field Theory.

10. Neuroscience and Education • Brain-Based Learning/Education • Eighth assumption is that “Learning always involves conscious and unconscious processes;” both Tolman and Bandura addressed this phenomenon.

11. Neuroscience and Education • Brain-Based Learning/Education • Ninth assumption is that “We have (at least) two types of memory systems: spatial and rote learning.” • Tolman introduced the concepts of spatial learning and cognitive maps, contemporary research psychologists also recognize short-term memory along with different types of long-term memory.

12. Neuroscience and Education • Brain-Based Learning/Education • Tenth assumption is “The brain understands and remembers best when facts and skills are embedded in natural spatial memory,” and we are reminded of the Gestalt learning principles espoused by Wertheimer.

13. Neuroscience and Education • Brain-Based Learning/Education • Eleventh assumption is that “Learning is enhanced by challenge and inhibited by threat,” which is a poetic restatement of Hebb’s notion (Chapter 14) that there is an optimal arousal level for performance but that too much arousal is detrimental.

14. Neuroscience and Education • Brain-Based Learning/Education • Twelfth assumption is that “Every brain is unique,” which is probably true but impossible to verify empirically.

15. Learning Styles • The twelfth assumption of brain based education implies that • Each individual will, therefore, have his or her own optimal approach to, or style of, learning.

16. Learning Styles • Pasher, McDaniel, Rohrer, & Bjork (2009) were commissioned to review Learning Styles research. • During the last several decades, at least 71 different learning style assessment tools—for all purposes, 71 different theories of learning style—have been documented.

17. Learning Styles • Looked for evidence of “crossover interaction.” • Concluded that there is NO compelling evidence for Learning Styles. • Called for a research based approach.

18. Some Unanswered Questions About Learning • How Does Learning Vary as a Function of Maturation? • How Many Kinds of Learning Exist? • What About Reinforcement? • NO FINAL ANSWERS ABOUT THE LEARNING PROCESS