PSYC FPX 3501 Learning Theories Comparison & Self-Evaluation Worksheet
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Name
Capella University
PSYC-FPX3501 Cognitive Psychology in Action
Prof. Name
Date
Learning Theories Comparison
This assessment is divided into two major sections. The first section compares five key learning theories—Constructivist, Social Cognitive, Humanistic, Behavioral, and Cognitivist—through a detailed analysis in table form. The second section provides a self-evaluation reflecting on the performance criteria outlined in the assessment rubric.
Part 1: Learning Theories Comparison
Comparison of Major Learning Theories
| Rank | Name of Theory | Summary | Strengths | Limitations | Examples of the Theory in Action | Personal Thoughts / Integration |
|---|---|---|---|---|---|---|
| 1st | Constructivist Theory | Constructivism emphasizes that learning is an active process shaped by individual experiences and prior knowledge (Merriam & Bierema, 2013). Learners construct meaning based on their personal and cultural contexts. This approach promotes self-directed learning and adaptability, where individuals continuously reshape understanding through experience. | This theory encourages critical thinking, adaptability, and problem-solving. Learners are active participants who build understanding by connecting prior experiences to new information. It supports lifelong learning and intellectual growth. | The subjective nature of this theory can make it difficult to measure learning outcomes. Since experiences vary greatly among individuals, standardization becomes a challenge. Some learners may struggle without clear structure or external guidance. | A teacher assigning a “protect the egg” project allows students to apply creativity and reasoning differently. Each student develops unique solutions, illustrating the diversity of thought promoted by constructivism. | I appreciate how this theory values individuality in learning. It highlights how motivation and engagement differ for each learner. I would integrate it with Cognitivism to balance creativity with structured information processing. |
| 2nd | Social Cognitive Theory | The social cognitive theory, developed by Albert Bandura, asserts that learning occurs through observation, imitation, and modeling (Merriam & Bierema, 2013). It emphasizes the influence of environmental and social factors in shaping behavior, as well as the role of reinforcement. | This theory allows for behavioral modeling and observational learning, helping individuals adopt positive behaviors through real-life examples. It also reinforces the power of mentorship and feedback. | However, exposure to negative behaviors can lead to undesirable imitation. Individuals may replicate harmful or antisocial actions if they are consistently observed and not corrected. | For instance, children growing up in a household where parents engage in unhealthy behaviors may perceive them as normal. Conversely, observing kindness and empathy encourages the replication of those behaviors. | I find this theory compelling because it explains how social environments influence learning. It aligns with modern ideas of media influence and role modeling in education. I would integrate it with Behaviorism to reinforce positive social behaviors. |
| 3rd | Humanistic Theory | Humanistic learning theory, inspired by thinkers like Abraham Maslow and Carl Rogers, emphasizes self-development and the pursuit of personal growth. Learning is internally motivated, driven by an individual’s desire to achieve self-actualization (Merriam & Bierema, 2013). | The theory promotes empathy, emotional awareness, and intrinsic motivation. It recognizes learners as holistic beings with emotional and psychological needs. Humanism fosters autonomy and reflective practice. | The main limitation is its lack of structure. Self-directed learning requires discipline, which not all learners possess. Without external guidance, it may result in inconsistent learning outcomes. | Teachers often encourage journaling and self-assessment to promote reflection and emotional understanding. Such activities enhance personal growth and self-awareness. | I appreciate how this theory supports emotional intelligence and self-reflection. However, I prefer more structure, as clear guidelines and deadlines help me stay focused. I would blend this with Cognitivism to ensure balance between structure and self-awareness. |
| 4th | Behavioral Theory | Behaviorism, advanced by B.F. Skinner and John Watson, focuses on observable behaviors shaped by conditioning (Merriam & Bierema, 2013). Learning occurs when responses are reinforced or punished, creating measurable behavioral changes. | A strength of this approach is that it provides clear, measurable outcomes. It helps learners form habits and understand cause-and-effect relationships through reinforcement. | However, overreliance on external rewards can reduce intrinsic motivation. Learners may become dependent on rewards, limiting self-driven learning. It may also overlook emotional and cognitive dimensions. | In classrooms, teachers use behavior charts or reward systems to encourage desirable actions. For example, students may earn stickers or privileges for positive behavior. | This is not my preferred theory. While reinforcement can encourage participation, it may harm students with conditions like ADHD, who may feel unfairly disciplined. I would apply this theory sparingly, using it to support positive reinforcement without labeling students. |
| 5th | Cognitivist Theory | Cognitivism emphasizes the mental processes involved in learning—how learners acquire, organize, and retrieve knowledge (Merriam & Bierema, 2013). It views the mind as an information processor that builds understanding through perception, memory, and problem-solving. | This theory strengthens memory retention and comprehension. It helps learners connect new material to prior knowledge, facilitating long-term understanding. | However, it relies heavily on existing knowledge, which can disadvantage learners with limited background experience. It may also undervalue emotional and social influences. | An example is when a student uses previous knowledge of addition and subtraction to solve multiplication problems or create a budget plan. | While this theory is valuable for building on existing knowledge, it doesn’t always accommodate learners who struggle with memory or processing. I would pair it with Constructivism to create a more experiential and inclusive learning process. |
Part 2: Self-Evaluation
Criterion-Based Self-Assessment
| Criterion | Level | Description of Self-Evaluation |
|---|---|---|
| Summarizes five learning theories with clarity and depth of detail. | Distinguished | I provided comprehensive summaries for all five learning theories, elaborating on the core concepts and referencing scholarly sources to enhance clarity. |
| Explains the strengths of five learning theories with clarity and detail supported by a professional source. | Proficient | I thoroughly explained the strengths of each theory but could expand further on how these strengths apply across different learning contexts. |
| Explains the limitations of five learning theories with clarity and detail supported by a professional source. | Proficient | Each theory’s limitations were discussed in depth; however, I believe additional examples could strengthen the explanation of real-world implications. |
| Applies five learning theories to multiple professional and personal examples. | Distinguished | I incorporated practical and relatable examples to demonstrate understanding and real-world application of each theory. |
| Explains personal thoughts about multiple learning theories with clarity and depth of detail. | Distinguished | I provided thoughtful and reflective personal opinions, explaining how I might integrate multiple theories to enhance my teaching and learning approach. |
| Assesses personal performance on assessment tasks, including the proficiency for each criterion with clear reflection on performance. | Distinguished | I used the rubric criteria to guide my work and self-assessment, offering clear justification for my scores. |
| Presents a focused purpose through strong organizational skills. Presents evidence through strong paraphrasing or summarizing with appropriate tone and structure. | Distinguished | My work maintains clear organization and consistent tone, ensuring readability and academic flow. I paraphrased effectively to maintain originality. |
| Applies APA style, including in-text citations and full references for sources with few errors. | Distinguished | APA formatting was applied throughout, with proper in-text citations and a complete reference list containing accurate details. |
References
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons, Incorporated.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Maslow, A. H. (1954). Motivation and personality. Harper & Row.
PSYC FPX 3501 Learning Theories Comparison & Self-Evaluation Worksheet
Skinner, B. F. (1974). About behaviorism. Alfred A. Knopf.
Piaget, J. (1973). To understand is to invent: The future of education. Grossman Publishers.
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