Gagnes Cognitive Theory

1. Cognitivist Theory of LearningCognitivist Theory of Learning
Robert GagneRobert Gagne
Presented by :Presented by :
KPLI SN 1KPLI SN 1
Chew Chooi MooiChew Chooi Mooi
Hasmawati Binti Abu BakarHasmawati Binti Abu Bakar
Khairul Anuar Bin HashimKhairul Anuar Bin Hashim

2. Born in 1916 in North Born in 1916 in North
Andover, Andover,
MassachusettsMassachusetts
Received Bachelors of Received Bachelors of
Arts and earned his Arts and earned his
doctoral from Brown doctoral from Brown
UniversityUniversity

Robert Gagne’s Theoretical Robert Gagne’s Theoretical
Background Background

3. Well known for theory of conditional Well known for theory of conditional
learninglearning
Consist of 3 distinct component :Consist of 3 distinct component :
Taxonomy of learning outcomes - Taxonomy of learning outcomes -
learning domainlearning domain
Specific learning condition - Specific learning condition -
Hierarchy of LearningHierarchy of Learning
9 instructional events9 instructional events
Robert Gagne’s Background & Robert Gagne’s Background &
Published WorksPublished Works

4. Refers to a set of component skills that Refers to a set of component skills that
must be learned before the complex skill must be learned before the complex skill
of which they are a part can be learned of which they are a part can be learned
Classifying different types of learning in Classifying different types of learning in
term of the term of the degree of complexitydegree of complexity of the of the
mental involved.mental involved.
Higher orders of learning build upon the Higher orders of learning build upon the
lower levels.lower levels.
The lowest 4 orders tend to focus on the The lowest 4 orders tend to focus on the
more behavioural aspects.more behavioural aspects.
The highest 4 focus on the more cognitive The highest 4 focus on the more cognitive
aspectsaspects
Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of
LearningLearning

5. Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of
LearningLearning
Problem Solving
Principle Learning
Concept Learning
Multiple Discrimination Learning
Verbal Association Learning
Psychomotor Connection Learning
Stimulus – Response Learning
Signal Learning
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More to behavioural
aspects
More to cognitive
aspects

6. Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of
LearningLearning
1)Signal Learning
Learn how to respond to a signal, like
Pavlov’s dog (Pavlov’s classical
conditioned response)
Usually the response is emotional
2)Stimulus(S) – Response(R) Learning
Learn precise response to precise signal /
stimulus
Different from signal learning, signal
learning leads to involuntary responses,
whereas the responses in S-R learning
are voluntarily controlled.

7. Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of
LearningLearning
3)Psychomotor Connection Learning
Occurs when a chain of stimuli and
responses are formed
Lean to to follow procedures
Able to chain 2 or more stimulus-
response
4)Verbal Association Learning
Use terminology in verbal chains
5)Multiple Discrimination Learning
Learn how to distinguish between
similar stimuli

8. Make different responses to each type
of stimulus, even when they may be
perceptually similar.
6)Concept Learning
Singular / common response to an
entire class of stimuli
7)Principle Learning
Viewed as a chain of two or more
concepts.
Learn to apply rules
Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of
LearningLearning

9. 8)8)Problem SolvingProblem Solving
Highest learning type which lead to the Highest learning type which lead to the
discovery of higher order rulesdiscovery of higher order rules
All other types of learning must have All other types of learning must have
been completed for it to be present. been completed for it to be present.
Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of
LearningLearning

10. When the Events of Instruction occur, internal When the Events of Instruction occur, internal
learning processes take place that lead to learning processes take place that lead to
various learning outcomes. various learning outcomes.
((Campos, 1999)Campos, 1999)
The Events of Instruction constitute a set of The Events of Instruction constitute a set of
communications to the student, which have communications to the student, which have
the aim of aiding the learning process.the aim of aiding the learning process.
Instruction consists of a set of events Instruction consists of a set of events
external to the learner designed to support external to the learner designed to support
the internal processes of learning. the internal processes of learning.
( (Gagne, Briggs, & Wager, 1988)Gagne, Briggs, & Wager, 1988)
This theory outlines nine instructional events This theory outlines nine instructional events
and their corresponding processes.and their corresponding processes.
Robert Gagne’s 9 Events of
Instruction

11. Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of
InstructionInstruction

12. 1)Gain Attention
Use an “interest device” that grabs
learner’s attention
2)Inform Learner of Objective
Initiates the internal process of
expectancy and helps motivate the
learner to complete the lesson
3)Stimulate Recall Prior Knowledge
Associating new information with prior
knowledge / experiences can facilitate
the learning process
Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of
InstructionInstruction

13. Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of
InstructionInstruction
4)Present The Material
new content is actually presented to
the learner.
 Content should be chunked and
organized meaningfully, and typically
is explained and then demonstrated.
5)Provide Guidance For Learning
To help learners encode information
for long-term storage, additional
guidance should be provided along
with the presentation of new content

14. Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of
InstructionInstruction
6)Elicit Performance
Practice by letting the learner do
something with the newly acquired
behavior, skills, or knowledge
7)Provide Feedback
Show correctness of the learner's
response, analyze learner's behavior.
8)Assess Performance
Test / assessment to determine if the
lesson has been learned.

15. Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of
InstructionInstruction
9)Enhance Retention & Transfer
Inform the learner about similar
problem situations, provide additional
practice, put the learner in a transfer
situation, review the lesson.

16. Learning Domains :Learning Domains :
5 types of learning outcome5 types of learning outcome
To draw a chart for organizing
data. To reason backwards to
solve problem. Breaking up a
problem into various parts.
Ability to control
the individual’s
behaviour to
learn, remember
& think.
Cognitive
strategy
Identify the diagonal of a square.
Explaining why ice freezes at
0˚C.
Predicting the rate of growth of a
plant based on conditions of
water, soil, light, etc.
Ability to
interact with
surroundings
using concept
symbols
Intellectual
skill
Performance exampleMeaningOutcome
or Ability

17. Making choices in the
preparation of an insects
collection. Visit science
museum voluntarily &
choose to borrow a book
on dinosaurs.
Change of attitude
towards an object,
another person,
situation @ change in
effective domain.
Attitude
Preparing a microscope
slide. Build a model of a
simple machine. Measuring
the weight of an object
using a balance.
Manipulative skills &
carrying out routine
work.
Motor skills
Naming the parts of an
electric circuit & the
function of each part.
Listing objects that can be
recycled. Stating
characteristic of light.
Development of
information using
language
Verbal
Information
Performance
example
MeaningOutcome or
Ability