The behaviorists believe that environment shapes behavior. They are concerned with the changes in a student’s behavior that occur as a result of learning. Behaviorist theory emerges in the form of operant conditioning, using reinforcement. This practice is reflected is reflected in the classroom by the use of gold stars, time at the computer, etc. B.F. Skinner is often called the father of behaviorism. He identified two types of conditioning: respondent and operant.

There are primary reinforcers (satisfy primary needs) and secondary reinforces (provide satisfaction). Reinforcers can be either positive or negative. It is believed that the presence of reinforcement can increase a behavior and that the absence of reinforcement can weaken it.

In education, the process is as follows:

1. Diagnose student behavior.
2. Establish a sequence of reiforceable steps, or remove reinforcement that is producing negative behavior, to move the student to the desired behavior.
3. Wait for the desired response, and reinforce it.

Key words: Operant conditioning, respondent conditioning, stimulus-response, reinforcement, rote learning, memorization, incremental learning, multiple response, identical elements theory of transfer, trial-and-error-learning, reinforcement schedule, programmed learning, shaping, teaching machine, conditions of learning, principles of instruction.

Cognitive theorists are concerned with the changes in a student's understanding that result from learning. They believe that learning must be meaningful. Cognitive learning is based on schemata or mental structures by which students organize their perceived environment. Schematic structures of cognitive development change by the process of assimilation and accommodation.

David Ausubel's "assimilation theory of learning" involves several components of learning, and promotes the idea that people learn better if they can find meaning in the learning. Rote learning or memorization is used for information that a learner is required to know but does not find meaningful. However if a learner is presented with new information that processes some external or internal characteristics which enable the learner to associate it with previous learning, the learner may learn the new information because it is meaningful to him/her.

An important component of cognitive theory is the relationship between short- term and long-term memory. Organization of knowledge in long-term memory is called cognitive structure. Several cognitive strategies useful in making learning meaningful and useful for transfer of learning have been identified: rehearsal strategies, elaboration strategies, organization strategies, comprehension monitoring strategies and effective strategies.

Information-processing models of teaching and learning have been placed under the umbrella of cognitive learning theory. It is interesting to note that theorists associated with information-processing have been classified under both behaviorist and cognitive learning theories. This includes R.M Gagne, E.C. Tolman and A. Bandura.

Key Words: meaningful learning, meaningful verbal learning, information-processing models, short-term-memory, long-term-memory, cognitive structure, cognitive maps, mental maps, assimilation, rehearsal, elaboration, organization, comprehension monitoring, affective domain, insightful learning, isomorphism, phenomenology, productive thinking, accommodation, epistemology, intelligence, schema, latent learning.

Constructivists believe that learning is constructed by a student through two processes: the resolution of conflict and reflection about theory. Discovery learning is preferred over expository teaching. The learner determines his or her own best way of learning, and that learning should not be externally determined and controlled. Discovery learning increases motivation to learn, and also produces better long-term memory.

Complex behaviors are selected and orchestrated by the learner in the context of his/her own goals or purposes. The learner must be active, because only he/she can select and interpret information from the environment. Constructivism does not necessarily mean hands-on -learning. What the learner already knows determines what he/she will learn. Knowledge is a personally meaningful construction.

Constructivists promote a students' free exploration within a given framework or structure. Modern technological advances such as interactive laser disks, multimedia technologies, on-line facilities and the Worlds Wide Web provide students with access to databases and sear engines which support discovery learning.

Key words: Cognitive field, positive relativism, neutral-interactive, insights, autotelic principle, intrinsic motivation, problem-solving, self-regulating learner, reflective, responsive environment