ECLECTIC THEORY: PHASES, CONDITIONS, LEARNING OUTCOMES - CULTURE VOCABULARY - 2024

The eclectic theory or eclectic learning theory was postulated by the American psychologist Robert Gagné. It is a theoretical current that frames a model of information processing in a rational, systematic and organized way.

The theory is based on the reception of content through the nervous system, going through a series of hypothetical approaches that are later reorganized and stored. According to Gagné, all this theoretical structure leads to the real process of learning.

This approach derives from the integration of various cognitive concepts, such as the current of Edward Tolman, the evolutionary position of Jean Piaget and the theory of social learning of Albert Bandura.

Phases of learning

The theory is divided into 8 phases that specify the individual's act of learning. These phases are as follows:

Motivation phase

Motivation acts as a driver of learning. For this, there must be some element, whether internal or external, that fosters in the individual the necessary impulse to learn. In this phase, personal expectations or interests are used to generate this motivating effect.

The motivation phase also makes use of reinforcement contingencies. That is, in order to maintain motivating behavior, external reinforcements are needed to inform and guide the learner about the product of their responses in relation to the expectations conceived.

The learner can also be motivated through rewards as he or she achieves the set goals.

Understanding phase

The comprehension or apprehension phase is what is known as selective perceptual attention, which focuses on stimulating certain aspects of learning.

The information received goes through a flow of attention and perception, where only some of these aspects will be selected to be transformed within the sensory register. Upon completion, this information will be processed and stored in short-term memory.

Acquisition phase

When information, be it images or words, enters the storage space of short-term memory, it is encoded and then stored in long-term memory.

In this phase, a reinforcement is made in the strategies already acquired so that the coding of the information is easily digested in the long-term memory.

Retention phase

It is the retention of the elements in memory. During this phase it is determined what kind of information will pass from short-term memory to long-term memory.

However, the information can be stored for an indefinite period or gradually fade.

Recovery phase

The recovery phase occurs when external or internal stimuli promote the rescue of information stored in long-term memory. In this way, the encoding process occurs again as a search method.

Generalization and transfer phase

During this phase the student will be involved in different situations that allow him to put into practice the knowledge and skills acquired.

It is necessary that these situations arise in a completely different context by which the individual was previously subjected.

For the generalization and transfer process to be successful, it is vital that the student strive to effectively retrieve information from long-term memory.

Performance phase

The performance phase focuses on verifying the degree of knowledge acquired by the student. It is done based on the behavior and responses that the individual encourages in particular situations.

Feedback phase

The feedback reinforces the information and allows the learner to compare between the objective reached by the student and the original expectations.

The process is completed when the student compares his performance to see if his answers match the expectations model. If they do not coincide, the feedback process is carried out, in which the student learns from their mistakes and modifies the information in memory.

Terms

Gagné calls the conditions of learning as events that facilitate it, and they can be divided into two:

Internal conditions

Internal conditions originate in the student's mind, specifically within the central nervous system. They are generally stimulated by observations of external conditions.

External conditions

External conditions are the stimulations that address the individual to produce a response. That is, it is the reality and factors that surround it.

Results

Learning is a process that depends on various factors. Therefore, several results are generated as a product of learning. These results can be divided into five categories:

Motor skills

Motor skills are essential to sustain activities that involve some aptitude of the human muscular system.

This ability is of vital importance in some areas of learning, since it requires a lot of practice and training to obtain regular responses.

Verbal information

The learning of this capacity is achieved when the information is well organized within the system and is highly significant. Refers to the processing and retention of specific data, such as names or memories.

Intellectual skills

They are the principles, concepts or rules combined with other cognitive abilities that are in constant interaction with reality.

In this capacity, intellectual dexterity is combined with previously acquired verbal information. It is very useful to discriminate and associate certain stimuli or symbols with reality.

Attitudes

Gagné demonstrates his eclectic stance by defining attitudes as an internal state that influences the choice of personal actions. In turn, this internal state can be examined through the behavior and responses of the individual.

Although behavior and conduct are some capacities that define and shape the individual, there are also the concepts of positive and negative attitudes that can be developed through imitation and reinforcement.

Cognitive strategy

It refers to the cognitive skills that we use to work, capture and analyze memories.

Cognitive skills do not have their own intrinsic content but indicate the internal organization process that information follows. That is, they indicate the response style used to emphasize learning in general.

References

1. Campos, J. Palomino, J. (2006). Introduction to the Psychology of Learning. Peru, San Marcos publishing house.
2. Capella, J. (1983). Education. Approaches for the formulation of a theory. Lima-Peru, Zapata Santillana.
3. Gagné, RM (1970). The conditions of learning. USA Holt, Rinehart and Winston.
4. Oxford, RL (1990). Language Learning Strategies. USA Heinle and Heinle.
5. Poggioli, Lisette. (1985). Cognitive strategies: a theoretical perspective. Nova Southeastern University.