Introduction

Learning theory describes how learners absorb knowledge, process as well as retain the instruction during the process of learning.  On the other hand, emotional, environmental and cognitive influences as early experiences play are essential in the manner in which understanding is obtained or change (Anderson, 2016). Behaviorists view learning as being a feature of conditioning. The behaviorists also campaign for a system of rewards as well as targeting education. Teachers who use cognitive theory allege learning to be a change of behavior as well as too narrow and also getting more information from the learner apart frothier environment-and mostly the complexities believed to be found in human memory. For those who agree, constructivism tends to think that learning relies primarily on what a learner already understands and know, not forgetting acquisition about knowledge depends on an individual to be tailored on the process about construction .in most cases, transformative learning relies on the often necessary {Olson, 2015).

Conclusion

Learning process such as functional magnetic resonance imaging and event-related potential are commonly used in educational neuroscience when directly observing the functions of the brain. Leaning is also an interaction of different useful places in the human mind where each has its own weaknesses and strengths to perform the intelligence of multiple theory particularly about the social learner has been agreed on, but the approach has been found unsupported with evidence by the empirical research.

References

Olson, M. H. (2015). Introduction to theories of learning. Routledge.

Anderson, T. (2016). Theories for learning with emerging technologies. Emergence and innovation in digital learning: Foundations and applications, 35-50.

Dweck, C. S., & Bempechat, J. (2017). Children’s theories of intelligence: Consequences for learning. Learning and motivation in the classroom (pp. 239-256). Routledge.