Leith’s taxonomy of learning

Leith’s taxonomy of learning

Introduction

Leith’s taxonomy of learning is concerned only with cognitive behavior. Following are the important levels of cognitive behavior.

1. Stimulus Discrimination

The lowest level of cognitive behavior entails the perception of different sounds, shapes, objects and so forth. The learners’ ability to respond in appropriate situation is predicted through his/her ability to perceive differences in situation. For example distinguish language sounds in a new language, separate resistors from transistors, learn the shapes of traffic control signs etc.

2. Response learning

New learning is usually response learning that is learning to make a response to a given particular stimulus. It is shaped by practice that is followed by reinforcement. For example call a resistor a resistor, transistor a transistor and so on.

3. Response Integration

Assembling already learned response in particular ways using other cues and eliminating errors results in response learning. For example insert the charge and properly into charge machine, tie shoe lace etc.

4. Association

Association becomes stable connection between stimulus and response. Association requires discriminatory between stimuli and making the appropriate response without prompting. For example state the capital of U.S.A, recall an associates phone number etc.

5. Social learning/ chaining

Chaining association together in a sequence result in serial learning. In serial learning a response creates a situation that becomes a stimulus for the next response, which cues the next response and so on. For example start your car, attach computer to a printer etc.

6. Learning set formation

It involves the application of appropriate chains of behavior in solving specific problem. These problems typically have no exception and are performed in nearly the same way. For example subs tract numbers.

7. Concept Learning

It requires the discrimination of examples from non examples                                  and corrects classification of new instances of concepts. For example identify cirrus clouds in the sky.

8. Concept Integration

It describes the learning of sets of concepts. It also entails an understanding of the relationship among concepts. Concepts may have coordinate, additive or disjunctive relationships.

9. Problem Solving

Problem solving has its roots in concept integration. It requires the learner to activate relevant concepts, make hypothesis, gather data, draw conclusion and inferences about the hypothesis. For example prescribe a new drug for depression

10. Learning Schemata

It includes an amalgamation of concepts in to networks, principles and problem situation. Subject matter knowledge is learned in schemata which are a combination of types and levels of learning that are integrated together. For example formulate a strategy for trading in future.