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Los orígenes de la teoría conductual del aprendizaje se encuentra en los estudios de Pavlov con animales.

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El aprendizaje dentro de la teoría conductual se define como un cambio relativamente permanente en el comportamiento, que refleja una adquisición de conocimientos o habilidades a través de la experiencia.

Condicionamiento clásico: Es el proceso a través del cual se logra que un comportamiento-respuesta- que antes ocurría tras un evento determinado-estimulo- respuesta ocurra tras otro evento distinto, (E-R) fue descrito por Iván Pavlov.

Conexionismo: Ensayo y error, selección y conexión; asociación, ejercicio y efecto. Edwar Thorndike

Aprendizaje asociativo: Asociación de dos estímulos-en ausencia de repuestas o estímulo incondicionado. Edwin Guthrie

Condicionamiento operante: Proceso a través del cual se fortalece un comportamiento que es seguido de un resultado favorable (refuerzo) o negativo (castigo) con lo cual aumentan las probabilidades de que ese comportamiento vuelva a ocurrir o no. Edwar Thorndike

Acorde con el paradigma conductista en educación, los docentes, premiamos a los alumnos que hacen bien una tarea, quienes lo hacen mal, lo repiten hasta obtener los resultados esperados y el conductismo en general menciona que un castigo procede cuando un sujeto hace mal algo, en la actualidad esta parte del conductismo no es permitida en educación debido a los derechos de los estudiantes lo cual considero que esta más que bien. Pero en cuanto a las premiaciones es algo que si pasa.Por lo que el conductismo esta vigente hoy en día aun cuando no es intencional, desde que el docente da una instrucción y los estudiantes la acatan quienes no lo hacen, reciben una llamada de atención, en cuanto a su conducta y quienes lo hicieron no siguiendo la instrucción original tienen que repetirlo si quieren obtener ese estimulo positivo que nos provoca como estudiantes el obtener una nota alta.

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La orientación cognitiva inicialmente centró su estudio en una variedad de actividades mentales y procesos cognitivos básicos.

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Actividades mentales y procesos cognitivos básicos, tales como: la percepción, el pensamiento, el procesamiento de la información, la representación del conocimiento y la memoria; desplazando el énfasis de la relación automática entre estímulo y respuesta, a la importancia de la mente como mediadora entre ambos; lo cual implicaba importantes cambios en la concepción del aprendizaje, la adquisición de conocimientos y la construcción de significados.

Investigación de la Gestalt 1910: Leyes de la Pregnancia (organizar los estímulos de
una forma más regular, sencilla y completa) de la Proximidad (Agrupar los elementos más cercanos, en función de su configuración espacial) la del Cierre (las áreas cerradas forman unidades más fácilmente perceptibles). Max Wertheimer, Wolfgang
Köhler, Kurt Koffka y Kurt Lewin.

Aprendizaje Mediacional o
mediado 1958 Woodworth.

Aprendizaje Social,
observacional o vicario 1963 Bandura.

Procesamiento de la
Información 1968 Atkinson y Shiffrin.

Aprendizaje Jerarquizado 1971 Gagné:

1. Aprendizaje de Signos y Señales: Signo es cualquier cosa que sustituye o indica a otra cosa,

2. Aprendizaje de Respuestas Operantes: Son los que Skinner llamaba condicionamientos operantes.
3. Aprendizaje en Cadena: Aprender una determinada secuencia u orden de acciones.
4. Aprendizaje de Asociaciones Verbales: Es un tipo de aprendizaje en cadena que implica operaciones de procesos simbólicos bastante complejos.
5. Aprendizaje de Discriminaciones Múltiples: Implica asociaciones de varios elementos, pero también implica separar y discriminar..
6. Aprendizaje de Conceptos: Significa responder a los estímulos en términos de propiedades abstractas.
7. Aprendizaje de Principios: Un principio es una relación entre dos o más conceptos..
8. Aprendizaje de Resolución de Problemas: La solución de un problema consiste en elaborar, con la combinación de principios ya aprendidos, un nuevo principio...

Aprendizaje de Esquemas
Cognitivos  1977, 1978, 1979 Anderson Cellérier Rumelhart y Norman.

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The philosophical debate over innate ideas and their role in the acquisition of knowledge has a venerable history. It is thus surprising that very little attention was paid until early last century to the questions of how linguistic knowledge is acquired and what role, if any, innate ideas might play in that process.

To be sure, many theorists have recognized the crucial part played by language in our lives, and have speculated about the (syntactic and/or semantic) properties of language that enable it to play that role. However, few had much to say about the properties of us in virtue of which we can learn and use a natural language. To the extent that philosophers before the 20th century dealt with language acquisition at all, they tended to see it as a product of our general ability to reason — an ability that makes us special, and that sets us apart from other animals, but that is not tailored for language learning in particular.

On Chomsky's view, the language faculty contains innate knowledge of various linguistic rules, constraints and principles; this innate knowledge constitutes the ‘initial state’ of the language faculty. In interaction with one's experiences of language during childhood — that is, with one's exposure to what Chomsky calls the ‘primary linguistic data’ or ‘pld’ (see §2.1) — it gives rise to a new body of linguistic knowledge, namely, knowledge of a specific language (like Chinese or English). This ‘attained’ or ‘final’ state of the language faculty constitutes one's ‘linguistic competence’ and includes knowledge of the grammar of one's language. This knowledge, according to Chomsky, is essential to our ability to speak and understand a language (although, of course, it is not sufficient for this ability: much additional knowledge is brought to bear in ‘linguistic performance,’ that is, actual language use).

Discuss the main arguments used by Chomsky and others to support this ‘nativist’ view that what makes language acquisition possible is the fact that much of our linguistic knowledge is unlearned; it is innate or inborn, part of the initial state of the language faculty.

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Vygotsky, a Russian psychologist, created a model of human development now called the sociocultural model. He believed that all cultural development in children is visible in two stages. First, the child observes the interaction between other people and then the behavior develops inside the child. This means that the child first observes the adults around him communicating amongst themselves and then later develops the ability himself to communicate. Vygotsky also theorized that a child learns best when interacting with those around him to solve a problem. At first, the adult interacting with the child is responsible for leading the child, and eventually, the child becomes more capable of problem solving on his own. This is true with language, as the adult first talks at the child and eventually the child learns to respond in turn. The child moves from gurgling to baby talk to more complete and correct sentences. Bruner, best known for his discovery learning theory, believes that learners, whether they are adults or children, learn best when they discover knowledge for themselves. He believes that students retain knowledge best when it is something they have discovered on their own. Bruner argues that an adult and an infant have conversations despite the child being unable to speak. The interaction between the two, such as games and non-verbal communication, build the structure of language long before the child is able to communicate verbally.

When faced with learning English as a second language, the student is essentially an infant. They cannot communicate with the teacher except through non-verbal communication. Therefore, it is up to the teacher to act as the adult in the infant-adult relationship. He or she is responsible for leading all interaction at first, and as the student becomes more familiar with the English language and able to communicate, the control of the interaction can be relinquished a bit and the students can take more control of their own language learning. Also, if students are encouraged to experiment with the language and learn that it is okay to make mistakes, they will be able to discover for themselves how to combine words and phrases to form full sentences and dialogues.

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Over the past decade, there has been a significant increase in SLA research that is informed by sociocultural theories (Lantolf & Thorne, 2006a; Swain & Deters, 2007). In 1985, Frawley and Lantoff (as cited Lantolf & Thorne, 2006a) started exploring the potential relevance of sociocultural theories for second language acquisition in the mid-1980s. The authors were initially interested in investigating how second language speakers used their new language as a mediation while doing difficult tasks (Lantolf & Thorne, 2006b) and how second language learners developed the ability to use their new language as a mediation their mental and communicative ability (Lantolf & Thorne, 2007).

Sociocultural theories differ fundamentally from other perspectives in second language acquisition because of their understanding that social environment is not the context for, but rather the source of, mental development (Swain & Deters, 2007). Whereas other perspectives focus on an individual and what the individual is doing, SCT takes into account the complex interaction between the individual acting with mediational means and the sociocultural context (Lantolf & Thorne, 2007). In other words, sociocultural theories emphasise what tools the person is acting with, where the action takes place, and why the person is acting (Swain & Deters, 2007).