Transition to Cognitive Learning Theories

The roots of instructional theory can be traced to early efforts by educational psychologists to develop a connection between the science of psychology and the practical application of learning theory in educational settings. Two theorists of particular importance at the turn of the century were John Dewey (1910), who envisioned a special linking science between learning theory and educational practice, and Edward Thorndike (1913), who investigated principles of learning that could be directly applied to the teaching process (i.e., the laws of effect and exercise). Thorndike developed a body of instructional design principles that included task analysis and teaching methods based on his research findings and student evaluation methods.