Gagne’s Hierarchy of learning

Dr. Jasbir Kaur

Assistant Professor
Psychology

Robert Gagne was an American educational psychologist whose ideas of conditions of learning
and instructional design implications were first introduced in 1965. Gagne proposed a system of
classifying different types of learning in terms of the degree of complexity of the mental
processes involved. The assumption is that different types of learning exist and that different
instructional conditions are most likely to bring about these different types of learning.
. While Gagne’s learning blueprint can cover all aspects of learning, the focus of the
theory is on the retention and honing of intellectual skills. The theory has been applied to the
design of instruction is all fields, though in its original formulation special attention was given to
military learning settings.
Types of Learning: Gagne identified eight basic types of learning and arranged them in a
hierarchical order. According to Gagne, the higher orders of learning in the hierarchy, are build
upon the lower levels, requiring progressively greater amounts of previous learning for their
success. The lowest four orders tend to focus on the more behavioural aspects of learning, while
the highest four focuses on the more cognitive aspects. These are-
1. Signal Learning:- It is a generalized response to a signal or stimulus. Like a dog
responding to a command. This is the simplest from of learning and consists essentially
of the classical conditioning suggested by Pavlow. In it responses are diffuse and
emotional and the learning is involuntary.
2. Stimulus Response learning:- Involves precise respone to a precise or specific stimulus
based on Skinner’s operant conditioning principles. Here a stimulus is properly
discriminatedfor a mechanical alike response. We learn to respond in a particular way for
being rewarded or punished. Thus the responses are voluntary in nature.
3. Chaining:- This is more advanced form of learning in which the subject develops the
ability to connect two or more previously learned stimulus response bonds into a linked
sequence. It is the process where by most complex psychomotor skills (eg. riding a
bicycle or playing a piano) are learned.
4. Verbal Association:- This is a form of learning in which the links between the items
being connected are verbal in nature. Verbal association is one of the key processes in the
development of language skills. E.g poem recitation, singing a song etc.
5. Discrimination Learning:- The next type of learning in the hieararchy is discrimination
learning. This is the process in which we learn to discriminate between the stimuli which
are too similar in nature. It involves developing the ability to make appropriate (different)
responses to a series of similar stimuli,that differ in a systematic way. The process is
made more complex by the phenomenon of interference whereby one act of learning
inhibits other. Interference is thought to be one of the main causes of forgetting.
6. Concept Learning:- In this type of learning one learns to provide a common response to
a class of stimuli. It forms the basis of the ability to generalize, classify etc. Gagne breaks
concept learning into two stages- concrete and abstract. In concrete concept learning we
learn to form concept based on direct observation of phenomenon in the world around us.
e.g. we observe coins and wheels and form the concept of circular. But some concepts are
abstract in nature. Examples of abstract concepts are ‘cousins or ‘city’ or ‘justice’. We
cannot arrive at the concept of cousin simply by observing a number of cousins. We need
to compose a definition that explains what makes these people cousins.
7. Rule Learning or Principle Learning:- A very high level cognitive process that
involves being able to learn relationships between concepts and apply these relationships
in different situations, involving situations not previously encountered. It forms the basis
of the learning of general rules, procedures etc. In learning a rule we relate two as more
concepts e.g. constructing a sentence, playing a game.
8. Problem Solving- This in the highest level of cognitive process according to Gagne. It
involves developing the ability to invent a complex rule, algorithm or procedure for the
purpose of solving one particular problem, and then using the method to solve other
problems of similar nature.
Outcomes of learning:-Gagne assumed that there are different types of learning outcomes, each
of which is best achieved through its specific instructional design, but also that there is a set of
steps required in every learning environment (sometimes also known as cognitive assumption).
Gagne classified the learning outcomes falling under the three domains of behaviour (cognitive
affective and psychomotor). Learning helps us to make a required change in the all the three
domains of behaviour resulting in development of human capabilities in terms of the following
five components.
1. Verbal information
2. Intellectual skills
3. Cognitive strategies
4. Motor skills
5. Attitudes
1. Verbal information:- Verbal information is concerned with declarative knowledge (e.g.
facts, information, names, places, etc.). Such a verbal information is acquired through
(listening, viewing and reading) and can be transmitted to others, using verbal means
(spoken or written). To assist learning of verbal information, the instructor may teach
students using different mnemonic techniques (e.g. keyword, loci, imagery etc.) and help
students, relate new information to what already exists in memory to make learning
meaningful and memorable.
2. Intellectual skills:- Intellectual skills involves the procedural knowledge (how to do
things). The intellectual skills are further subdivided into different levels of learning
involving – discrimination, concept formation (concrete and defined concepts) rule
learning and problem solving.
3. Cognitive strategies:-These refer to the internally organized capabilities of a learner
which he acquires through the process of learning. Learning strategies include
rehersal(verbally repeat, underline or copy materials) elaborations (associate new
information with the existing one through paraphrasing, summarizing, note taking and
questions and answers) and organizing (arrange material in an organized and
meaningful order through outlining, concept mapping, advance organizer etc.) These
 strategies help in the tasks related to attending, learning, remembering, thinking and
problem solving, leading him to attain his individual and social goals.
4. Motor skills:-Motor skills pertaining to psychomotor domain of behaviour are sequences
of motor responses or movements, which are combined into complex performances.
These physical performance are assessed by rapidity, accuracy, force or smoothness. e.g.
dancing, skateboarding, swimming, playing musical instruments etc.
5. Attitude:- Attitude pertaining to affective domain, is an internal state that affects
personal choices and actions over an object, person, event and so on. Although it is a
complex human state, it can be measured by observing the person’s choice oraction.
Table:- Description of Gagne’s outcomes of learning
Learning outcomes Examples related to outcomes

1. Verbal Information Learning the alphabets,

2. Intellectual skills Addition and subtraction, working with

fractions, categorizing fruits and vegetables

3. Cognitive strategies Inductive and deductive reasoning -exploring the

action of a magnet.

4. Motor skills Learning to play guitor, fastening button inserting

contact lens

5. Attitudes How one feels about reading a book

Events of learning and Instructions:- Gagne, while emphasizing the need for a proper theory
of instruction, proposed that such a theory of instruction must be based on the hieararchical
structure of the events of learning. How the information is processed by the learner may work
toward planning the task of instruction (either for self learning or through an instructor or
teacher).
Skills are to be learned at the lowest level and mastered before proceeding. An instructor
should use positive reinforcement and repetition, with each new skill building upon previously
acquired skills.
Steps of planning instruction:-
1. Identify the types of learning outcome. Each outcome may have prerequisite knowledge,
or skills that must be identified.
2. Identify the internal conditions or processes the learner must have to achieve the
outcomes. (previous learning, physical stamina, mental and emotional makeup).
3. Identify the external conditions or instruction needed to achieve the outcomes.
4. Specify the learning context
5. Record the characteristics of the learner.
6. Select the media for instruction
7. Plan to motivate the learners
8. Test the instruction with learners in the form of formative evaluation
9. After the instruction has been used, summative evaluation is used to judge the effectiveness of
the instruction.
Table:- Gagne’s learning Events with their corresponding instructional events.
Learning event Corresponding Instructional event
(Cognitive
process in a learner’s mind)

[Link] Gaining attention

[Link] Informing leaners of the objectives

[Link] Stimulating recall of prior learning

[Link] Perception Presenting the stimulus

[Link] Encoding Providing learning guidance

[Link] Eliciting performance

[Link] Providing feedback

[Link] Assessing performance

[Link] Enhaancing retention and transfer

 An instructional plan may thus be properly chalked out by followingthe sequences of
learning events. For the illustration of his views about the relationship between learning events
and instructional events Gagne (1985) provided the examples of events for each category of
learning outcomes.
Nine events of instruction are the starting point for every type of learning and every
instructional design.
1. Gaining Attention (Reception):- The first step is to give students attention and motivate
him to engage with the content- (gesture, voice, showing video etc.).
2. Inform objectives (Expectancy):- Students needs to be clarified what they can expect,
how their learning is going to benefit them.
3. Stimulate recall of prior knowledge (Retrieval):- Prior knowledge should be activated
since it is important for learning new materials.
4. Present stimulus material (Selective perception):- Present the material to students,
possibly using various learning styles and media.
5. Provide learner guidance (Semantic encoding):- Guidance in terms of communication
enables the teacher to direct the students in their learning or enable them easier
information encoding through visual or other materials.
6. Elicit performance (responding):- Students need practice, practice should immediately
follow instructions and be well defined in terms of its nature objectives and expected
student responses. At this stage, you need to ensure that students can demonstrate their
knowledge of what you have taught them.
7. Provide Feedback (reinforcement):- Feedback is additional guidance, offering the
student immediate evaluation of his performance enabling him to realize his mistakes and
misconceptions.
8. Assess performance (Retrieval):- At the end of each course student’s knowledge should
be assessed in order to check if required learning has occured.
9. Enhance retention and transfer (Generalization):- The learning process does not end
when the class does. The teacher should advise students, how and in which context to
apply and transfer the just gained knowledge in the world outside the classroom.
Educational Implications:
1. Gagne’s hierarchy can be used for designing instructional technology involving analyzing
requirements, selecting media and designing the instructional events. He outlined the
several steps that should be used to plan and design instructions:-
i. Identify the types of learning outcome- each outcome may have prerequisite
knowledge or skills that must be identified.
ii. Identify the internal conditions or processes the learner must have to achieve
the outcomes.
iii. Identify the external conditions
iv. Specify the learning context
v. Select the media for instruction
vi. Plan to motivate the learner
vii. Use of formative and summative evaluation to judge the effectiveness of
instruction.
2. It can be used for designing instruction as in all domains of human behavior
3. Gagne’s hierarchy provided a genuine basis for the proper organization and sequencing
of instructions.
4. Helps the teacher to select suitable content or units of teaching or learning.
5. Helps in selecting appropriate teaching technology based on instructional objectives.
6. Helps the teacher to decide what lower behaviours or subordinate skills should be taught,
before teaching higher learning types.
7. Helps the teacher to break a complex task into component skills and teach those skills
which the students are lacking.
8. Textbooks can be produced on the basis of the task analysis of learning objectives.
9. Teacher can provide necessary conditions under which the student can learn more –
responding, guidance, retrieval, reinforcement etc.
Bibliography

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Mathur, S.S. (2001). Educational Psychology. Agra: Vinod Pustak Mandir.

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