ABSTRACT
Contemporary research on learning is diverse. In long history, there has never been a time when all scientists agreed on a single paradigm. Even at the point of its culmination, behaviorist approaches on learning were contrasted by approaches from the area of Gestalt psychology and social learning theory that focused on cognitive processes involved in learning. The parallelism of paradigms can also be seen in the contemporary research on learning. Cognitive theories of human learning and artificial learning currently constitute the predominant areas in the science of learning there is a continuation of traditional research on animal learning aimed at the identification of biological constraints of learning. Two basic forms of cognitive learning: schema-based learning and model-based learning. According to schema-based learning theory, schemas regulate the assimilation of information to be processed into pre-existing knowledge structures. The theory of mental models struck a chord and became one of the most prosperous fields of research in cognitive science.
