LEARNING THEORIES, NEUROPHYSIOLOGICAL FOUNDATIONS AND STRATEGY-BASED SUPPORT FOR LEARNERS WITH LEARNING DIFFICULTIES: A LITERATURE REVIEW

Autori

  • Dimitrios Kompocholis PhD Graduate, Department of Education, University of Córdoba, Córdoba, Spain
  • Maria Dolores Hidalgo Ariza Professor, Department of Education, University of Córdoba, Córdoba, Spain

DOI:

https://doi.org/10.46827/ejes.v13i9.6959

Parole chiave:

learning theories, cognitive psychology, sociocultural theory, instructional models, mnemonic strategies, learning difficulties, literature review

Abstract

Learning is a lifelong, experience-driven process that transforms knowledge and behavior and reflects adaptation to environmental regularities. Learning may occur without immediately observable behavioral change, making conceptual clarity essential for research. The review synthesizes major learning theories: behaviorism (reinforcement/contiguity), connectionism (stimulus–response bonds via trial and error), and classical conditioning; cognitive and constructivist accounts emphasizing perception, memory and active knowledge construction (Piaget, Vygotsky, Bruner); social learning through observation and intrinsic reinforcement; sociocultural views of learning as participation in communities of knowledge; and humanistic perspectives highlighting learner agency and the teacher as facilitator. It also contrasts teacher-centered and learner-centered instructional models, noting the contemporary shift toward learner-centered practice to address individual differences in aptitude, motivation, and prior experience. Finally, it refers to neurophysiological foundations, memory processes and age-related changes, mnemonic strategies, and implications for supporting learners with learning difficulties through individualized and adaptive instruction to improve memorization and educational outcomes.

Biografie autore

  • Dimitrios Kompocholis, PhD Graduate, Department of Education, University of Córdoba, Córdoba, Spain

    Dimitrios Kompocholis is a PhD Graduate at the Department of Education, University of Córdoba, Córdoba, Spain. His field of research focuses on Educational Psychology, Learning Theories, and Special Education/Learning Difficulties.

  • Maria Dolores Hidalgo Ariza, Professor, Department of Education, University of Córdoba, Córdoba, Spain

    Maria Dolores Hidalgo Ariza is a Professor at the Department of Education, University of Córdoba, Córdoba, Spain. Her field of research focuses on Educational Psychology, Learning Theories, and Special Education/Learning Difficulties.

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Pubblicato

2026-08-25

Fascicolo

V. 13 N. 9 (2026)

Sezione

Articles

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