. ▁C ogn itive , ▁emot ional , ▁and ▁environmental ▁influ ences , ▁as ▁well ▁as ▁prior ▁experience , ▁all ▁play ▁a ▁part ▁in ▁how ▁understanding , ▁or ▁a ▁world ▁view , ▁is ▁acquired ▁or ▁changed ▁and ▁knowledge ▁and ▁skills ▁retained . ▁ ▁Be havior ists ▁look ▁at ▁learning ▁as ▁an ▁aspect ▁of ▁condition ing ▁and ▁advoc ate ▁a ▁system ▁of ▁re wards ▁and ▁targets ▁in ▁education . ▁Edu c ators ▁who ▁em brace ▁cogn itive ▁theory ▁believe ▁that ▁the ▁definition ▁of ▁learning ▁as ▁a ▁change ▁in ▁behaviour ▁is ▁too ▁narrow , ▁and ▁study ▁the ▁lear ner ▁rather ▁than ▁their ▁environment — and ▁in ▁particular ▁the ▁complex ities ▁of ▁human ▁memory . ▁Those ▁who ▁advoc ate ▁construct iv ism ▁believe ▁that ▁a ▁lear ner ' s ▁ability ▁to ▁learn ▁re lies ▁largely ▁on ▁what ▁they ▁already ▁know ▁and ▁understand , ▁and ▁the ▁ac quisition ▁of ▁knowledge ▁should ▁be ▁an ▁individually ▁tail ored ▁process ▁of ▁construction . ▁Trans form ative ▁learning ▁theory ▁focus es ▁on ▁the ▁often - necess ary ▁change ▁required ▁in ▁a ▁lear ner ' s ▁pre con ception s ▁and ▁world ▁view . ▁Ge ographical ▁learning ▁theory ▁focus es ▁on ▁the ▁ways ▁that ▁context s ▁and ▁environments ▁shape ▁the ▁learning ▁process . ▁ ▁Out side ▁the ▁real m ▁of ▁educational ▁psych ology , ▁techniques ▁to ▁directly ▁observe ▁the ▁function ing ▁of ▁the ▁brain ▁during ▁the ▁learning ▁process , ▁such ▁as ▁event - related ▁potential ▁and ▁functional ▁magnetic ▁reson ance ▁imag ing , ▁are ▁used ▁in ▁educational ▁neu ros cience . ▁The