Learning occurs as a result of observable changes in human behavior that

are acquired through conditioning, a process achieved by interactions with the environment. If no changes are observed in behavior, learning does not occur.

From behavioral perspectives, internal and cognitive processes are invisible and cannot be studied scientifically, thus outward behavior is the key indicator of human learning. In behaviorism, there is a relationship among three factors: antecedent

conditions (stimuli), behaviors (responses), and consequent conditions (rewards or punishments). Cognitivism is believed to make useful inferences about mental processes that manage and determine behavior. In cognitivism, the learning

foundation is based on human memory. If there is no memory, there can be no learning and without learning, memory becomes an empty vessel.However, understanding knowledge that takes place in the brain is not easy as there is no simple way to observe activities that mentally occur. Cognitive psychologists, therefore, have turned their attention to careful observation and examination of human memory, learning, and problem solving to explain mental processes. Therefore it is clear there is relationship between theories of learning and knowledge, Attitude and skills,

Dear Sir, relationship between learning and knowledge, Attitude and skills is already an inbuilt - all set mechanism,  the theory can be so simple. For instance take the whole total knowledge of fact about " THE MILESTONES OF GROWTH OF A CHILD"

At 6 months the child learns to sit and balances towards crawling and sitting and this is learning while moving from one place to another is knowledge  and if correctly noticed the attitude of choice of moving to the mother is more than any other people and the skill to grab the mother in full capacity is found only with the mother and no other .

The relation ship in all the four learning and knowledge and attitude and skill is a BASIC INSTINCT of all living beings in mammals and human being is the most superior being, Thanks

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The perspective which you approach this from will influence your outcome.  For example, Taylor et al (1979) showed that the student must provide effort for information to be encoded in the longterm memory. If the student is not engaged, due to negative learning attitudes the effort will not be applied and the strength of learning will be lost. 

Alternatively, the impact of different learning needs on the individual's ability to engage with the learning materials influences the learning skills of the learner. Therefore, is this the learners attitude or cognitive/ biological dysfunction. 

On the other hand, you could explore this through developmentals theories such as Bandura (1977) Social Learning Theory, Piaget (1952) Stages of Cognitive Development and Vygotsky (1939) sociocultural approach to cognitive development.

Your question is too wide, please be more specific.

Murtaza:

Because learning theories help us to understand how learning occurs, we need to know how to use them in designing instruction for the development of knowledge, attitudes, and skills. For example, social learning theory would inform how to design instruction for developing specific attitudes such as those required for working in a team. In addition, students are socialized into their different cultures which informs how they interact with the teacher and other students in the teaching-learning process. I have done some research on the latter that may be helpful in answering your question. I also included another link to a relevant article.

many thanks,

Debra

http://sgo.sagepub.com/content/2/4/2158244012462707

Article One Style Does Not Fit All: Facilitating Cultural Difference...

Learning occurs as a result of observable changes in human behavior that

are acquired through conditioning, a process achieved by interactions with the environment. If no changes are observed in behavior, learning does not occur.

From behavioral perspectives, internal and cognitive processes are invisible and cannot be studied scientifically, thus outward behavior is the key indicator of human learning. In behaviorism, there is a relationship among three factors: antecedent

conditions (stimuli), behaviors (responses), and consequent conditions (rewards or punishments). Cognitivism is believed to make useful inferences about mental processes that manage and determine behavior. In cognitivism, the learning

foundation is based on human memory. If there is no memory, there can be no learning and without learning, memory becomes an empty vessel.However, understanding knowledge that takes place in the brain is not easy as there is no simple way to observe activities that mentally occur. Cognitive psychologists, therefore, have turned their attention to careful observation and examination of human memory, learning, and problem solving to explain mental processes. Therefore it is clear there is relationship between theories of learning and knowledge, Attitude and skills,

Dear Arumugam Sir, Well Said Thanks a lot for the clear perfect theoretical explanation, i am a very simple minded person to answer in a very simple way, thanks again.

Thank you all for your valuable answer.

is there any possibility of linear or non linear one to one or Multi dimensional mapping -between KAs (knowledge Attitude and skills) with BCC(Behaviorism, Cognitivism  

Constructivism )

Dear Sir. there is a perfect Multi dimensional mapping -between KAs (knowledge Attitude and skills) with BCC(Behaviorism, Cognitivism

Constructivism ) because learning and knowledge leads to reasoning of anything and everything and the attitude with positive back up develops good and fine skills which are kept at store for sure positive behavior and give  challenge or critical thinking situation all possibilities of constructivism is surely seen and goes unnoticed, Thanks.

Thanks  sir for your answer

So can be say that 

KAS = F(BCC)

It is not this simple, KAS = F(BCC).

Behaviorism is an approach to shaping behaviour or learning based on the stimulus-response theory proposed by researchers Skinner.  The delivery of learning (KAS) can be achieved solely through the application of behaviouralist principles, so it could be argued that KAS = F(B). Similar arguments could be made for each of the other perspectives (KAS = F(C), KAS = F(C)).  The point I am making is that the curriculum which is delivered within UK universities is often based on the constructivist perspective whereas in UK state education it is mainly the application of the behaviourist perspectives. 

Although I completely agree with the principles highlighted by Dr. Hameed, above. I would argue that concepts like learning Context and Application of learning are equally as important, to name a few. Therefore, KAS = F((BCC) + (C + A)).