Here are some practical implications of theories analyzed here.

Potential to learn leads to frustration if not satisfied. Connectionism

Negative reinforcement (punishment) does not really lead to any kind of learning. Connectionism

Repetition enhances learning. Connectionism

Reward and punishment do not initiate learning, but rather can motivate to present already learned behavior. Sign Learning, Operant conditioning

Students need to be able to learn at their own pace. The Keller plan, Programmed instruction

Students must have learning objectives defined. The Keller plan

In order to advance to the next unit, a student needs to demonstrate mastery of the preceding unit. The Keller plan, Programmed instruction

Most human behavior is learned through modelling: by observing others. (Bandura 1960) - Social Cognitive Theory

The meaning is not conveyed by the teacher and is not in (educational) information. Rather meaning is derived by the student from his existing knowledge (schemata) and its interaction with presented information. (Brown 2001) - Schema Theory (Bartlett 1930, Anderson 1970)

Comprehension and retention depend mostly on the schemata the reader already possesses, (Al-Issa 2006) - Schema Theory