PSYCHOLOGICAL foundations of EDUCATION Historical development WILHELM WUNDT WILLIAM JAMES IVAN PAVLOV HERMANN EBBINGHAUS ALFRED BINET

4. HISTORICAL
DEVELOPMENT
PSYCHOLOGICAL
FOUNDATIONS OF
EDUCATION
ESPINAS, JASON B. - REPORTER

5. THE DISCUSSION OF
THIS REPORT WILL
INCLUDE THE WORK OF:
WILHELM WUNDT
WILLIAM JAMES
IVAN PAVLOV
HERMANN EBBINGHAUS
ALFRED BINET

6. • 1832 – 1920
• GERMAN PHYSIOLOGIST WHO WAS TRAINED IN
MEDICINE
• NAME PRONOUNCE AS “VIL’HELM VOONT”
• SPECIALIZED IN THE SCIENTIFIC STUDY OF
HUMAN CONSCIOUSNESS
• ESTABLISHED THE FIRST PSYCHOLOGICAL
LABORATORY IN LEIPZIG, GERMANY IN 1879
• “FOUNDER OF PSYCHOLOGY”
• “FATHER OF EXPERIMENTAL PSYCHOLOGY”
• INVENTED HIS OWN LABORATORY EQUIPMENT.

7. • HE WANTS TO KNOW HOW PEOPLE PROCESS
SENSORY INFORMATION
• IN PARTICULAR, HE WANTS TO DEFINE A
CONSCIOUS EXPERIENCE OF SENSORY
INFORMATION BY BREAKING INTO TINY PARTS
TO REASSEMBLE IT INTO AN EXPERIENCE
• THE FATHER OF STRUCTURALISM – THE
FIRST SCHOOL OF THOUGHT IN PSYCHOLOGY.
CONSCIOUS = aware of and responding to one's surroundings; awake
SCHOOL OF THOUGHT = A PARTICULAR WAY OF THINKING,
- Oxford Dictionary

8. • STRUCTURALISM – WAS THE STUDY OF
THE MOST BASIC ELEMENTS, THAT MAKE UP
OUR CONSCIOUS MENTAL PROCESS.
• ELEMENTS OF CONSCIOUS MIND:
1. SENSATION – A STIMULUS EFFECT ON YOUR
SENSE
2. PERCEPTION – OUR BRAIN’S
INTERPRETATION OF THE STIMULUS
STIMULUS = something that appear: something that is presented
- Mirriam-Webster Dictionary

11. • STRUCTURALISM – WAS THE STUDY OF
THE MOST BASIC ELEMENTS, THAT MAKE UP
OUR CONSCIOUS MENTAL PROCESS.
• ELEMENTS OF CONSCIOUS MIND:
1. SENSATION – A STIMULUS EFFECT ON YOUR
SENSE
2. PERCEPTION – OUR BRAIN’S
INTERPRETATION OF THE STIMULUS
STIMULUS = something that appear: something that is presented
- Mirriam-Webster Dictionary

12. • STRUCTURALISM
– FOCUSES ON BREAKING DOWN MENTAL
PROCESS INTO THE MOST BASIC COMPONENTS
– COMBINING SENSATIONS CAN CREATE NEW
PERCEPTION
• EXAMPLE: IF SOMEONE’S HAND BURN, THE
OVER ALL EXPERIENCE IS PAIN. BUT BEFORE
THE PAIN, THERE ARE OTHER SENSATION
THAT CAN BE EMPHASIZED.

13. • WUNDT USED INTROSPECTION TO
GATHER INFORMATION.
• INTROSPECTION IS AN EXPERIMENTAL SELF-
OBSERVATION
• DESCRIBES WHAT A PERSON IS FEELING
AFTER PROVIDING A STIMULUS
• WUNDT’S STUDENT, EDWARD TITCHENER
(1867-1927) BELIEVED THAT NOT EVERYONE
COULD INTROSPECT SO HE TRAINED
SUBJECTS TO INTROSPECT.

14. CRITICISMS OF STRUCTURALISM
1. THE INTROSPECTION METHOD
DOES NOT GUARANTEE TO COLLECT
HONEST HONSWER
2. HUMAN ARE SUBJECTIVE OR HAVE
BIASES EVEN WHEN WE ARE NOT
AWARE
3. HUMANS EXPERIENCES ARE
DIFFERENT

15. • 1842 - 1910
• AMERICA PSYCHOLOGIST
• TRAINED AS MEDICAL DOCTOR BUT AFTER
FINISHING MEDICINE, HE TRAVELED TO EUROPE
AND WENT TO GERMANY.
• FIRST AMERICAN PSYCHOLOGIST
• FATHER OF AMERICAN PSYCHOLOGY
• INFLUENCED BY WORKS OF CHARLES DARWIN
• WROTE THE FIRST GENERAL TEXTBOOK ON
PSYCHOLOGY, “THE PRINCIPLES OF
PSYCHOLOGY” IN 1890.

16. • HE ARGUED FORCIBLY AGAINST
STRUCTURALISM
• JAMES PROPOSED THAT MENTAL LIFE IS
A UNITY THAT FLOWS AND CHANGES
• CONSCIOUSNESS IS CONTINUUM
• PROPOSED THE SECOND SCHOOL OF
THOUGHT IN PSYCHOLOGY WHICH IS
FUNCTIONALISM

17. FUNCTIONALISM WAS THE STUDY OF THE
FUNCTION RATHER THAN THE STRUCTURE OF
CONSCIOUSNESS.
• FOCUSES ON THE FUNCTION OF THE MIND
• MENTAL ACTS CAN BE STUDIED THROUGH
INTROSPECTION
• INTERESTED IN HOW MINDS ADAPT TO OUR
CHANGING ENVIRONMENT
EXAMPLE: THE FISH SWIMMING TOGETHER TO
PROTECT THEMSELVES FROM PREDATORS IS A
PRODUCT OF HOW MINDS ADAPT TO
ENVIRONMENT. AND THIS ADAPTATION CAN BE
PASSED TO GENERATIONS.

18. JAMES SUGGESTED THAT WE WE
REPEAT SOMETHING SEVERAL TIMES.
OUR MINDS ARE CHANGED SO THAT
EACH TIME WE OPEN A DOOR, IT IS
EASIER TO OPEN THAN IT WAS LAST
TIME.

19. CRITICISMS OF FUNCTIONALISM
1. IT IS HARD TO EXPERIMENTALLY
PROVE THE EVOLUTIONARY
SIGNIFICANCE OF A BEHAVIOR IN A
CONTROLLED LABORATORY
SETTING
2. JAMES DID NOT FOCUS OF
GATHERING DATA EXPERIMENTALLY

20. FOCUSES OF THE FUNCTION OF
THE MIND
CONCERNED WITH
DISCOVERING HOW THE MIND
WORKS
FOCUSES OF THE STRUCTURE
OF THE MIND
CONCERNED WITH
STUDYING THE STRUCTURE
OF THE MIND

21. FOCUSES OF THE FUNCTION OF
THE MIND
FOCUSES OF THE STRUCTURE
OF THE MIND
THE CHEMICAL
COMPOSITION OF
SALT IS SODIUM
AND CHLORINE.
SALT IS USE FOR
FLAVORING
PRESERVATION
OF FOOD.

22. FOCUSES OF THE FUNCTION OF
THE MIND
FOCUSES OF THE STRUCTURE
OF THE MIND
??? ???

23. • IVAN PETROVICH PAVLOV
• 1849 – FEB. 27, 1936
• RUSSIAN PHYSIOLOGIST
• POPULAR IN CREATING THE
THEORY OF CLASSICAL
CONDITIONING

24. • PAVLOV’S DOG EXPERIMENT

25. TERMS TO KNOW
• STIMULUS – SOMETHING THAT
EXIST IN THE SURROUNDINGS
OR PRESENTED
• RESPONSE – HOW THE ANIMAL
RESPOND TO THE STIMULUS

26. TO UNDERSTAND PAVLOV’S THEORY,
WE NEED TO KNOW:
• UNCONDITIONED STIMULUS (US)
• UNCONDITIONED RESPONSE (UR)
• NEUTRAL STIMULUS (NS)
• CONDITIONED STIMULUS (CS)
• CONDITIONED RESPONSE (CR)

28. UNCONDITIONED STIMULUS (US)
• SOMETHING YOU DON’T HAVE TO LEARN
• YOU DON’T HAVE TO LEARN HOW TO BE SICK AFTER EXPOSING TO BACTERIA/VIRUSES

29. UNCONDITIONED RESPONSE (UR)
• THE REACTION YOU GET FROM UNCONDITIONED STIMULI

39. PIR WIS
LAJ LAQ
KER REN
DAF FIP
TOK KOD

40. • IVAN PETROVICH PAVLOV
• 1849 – FEB. 27, 1936
• RUSSIAN PHYSIOLOGIST
• POPULAR IN CREATING THE
THEORY OF CLASSICAL
CONDITIONING

41. • HE CONDUCTED A SERIES OF TEST
ON HIMSELF, WHICH INCLUDE
MEMORIZATION OF 3 LETTER
WORDS HE REFERRED TO AS
“NONSENSE SYLLABLES” SUCH AS
“DAX”, “WIF”, AND “KAF”.
• HE THEN TESTED HIMSELF IF HE
COULD RETAIN THE INFORMATION
AFTER DIFFERENT PERIOD OF TIME.

43. • HE FOUND THAT THE FORGETTING
CURVE IS EXPONENTIAL IN NATURE
• MEMORY RETENTION IS 100% AT THE
TIME OF LEARNING.
• HOWEVER, IT DROPS RAPIDLY TO 40%
WITHIN THE FIRST FEW DAYS.

44. RATE OF FORGETTING
THERE ARE VARIOUS FACTORS THAT
CAN AFFECT THE RATE OF FORGETTING.
SOME OF WHICH ARE;
1. MEANINGFULNESS OF THE
INFORMATION
2. THE WAY IT IS REPRESENTED
3. PHYSIOLOGICAL FACTORS (STRESS,
SLEEP, ETC)

45. INCREASING MEMORY STRENGTH
TWO OF THE METHODS HE ASSERTED
TO BE AMONG THE BEST WAYS TO
INCREASE STRENGTH OF MEMORY
ARE:
1.BETTER MEMORY REPRESENTATION
(E.G. WITH MNEMONIC
TECHNIQUES)
2.REPETITION BASED ON ACTIVE
RECALL (ESP. SPACED REPETITION)

46. MNEMONIC
SAMPLES

47. INCREASING MEMORY STRENGTH
TWO OF THE METHODS HE ASSERTED
TO BE AMONG THE BEST WAYS TO
INCREASE STRENGTH OF MEMORY
ARE:
1.BETTER MEMORY REPRESENTATION
(E.G. WITH MNEMONIC
TECHNIQUES)
2.REPETITION BASED ON ACTIVE
RECALL (ESP. SPACED REPETITION)

48. SPACED REPETITION

49. LIMITATIONS
1.THE MOST IMPORTANT ONE WAS THAT
EBBINGHAUS WAS THE ONLY SUBJECT IN
HIS STUDY
2.HIS DECISION TO AVOID THE USE OF
PARTICIPANTS SACRIFICED
THE EXTERNAL VALIDITY OF THE STUDY
3. OTHERS ARGUED THAT NOT ALL
MEMORIES FOLLOW THE FORGETTING
CURVE SUCH AS SHOCKING MEMORIES
LIKE 9/11 ATTACK (FLASH BULB
MEMORIES)

50. • 8 JULY 1857 – 18 OCTOBER 1911)
• FRENCH PSYCHOLOGIST
• BEST-REMEMBERED FOR DEVELOPING
THE FIRST WIDELY USED INTELLIGENCE
TEST
• THE TEST ORIGINATED AFTER THE
FRENCH GOVERNMENT COMMISSIONED
BINET TO DEVELOP AN INSTRUMENT
THAT COULD IDENTIFY SCHOOL KIDS
THAT NEEDED REMEDIAL STUDIES.

51. • PSYCHOMETRICS – THE FIELD
OF STUDY CONCERNED WITH THE
THEORY AND TECHNIQUE OF
PSYCHOLOGICAL MEASUREMENT.
INVOLVES THE OBJECTIVE
MEASUREMENT OF SKILLS,
KNOWLEDGE, ABILITIES, ATTITUDES,
PERSONALITY TRAITS, AND
EDUCATIONAL MEASUREMENT.
• THE FIRST PSYCHOMETRIC
INSTRUMENTS WERE DESIGNED TO
MEASURE INTELLIGENCE.

52. • THE FIRST STANDARDIZED INTELLIGENCE
TEST
• DEVELOPED IN PARIS IN 1905 BY
ALFRED BINET AND HIS COLLABORATOR,
THEODORE SIMON.
• BINET RECOGNIZED THAT
PSYCHOLOGISTS’ ATTEMPTS TO MEASURE
INTELLIGENCE AS A PHYSICAL ENTITY
WERE INADEQUATE (BRAIN SIZE,
REACTIVITY, ETC.)

53. • HE BELIEVED THAT INTELLIGENCE WAS
EXPRESSED AS MENTAL ABILITIES AND
THE ITEMS ON HIS TEST ASK CHILDREN
TO NAME OBJECT, COPY SHAPE, COUNT,
MEMORIZE THINGS, AND RECALL
COMMON KNOWLEDGE.
• UNFORTUNATELY, THOSE WHO SCORED
POORLY WAS LABELED AS IDIOTS
(LOWEST SCORES), IMBECILES, AND
MORONS (HIGHEST OF THE LOW
SCORES)

55. 1. THE TESTS PREDOMINANTLY REFLECT THE
CHILD'S ABILITY TO USE WORDS FLUENTLY, AND
ONLY IN SMALL MEASURE HIS ABILITY TO DO
ACTS.
2. FIVE OF THEM DEPEND ON THE CHILD'S RECENT
ENVIRONMENTAL EXPERIENCE.
3. SEVEN DEPEND ON HIS ABILITY TO READ OR
WRITE.
4. TOO GREAT WEIGHT IS GIVEN TO TESTS OF
ABILITY TO REPEAT WORDS AND NUMBERS.
5. TOO GREAT WEIGHT IS GIVEN TO "PUZZLE
TESTS."
6. UNREASONABLE EMPHASIS IS GIVEN TO TESTS OF
ABILITY TO DEFINE ABSTRACT TERMS.
CRITICISMS:

57. THANK
YOU
JASON B. ESPINAS
MAED-SCIENCE
REPORTER