Learning Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process. The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning. Behaviorism Behaviorism was the school of thought in psychology that sought to measure only observable behaviors. Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured. Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response. For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response. How Classical Conditioning Works Operant Conditioning Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior. Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement. How Operant Conditioning Works Observational Learning Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational

1. Educational Psychology
EDU-202
Spring -2021
Dr. Fouad Yehya
fyehya@aust.edu.lb
1

2. Big goals
• In this session, you will:
- Explore what the field of educational
psychology is all about
- How educational psychology can help you
contribute positively to children’s futures.
- Discuss why research is important to effective
teaching.
- How educational psychologists and teachers
can conduct and evaluate research.

3. Activity -1: Introduction to
PSYCHOLOGY OF LEARNING
• How do learners acquire skills?
• When is learning more effective?
• What are the factors that help the learning
Process?
• How do we measure the amount of learning?
• Can memory be improved?

4. What is Psychology
• Psychology is the scientific study of behavior
and mental processes (American
Psychological Association)
• Psychology is a multifaceted discipline and
includes many sub-fields of study such areas as
human development, sports, health, clinical,
social behavior and cognitive processes.
• Educational Psychology is the branch of
psychology.

5. What is Psychology of
Learning?

6. Psychology of learning
• Psychology of learning helps the teacher to get
answers to these questions. It tells us that
learning becomes more effective if factors like
motivation and interest are taken into
consideration by every teacher.
• The knowledge of psychology has helped the
teacher in modifying his/her approach to the
teaching learning process

7. Psychology of Learning
• Educational Psychology is a pure science.
• Educational Psychology describes and explains
the learning experiences of an individual from
birth through old age.
• Skinner defines Educational Psychology as
“that branch of Psychology which deals with
teaching and learning”
• Educational Psychology is the systematic
study of the educational growth and
development of a child.”

8. Psychology of Learning
• Educational Psychology is the Science which
explains the changes that take place in the
individuals as they pass through the various
stages of development,

9. • Psychological principles are used in
formulation curriculum for different stage.
Attempts are made to provide subjects and
activities in the curriculum which are in
conformity with the needs of the students, their
developmental characteristics, learning
patterns and also needs of the society.
Psychology of learning

10. SCOPE OF EDUCATIONAL
PSYCHOLOGY
• The major areas covered by Educational
Psychology are:
1- The Learner
2- The learning Process
3- The learning Situation
4-The Teaching Situation
5- Evaluation of Learning Performance
6- The Teacher

11. • Thus, educational psychology is the branch of
psychology that specializes in understanding
teaching and learning in educational settings.
SCOPE OF EDUCATIONAL
PSYCHOLOGY

12. EDUCATIONAL PSYCHOLOGY
HISTORICAL BACKGROUND
• The field of educational psychology was
founded by several pioneers in psychology in
the late nineteenth century. Three pioneers
William James, John Dewey, and Edward
Thorndike stand out in the early history of
educational psychology

13. EDUCATIONAL PSYCHOLOGY
HISTORICAL BACKGROUND
William James:
• He emphasized the importance of observing
teaching and learning in classrooms for
improving education
• He recommended to start lessons at a point just
beyond the child’s level of knowledge and
understanding to stretch the child’s mind.

14. EDUCATIONAL PSYCHOLOGY
HISTORICAL BACKGROUND
John Dewey:
We owe to Dewey the view of the child as an
active learner.
We owe to Dewey the idea that education should
focus on the whole child and emphasize the
child’s adaptation to the environment
We owe to Dewey the belief that all children
deserve to have a competent education.

15. EDUCATIONAL PSYCHOLOGY
HISTORICAL BACKGROUND
Edward Thorndike
• Thorndike argued that one of schooling’s most
important tasks is to improve children’s
reasoning skills
• Thorndike promoted the idea that educational
psychology must have a scientific base and
should focus strongly on measurement.

16. Why do teachers need to
study psychology of
learning?

17. • to be scientific in their approach to teaching,
both science and the skillful experience play
important roles in a teacher’s success.
• Since psychology draws much of its
knowledge from broader theory and research
in psychology (Bonney & Sternberg, 2011;
Danielson, 2010)
• Psychology theories have many applications
that can guide teaching
Teachers need to study
psychology of learning:

18. • Educational psychology provides teachers with
research knowledge that they can effectively
apply to teaching situations (Alexander &
Mayer, 2011; Harris, Graham, & Urdan,
2011).
• Educational psychology provides teachers
with research skills that will enhance their
understanding of what impacts student
learning (Yehya, 2018, 2020)
Teachers need to study
psychology of learning:

19. • In addition to what they can learn from
research, they will also continually make
important judgments in the classroom based on
your personal skills and experiences, as well as
the accumulated wisdom of other teachers
(Ryan & Cooper, 2010).
Teachers need to study
psychology of learning:

20. Think About
• John Dewey argued that children should not sit
quietly in their seats and learn in a rote
manner.
1- Do you agree with Dewey?
2- Why or why not? Explain

21. Research in Educational
Psychology
 Why is research important?
 How is it done?
 How can you be a teacher-researcher?

22. • Research can be a valuable source of
information about teaching.
• When we base information only on personal
experiences, we aren’t perfectly objective
because we sometimes make judgments that
protect our ego and self-esteem (Yehya, 2020)
Why is research important?

23. • Your own experiences and experiences that
other teachers, administrators, and experts
share with you will make you a better teacher
(Santrock, 2011).
Why is research important?