.

3. My Family
There are three people in my family ,
my father , my mather and I. My father is
a man . My mather is a woman . My
father's son is me . My mather's son is me
too . I love my family .

4. conceptual frameworks that describe how
information is absorbed, processed, and
retained during learning. Learning brings
together cognitive, emotional, and
environmental influences and experiences
for acquiring, enhancing, or making
changes in one's knowledge, skills, values,
and world views.
Learning Theories

6. Learning as a product
Learning as a process
learning is approached as an outcome -
the end product of some process. It can
be recognized or seen.
'knowing that' and 'knowing how'

7.  A worldview operates on a principle of “stimulus-response.”
 All behavior caused by external stimuli (operant conditioning).
 All behavior can be explained without the need to consider
internal mental states or consciousness.
Originators and important contributors:
John B. Watson
Ivan Pavlov
B.F. Skinner
E. L. Thorndike (connectionism)
Bandura
Tolman (moving toward cognitivism)
Behaviorism
Classical / respondent conditioning

8. Three basic assumptions
1. Learning is manifested by a change in behavior.
2. Environment shapes behavior.
3. Principles of contiguity and reinforcement are
central to explaining the learning process.
Learning is the acquisition of new behavior through
conditioning.

9. Two types of possible conditioning
Classical conditioning
 Behavior becomes a reflex response to stimulus as
in the case of Pavlov's Dogs.
 The basic laws of learning were the same for all
animals whether dogs or humans.
Operant conditioning
 Reinforcement of the behavior by a reward or a
punishment
 Skinner , known as Radical Behaviorism

10. Essential principles of reinforcement
The dynamics of reinforcement
Consequences strengthen behavior
Accidental reinforcement (superstitious behavior)
Factors influence role of behavioral consequences
Individual’s reinforcement history
Skills repertoire of the individual
Particular characteristics inherited by the individual

11. Categories of reinforcement
Primary – food, drink, shelter, sexual contact
Secondary – conditioned – social approval and recognition
Generalized – attention, approval, affection from others
money
successful manipulation
Positive – new stimulus added to the situation
Negative – removal, escape from a situation - stomachache
punishment

12. Punishment
Imposing unwanted consequences on the individual
to stop a particular behavior.
Removal of a positive reinforcer
withdrawing the privilege of watching TV
Addition of a negative reinforcer
“I will not talk in class.” 50 times

13. Punishment Negative reinforcement
Aversive stimuli
Escape from or avoid aversive
situation
Placed in aversive
situation
Effects on behavior
Strengthen a particular
behavior
Temporary suppress
behavior

14. Undesirable Effects of Punishment
 Temporary rather than permanent
 Undesirable emotional reactions:
frustration, anger, guilt
 Actions other than unwanted behavior also
may be punished
 Do not generate positive behaviors

15. Alternatives for punishment
Avoid conditions that make punishment necessary
Reinforce behavior that is incompatible with undesired

16. Robert Gagné ’s Conditions of
learning
Description Phase
Preparation for learning
1. Attending
2. Expectancy
3. Retrieval to WM
Acquisition and performance
4. Selective perception of stimulus
features
5. Semantic encoding
6. Retrieval and responding
7. reinforcement
Transfer of learning
8. Cueing retrieval
9. Generalizability

17. Since behaviorists view the learning process as a
change in behavior, educators arrange the
environment to elicit desired responses through
such devices as behavioral objectives, competency-
based education, and skill development and
training.
Educational approaches such as applied behavior
analysis, curriculum based measurement, and direct
instruction have emerged from this model.
Comment on Behaviorist learning

18. Constructivism is a revolution in educational psychology. Built on the work of Jean
Piaget and Jerome Bruner, constructivism emphasizes the importance of active involvement
of learners in constructing knowledge for themselves...Constructivism emphasizes top-down
processing: begin with complex problems and teach basic skills while solving these
problems.[15] Constructivism explains why students do not learn deeply by listening to a
teacher, or reading from a textbook. Learning sciences research is revealing the deeper
underlying basis of how knowledge construction works. To design effective environments,
one needs a very good understanding of what children know when they come to the
classroom. This requires sophisticated research into children's cognitive development, and
the learning sciences draws heavily on psychological studies of cognitive development (e.g.,
Siegler, 1998). The learning theories of John Dewey, Marie Montessori, and David Kolb serve
as the foundation of constructivist learning theory.[16] Constructivism views learning as a
process in which the learner actively constructs or builds new ideas or concepts based upon
current and past knowledge or experience. In other words, "learning involves constructing
one's own knowledge from one's own experiences." Constructivist learning, therefore, is a
very personal endeavor, whereby internalized concepts, rules, and general principles may
consequently be applied in a practical real-world context. Constructivism itself has many
variations, such as Active learning, discovery learning, and knowledge building. Regardless
of the variety, constructivism promotes a student's free exploration within a given
framework or structure.[17] The teacher acts as a facilitator who encourages students to
discover principles for themselves and to construct knowledge by working to solve realistic
problems. Aspects of constructivism can be found in self-directed learning, transformational
learning, and experiential learning.

19. Bandura’s Social Learning Theory posits that
people learn from one another, via
observation, imitation, and modeling. The
theory has often been called a bridge between
behaviorist and cognitive learning theories
because it encompasses attention, memory,
and motivation.

20. People learn through observing others’
behavior, attitudes, and outcomes of those
behaviors. “Most human behavior is learned
observationally through modeling: from
observing others, one forms an idea of how
new behaviors are performed, and on later
occasions this coded information serves as a
guide for action.” (Bandura). Social learning
theory explains human behavior in terms of
continuous reciprocal interaction between
cognitive, behavioral, and environmental
influences.

21. Necessary conditions for effective modeling:
Attention — various factors increase or decrease the amount of attention paid.
Includes distinctiveness, affective valence, prevalence, complexity, functional
value. One’s characteristics (e.g. sensory capacities, arousal level, perceptual set,
past reinforcement) affect attention.
Retention — remembering what you paid attention to. Includes symbolic coding,
mental images, cognitive organization, symbolic rehearsal, motor rehearsal
Reproduction — reproducing the image. Including physical capabilities, and self-
observation of reproduction.
Motivation — having a good reason to imitate. Includes motives such as past
(i.e. traditional behaviorism), promised (imagined incentives) and vicarious
(seeing and recalling the reinforced model)
Bandura believed in “reciprocal determinism”, that is, the world and a person’s
behavior cause each other, while behaviorism essentially states that one’s
environment causes one’s behavior, Bandura, who was studying adolescent
aggression, found this too simplistic, and so in addition he suggested that
behavior causes environment as well. Later, Bandura soon considered personality
as an interaction between three components: the environment, behavior, and
one’s psychological processes (one’s ability to entertain images in minds and
language).
Social learning theory has sometimes been called a bridge between behaviorist
and cognitive learning theories because it encompasses attention, memory, and
motivation. The theory is related to Vygotsky’sSocial Development Theory and
Lave’s Situated Learning, which also emphasize the importance of social learning.