The document summarizes key aspects of psychology as it relates to curriculum development, including four major psychological perspectives:
1) Behaviorism, including the work of Pavlov on classical conditioning and Thorndike on instrumental conditioning and his laws of learning.
2) B.F. Skinner expanded on Thorndike's work through his theory of operant conditioning using positive and negative reinforcement and punishment.
3) Curriculum developers must understand principles of how students learn based on these psychological theories to design effective curricula that facilitate learning.
This document discusses several learning theories including behaviorism, connectionism, and cognitive theories. It summarizes Edward Thorndike's experiments with animals in puzzle boxes which showed that the connection between stimulus and response is strengthened with repetition leading to his laws of learning and connectionism perspective. It also discusses how behaviorism focuses on observable behaviors and cognitive theories emphasize internal mental processes. Classical conditioning and its application in education is explained through reducing student anxiety.
There are four main methods of learning discussed in the document: learning by trial and error, learning by imitation, learning by insight, and learning by doing. Learning by trial and error involves repeatedly trying solutions to a problem until finding one that works. Learning by imitation occurs when observing and replicating the behaviors of others. Learning by insight is solving a problem suddenly without gradual trial and error. Learning by doing means gaining skills and knowledge directly from carrying out and practicing a task.
I am happy to share this project with you all, who are currently pursuing Bed or D.El.Ed, etc. and preparing for CTET, UPTET, HTET, NET, etc. Knowledge acquired is worthy when it is useful for others. Happy Learning and All the Best.
Behaviourism or the behavioral learning theory is a popular concept that focuses on how students learn. ... This learning theory states that behaviors are learned from the environment, and says that innate or inherited factors have very little influence on behavior.
It contains the theories, like Trial and error theory of EL Thorndike,
Classical Conditioning by Ivan Pavlov, & Operant conditioning by BF Skinner.
Project By: Harshul Banodha, BEd
The study of learning can be traced back to the turn of the 20th century when Ivan Pavlov discovered classical conditioning and Edward Thorndike began studying operant conditioning. B.F. Skinner later expanded on Thorndike's work by studying rat behavior in operant conditioning boxes. Learning is defined as a relatively permanent change in behavior resulting from experience. There are several laws of learning including the laws of effect, exercise, and primacy. Classical conditioning and operant conditioning are two major types of learning studied by behaviorists.
Principles of learning (6 laws of learning)Jen Chua
The document discusses principles of learning, including six laws developed by psychologist Edward Thorndike: readiness, exercise, effect, primacy, recency, and intensity. These laws provide insight into how people learn most effectively. For example, the law of exercise states that things repeated are best remembered, while the law of effect notes that pleasant feelings strengthen learning. The principles have educational implications, such as learning by doing and providing appropriate practice and feedback to motivate students.
Imitation can be a means of learning through observation and copying behaviors and skills. Imitation is most effective when the learner has the ability to observe carefully and understand relationships between actions. While children can learn through imitation, their ability is limited by their level of maturation - a child may observe a complex skill but not be physically or mentally developed enough to imitate it themselves. Imitation allows learners to save time by learning from others' examples rather than discovering everything through trial and error alone.
Thorndike's 1932 work outlined several "Laws of Learning": the Law of Effect states that learning is strengthened by satisfaction and pleasure, while unpleasant feelings weaken learning; the Law of Exercise notes that repeated activities are best remembered, and complex tasks require multiple sessions; and the Law of Readiness finds that people learn best when they are physically and mentally prepared, and see purpose in learning. Additional laws discussed were Primacy, Recency, Intensity, and Freedom.
This document discusses several learning theories including behaviorism, connectionism, and cognitive theories. It summarizes Edward Thorndike's experiments with animals in puzzle boxes which showed that the connection between stimulus and response is strengthened with repetition leading to his laws of learning and connectionism perspective. It also discusses how behaviorism focuses on observable behaviors and cognitive theories emphasize internal mental processes. Classical conditioning and its application in education is explained through reducing student anxiety.
There are four main methods of learning discussed in the document: learning by trial and error, learning by imitation, learning by insight, and learning by doing. Learning by trial and error involves repeatedly trying solutions to a problem until finding one that works. Learning by imitation occurs when observing and replicating the behaviors of others. Learning by insight is solving a problem suddenly without gradual trial and error. Learning by doing means gaining skills and knowledge directly from carrying out and practicing a task.
I am happy to share this project with you all, who are currently pursuing Bed or D.El.Ed, etc. and preparing for CTET, UPTET, HTET, NET, etc. Knowledge acquired is worthy when it is useful for others. Happy Learning and All the Best.
Behaviourism or the behavioral learning theory is a popular concept that focuses on how students learn. ... This learning theory states that behaviors are learned from the environment, and says that innate or inherited factors have very little influence on behavior.
It contains the theories, like Trial and error theory of EL Thorndike,
Classical Conditioning by Ivan Pavlov, & Operant conditioning by BF Skinner.
Project By: Harshul Banodha, BEd
The study of learning can be traced back to the turn of the 20th century when Ivan Pavlov discovered classical conditioning and Edward Thorndike began studying operant conditioning. B.F. Skinner later expanded on Thorndike's work by studying rat behavior in operant conditioning boxes. Learning is defined as a relatively permanent change in behavior resulting from experience. There are several laws of learning including the laws of effect, exercise, and primacy. Classical conditioning and operant conditioning are two major types of learning studied by behaviorists.
Principles of learning (6 laws of learning)Jen Chua
The document discusses principles of learning, including six laws developed by psychologist Edward Thorndike: readiness, exercise, effect, primacy, recency, and intensity. These laws provide insight into how people learn most effectively. For example, the law of exercise states that things repeated are best remembered, while the law of effect notes that pleasant feelings strengthen learning. The principles have educational implications, such as learning by doing and providing appropriate practice and feedback to motivate students.
Imitation can be a means of learning through observation and copying behaviors and skills. Imitation is most effective when the learner has the ability to observe carefully and understand relationships between actions. While children can learn through imitation, their ability is limited by their level of maturation - a child may observe a complex skill but not be physically or mentally developed enough to imitate it themselves. Imitation allows learners to save time by learning from others' examples rather than discovering everything through trial and error alone.
Thorndike's 1932 work outlined several "Laws of Learning": the Law of Effect states that learning is strengthened by satisfaction and pleasure, while unpleasant feelings weaken learning; the Law of Exercise notes that repeated activities are best remembered, and complex tasks require multiple sessions; and the Law of Readiness finds that people learn best when they are physically and mentally prepared, and see purpose in learning. Additional laws discussed were Primacy, Recency, Intensity, and Freedom.
Behaviorism is a theory that human and animal learning can be objectively studied through conditioning and reinforcement without considering internal mental states. Key behaviorist theorists include Ivan Pavlov who conditioned dogs' reflexes, B.F. Skinner who taught behaviors to animals through operant conditioning with rewards, and Albert Bandura who showed observational learning through experiments like the Bobo doll study. Behaviorism influenced classroom practices by emphasizing rewarding good behaviors to shape learning through external stimuli rather than internal cognition.
Impacts of laws of learning on classroom instructionKiranNawaz8
Edward Thorndike put forward the Trial and Error Theory of learning and proposed three primary laws of learning: the Law of Readiness, the Law of Exercise, and the Law of Effect. The Law of Readiness states that learning is most effective when the learner is prepared and motivated. The Law of Exercise emphasizes the importance of practice for strengthening learning. The Law of Effect notes that learning is strengthened through rewarding or satisfying experiences and weakened through unpleasant experiences. These laws highlight the importance of motivation, practice, and positive reinforcement for effective classroom instruction.
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
Conditioning theory of Edward Thorndike-Connectionismyvonnelyn
- Thorndike proposed theories of connectionism and the law of effect, exercise, and readiness to explain learning as the formation of stimulus-response associations that are strengthened by rewards and practice. He believed intelligence is the number of connections formed.
- Pavlov demonstrated classical conditioning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. His work showed acquisition, extinction, spontaneous recovery, generalization, and discrimination of conditioned responses.
- Skinner's operant conditioning model explained how behaviors are reinforced or punished by their consequences, influencing the probability of behaviors occurring again in the future. Positive and negative reinforcement and punishment shape behaviors through consequences.
This document provides an overview of key concepts in educational psychology and theories of learning. It discusses definitions of educational psychology over time and defines it today as the study of learning and development in educational settings. Major theories of learning covered include classical and operant conditioning, and theories are discussed like Thorndike's law of effect and trial-and-error learning. Student variables that influence learning are also introduced, like individual versus group learning styles. Theories and concepts are explained through examples and implications for teaching are outlined.
This document discusses effective classroom management strategies. It covers classical and operant conditioning theories which can be applied to develop classroom routines and procedures. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning uses reinforcement to increase desirable behaviors. The document emphasizes establishing clear expectations, routines, consequences, and using positive reinforcement. Effective classroom management allows instruction and learning to occur.
Learning involves relatively permanent changes in behavior or capacity that result from experience. There are two main theories of learning: association/stimulus-response theories which view learning as the strengthening of connections between stimuli and responses, and cognitive theories which focus on internal cognitive processes rather than external stimuli. Famous association theorists include Thorndike, Pavlov, and Skinner, while cognitive theorists include Köhler and Bandura. Key concepts in learning theories are conditioning, reinforcement, extinction, generalization, discrimination, and observational/social learning.
This document defines learning and describes several processes and types of learning. It discusses:
- Classical conditioning, where Ivan Pavlov demonstrated learning by association through phases of conditioning.
- Operant conditioning proposed by B.F. Skinner, where learning occurs based on consequences through positive reinforcement or punishment in an operant chamber.
- Insight learning proposed by Wolfgang Kohler, where problem solving happens through understanding relationships rather than trial and error.
- Types of learning including rational, motor, associational, and appreciational learning, each seeking different outcomes like knowledge, skills, facts, or appreciation.
- Laws of learning proposed by Edward Thorndike and others, governing concepts like readiness, exercise
This document provides an overview of several theories of human learning and their implications for teaching methods. It discusses behaviorism, meaningful learning theory, and humanistic psychology. Behaviorism, according to Pavlov and Skinner, views learning as the acquisition of behaviors based on environmental conditioning. Meaningful learning theory, from Ausubel, emphasizes relating new concepts to existing knowledge structures. Humanistic psychology, from Rogers, focuses on empowering learners and facilitating self-directed discovery. The document also covers types of learning, reasoning processes, and factors like intelligence and aptitude that influence learning. Finally, it analyzes several teaching methods and their strengths and weaknesses in applying learning theories.
This document discusses several theories of learning including social learning theory, observational learning, vicarious conditioning, behaviorism, classical conditioning, operant conditioning, and effective teaching strategies. Albert Bandura was an advocate of social learning theory which posits that people learn from observing others in their environment. Observational learning and vicarious conditioning are types of social learning. Behaviorism, as argued by John Watson, is based on observable behaviors. Classical conditioning involves modifying reflexes through unconditioned and conditioned stimuli. B.F. Skinner's operant conditioning explains how reinforced behaviors become more frequent. Effective teaching employs strategies like having subject mastery, providing feedback, and building relationships.
Vygotsky's theory of cognitive development states that social interaction plays a key role in the development of cognition. Children can solve problems with guidance from others that they cannot solve independently. Vygotsky identified the "zone of proximal development" as the difference between what a learner can do with guidance and without it. Piaget's stages of cognitive development include the sensorimotor, preoperational, concrete operational, and formal operational stages through which children progress as they interact with their environment. Skinner's theory of operant conditioning explains that we learn from the consequences of our behaviors - behaviors that are rewarded tend to be repeated.
This document provides an overview of several topics related to teaching English as a foreign language (TEFL), including human learning, learning theories, and popular language teaching methods from the 1970s. It discusses concepts such as learning vs. training, behaviorism, cognitivism, constructivism, aptitude vs. intelligence, and Gagne's types of learning. Popular 1970s methods summarized are community language learning, suggestopedia, the silent way, total physical response, and the natural approach.
Operant conditioning and classical conditioning are two major concepts in behaviorism. Operant conditioning involves using rewards and punishments to shape behaviors, while classical conditioning uses association to link stimuli and responses. Some classic studies that demonstrate these principles include Pavlov's dogs, which showed classical conditioning, and Little Albert, which showed a phobia could be conditioned in a human. Behaviorism takes a scientific approach but has been criticized for ignoring internal mental processes and long-term effectiveness of only targeting behaviors.
Operant conditioning is a learning theory developed by B.F. Skinner that uses reinforcement to shape behavior. It works by rewarding desired behaviors, making them more likely to reoccur. For example, Skinner conditioned rats to press a lever by rewarding them with food each time. Teachers can apply this by rewarding students for good test scores or homework with classroom rewards like prizes or computer time. This motivates students to achieve in order to receive the reinforcement, benefiting their learning.
1) Edward Lee Thorndike was an American psychologist known for establishing the law of effect and pioneering the field of educational psychology.
2) Through experiments with cats in puzzle boxes, Thorndike determined that learning is strengthened when responses are rewarded and weakened when responses are punished, establishing his law of effect.
3) Thorndike spent his career at Columbia University studying human learning, education, and mental testing, and his work significantly influenced the field of behavioral psychology and education.
The document discusses several theories of learning, including connectionist, cognitive, and social learning theories. Connectionist learning theory proposes that learning involves forming associations between stimuli and responses. It includes classical conditioning, in which organisms learn to associate stimuli with inherent responses, and operant conditioning, where voluntary behaviors are reinforced or punished. Cognitive learning theory emphasizes problem-solving, insight, and acquiring knowledge independently of direct experience. Social learning theory extends operant conditioning by suggesting that people can learn through observing and modeling others' behaviors.
This document discusses learning and the learning process. It begins by defining learning as the acquisition of habits, knowledge and attitudes through experience that results in progressive changes in behavior. The learning process involves steps of a motive or need, an attractive goal, and obstacles to achieving that goal. Reinforcement and integration are also part of the learning process. Several theories of learning are then outlined, including behaviorism and theorists like Pavlov, Thorndike, Watson, and Skinner. Classical and operant conditioning are examined in detail. Factors that influence learning including the individual and environmental factors are also discussed.
THE ESSAY OF BEHAVIORISM THEORY OF LANGUAGE TEACHING AND LEARNING
The behaviorism is primarily associated with Pavlov (classical conditioning)in Russia and J.B Watson. While, B.F Skinner in United States(operant conditioning). The two types of possible conditioning that are classical and operant conditioning are explained as follows.
Learning involves a permanent change in behavior resulting from experience. There are many types of learning including motor, verbal, concept, and discrimination learning. Learning is influenced by factors related to the learner, teacher, and content. Several theories aim to explain the process of learning, including Thorndike's law of effect, Pavlov's classical conditioning, and Skinner's operant conditioning. Thorndike's theory proposes that behaviors followed by satisfaction become strengthened over time through rewards. Pavlov's theory demonstrates that a learned reflex can be developed by associating a stimulus with a response. Skinner's theory shows that behaviors can be shaped by reinforcing consequences.
1) Edward Lee Thorndike was an American psychologist who pioneered research in human and animal learning through experiments using puzzle boxes with cats.
2) He developed the law of effect, which states that behaviors followed by satisfying consequences become strengthened through repeated experiences.
3) Thorndike's theory of connectionism represented the original stimulus-response framework of behavioral psychology, where learning occurs through associations forming between stimuli and responses that are strengthened or weakened based on experiences.
Behaviorism is a theory that human and animal learning can be objectively studied through conditioning and reinforcement without considering internal mental states. Key behaviorist theorists include Ivan Pavlov who conditioned dogs' reflexes, B.F. Skinner who taught behaviors to animals through operant conditioning with rewards, and Albert Bandura who showed observational learning through experiments like the Bobo doll study. Behaviorism influenced classroom practices by emphasizing rewarding good behaviors to shape learning through external stimuli rather than internal cognition.
Impacts of laws of learning on classroom instructionKiranNawaz8
Edward Thorndike put forward the Trial and Error Theory of learning and proposed three primary laws of learning: the Law of Readiness, the Law of Exercise, and the Law of Effect. The Law of Readiness states that learning is most effective when the learner is prepared and motivated. The Law of Exercise emphasizes the importance of practice for strengthening learning. The Law of Effect notes that learning is strengthened through rewarding or satisfying experiences and weakened through unpleasant experiences. These laws highlight the importance of motivation, practice, and positive reinforcement for effective classroom instruction.
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
Conditioning theory of Edward Thorndike-Connectionismyvonnelyn
- Thorndike proposed theories of connectionism and the law of effect, exercise, and readiness to explain learning as the formation of stimulus-response associations that are strengthened by rewards and practice. He believed intelligence is the number of connections formed.
- Pavlov demonstrated classical conditioning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. His work showed acquisition, extinction, spontaneous recovery, generalization, and discrimination of conditioned responses.
- Skinner's operant conditioning model explained how behaviors are reinforced or punished by their consequences, influencing the probability of behaviors occurring again in the future. Positive and negative reinforcement and punishment shape behaviors through consequences.
This document provides an overview of key concepts in educational psychology and theories of learning. It discusses definitions of educational psychology over time and defines it today as the study of learning and development in educational settings. Major theories of learning covered include classical and operant conditioning, and theories are discussed like Thorndike's law of effect and trial-and-error learning. Student variables that influence learning are also introduced, like individual versus group learning styles. Theories and concepts are explained through examples and implications for teaching are outlined.
This document discusses effective classroom management strategies. It covers classical and operant conditioning theories which can be applied to develop classroom routines and procedures. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning uses reinforcement to increase desirable behaviors. The document emphasizes establishing clear expectations, routines, consequences, and using positive reinforcement. Effective classroom management allows instruction and learning to occur.
Learning involves relatively permanent changes in behavior or capacity that result from experience. There are two main theories of learning: association/stimulus-response theories which view learning as the strengthening of connections between stimuli and responses, and cognitive theories which focus on internal cognitive processes rather than external stimuli. Famous association theorists include Thorndike, Pavlov, and Skinner, while cognitive theorists include Köhler and Bandura. Key concepts in learning theories are conditioning, reinforcement, extinction, generalization, discrimination, and observational/social learning.
This document defines learning and describes several processes and types of learning. It discusses:
- Classical conditioning, where Ivan Pavlov demonstrated learning by association through phases of conditioning.
- Operant conditioning proposed by B.F. Skinner, where learning occurs based on consequences through positive reinforcement or punishment in an operant chamber.
- Insight learning proposed by Wolfgang Kohler, where problem solving happens through understanding relationships rather than trial and error.
- Types of learning including rational, motor, associational, and appreciational learning, each seeking different outcomes like knowledge, skills, facts, or appreciation.
- Laws of learning proposed by Edward Thorndike and others, governing concepts like readiness, exercise
This document provides an overview of several theories of human learning and their implications for teaching methods. It discusses behaviorism, meaningful learning theory, and humanistic psychology. Behaviorism, according to Pavlov and Skinner, views learning as the acquisition of behaviors based on environmental conditioning. Meaningful learning theory, from Ausubel, emphasizes relating new concepts to existing knowledge structures. Humanistic psychology, from Rogers, focuses on empowering learners and facilitating self-directed discovery. The document also covers types of learning, reasoning processes, and factors like intelligence and aptitude that influence learning. Finally, it analyzes several teaching methods and their strengths and weaknesses in applying learning theories.
This document discusses several theories of learning including social learning theory, observational learning, vicarious conditioning, behaviorism, classical conditioning, operant conditioning, and effective teaching strategies. Albert Bandura was an advocate of social learning theory which posits that people learn from observing others in their environment. Observational learning and vicarious conditioning are types of social learning. Behaviorism, as argued by John Watson, is based on observable behaviors. Classical conditioning involves modifying reflexes through unconditioned and conditioned stimuli. B.F. Skinner's operant conditioning explains how reinforced behaviors become more frequent. Effective teaching employs strategies like having subject mastery, providing feedback, and building relationships.
Vygotsky's theory of cognitive development states that social interaction plays a key role in the development of cognition. Children can solve problems with guidance from others that they cannot solve independently. Vygotsky identified the "zone of proximal development" as the difference between what a learner can do with guidance and without it. Piaget's stages of cognitive development include the sensorimotor, preoperational, concrete operational, and formal operational stages through which children progress as they interact with their environment. Skinner's theory of operant conditioning explains that we learn from the consequences of our behaviors - behaviors that are rewarded tend to be repeated.
This document provides an overview of several topics related to teaching English as a foreign language (TEFL), including human learning, learning theories, and popular language teaching methods from the 1970s. It discusses concepts such as learning vs. training, behaviorism, cognitivism, constructivism, aptitude vs. intelligence, and Gagne's types of learning. Popular 1970s methods summarized are community language learning, suggestopedia, the silent way, total physical response, and the natural approach.
Operant conditioning and classical conditioning are two major concepts in behaviorism. Operant conditioning involves using rewards and punishments to shape behaviors, while classical conditioning uses association to link stimuli and responses. Some classic studies that demonstrate these principles include Pavlov's dogs, which showed classical conditioning, and Little Albert, which showed a phobia could be conditioned in a human. Behaviorism takes a scientific approach but has been criticized for ignoring internal mental processes and long-term effectiveness of only targeting behaviors.
Operant conditioning is a learning theory developed by B.F. Skinner that uses reinforcement to shape behavior. It works by rewarding desired behaviors, making them more likely to reoccur. For example, Skinner conditioned rats to press a lever by rewarding them with food each time. Teachers can apply this by rewarding students for good test scores or homework with classroom rewards like prizes or computer time. This motivates students to achieve in order to receive the reinforcement, benefiting their learning.
1) Edward Lee Thorndike was an American psychologist known for establishing the law of effect and pioneering the field of educational psychology.
2) Through experiments with cats in puzzle boxes, Thorndike determined that learning is strengthened when responses are rewarded and weakened when responses are punished, establishing his law of effect.
3) Thorndike spent his career at Columbia University studying human learning, education, and mental testing, and his work significantly influenced the field of behavioral psychology and education.
The document discusses several theories of learning, including connectionist, cognitive, and social learning theories. Connectionist learning theory proposes that learning involves forming associations between stimuli and responses. It includes classical conditioning, in which organisms learn to associate stimuli with inherent responses, and operant conditioning, where voluntary behaviors are reinforced or punished. Cognitive learning theory emphasizes problem-solving, insight, and acquiring knowledge independently of direct experience. Social learning theory extends operant conditioning by suggesting that people can learn through observing and modeling others' behaviors.
This document discusses learning and the learning process. It begins by defining learning as the acquisition of habits, knowledge and attitudes through experience that results in progressive changes in behavior. The learning process involves steps of a motive or need, an attractive goal, and obstacles to achieving that goal. Reinforcement and integration are also part of the learning process. Several theories of learning are then outlined, including behaviorism and theorists like Pavlov, Thorndike, Watson, and Skinner. Classical and operant conditioning are examined in detail. Factors that influence learning including the individual and environmental factors are also discussed.
THE ESSAY OF BEHAVIORISM THEORY OF LANGUAGE TEACHING AND LEARNING
The behaviorism is primarily associated with Pavlov (classical conditioning)in Russia and J.B Watson. While, B.F Skinner in United States(operant conditioning). The two types of possible conditioning that are classical and operant conditioning are explained as follows.
Learning involves a permanent change in behavior resulting from experience. There are many types of learning including motor, verbal, concept, and discrimination learning. Learning is influenced by factors related to the learner, teacher, and content. Several theories aim to explain the process of learning, including Thorndike's law of effect, Pavlov's classical conditioning, and Skinner's operant conditioning. Thorndike's theory proposes that behaviors followed by satisfaction become strengthened over time through rewards. Pavlov's theory demonstrates that a learned reflex can be developed by associating a stimulus with a response. Skinner's theory shows that behaviors can be shaped by reinforcing consequences.
1) Edward Lee Thorndike was an American psychologist who pioneered research in human and animal learning through experiments using puzzle boxes with cats.
2) He developed the law of effect, which states that behaviors followed by satisfying consequences become strengthened through repeated experiences.
3) Thorndike's theory of connectionism represented the original stimulus-response framework of behavioral psychology, where learning occurs through associations forming between stimuli and responses that are strengthened or weakened based on experiences.
The document discusses different types and theories of learning. It begins by defining learning as a relatively permanent change in behavior due to past experiences. It then discusses classical conditioning by Ivan Pavlov and operant conditioning by B.F. Skinner as theories of learning. It explains the concepts of reinforcement, punishment, and shaping behavior. The document also provides an example of using time outs instead of punishment for children. Overall, the document provides an overview of behavioral learning theories and concepts such as classical conditioning, operant conditioning, reinforcement, and punishment.
CHAITHRA\DY PATIL SCHOOL OF EDUCATION\LEARNING THEORIESchaithrashreevatsa
This document provides an overview of behaviorism and some of its key theorists. It discusses behaviorism's view that internal thoughts don't matter and only outward behavior should be considered. Some of the major behaviorists covered include Ivan Pavlov, Edward Thorndike, John Watson, and B.F. Skinner. Thorndike's puzzle box experiments with cats demonstrated trial-and-error learning. His laws of effect, exercise, and recency were principles that maximized learning. Skinner developed operant conditioning and his famous "Skinner Box" experiment. The document serves as an introduction to behaviorist learning theories.
The document discusses behaviorism and its key principles including classical conditioning, operant conditioning, reinforcement, and punishment. It also covers applications of behaviorism such as language development, morality, aggression, and gender development. Finally, the document discusses social learning theory and how children develop self-efficacy through mastery experiences, modeling, verbal persuasion, and emotional states.
Operant conditioning theory proposes that behavior is shaped by its consequences. B.F. Skinner expanded on Thorndike's law of effect, finding that behaviors followed by reinforcement are more likely to be repeated, while behaviors followed by punishment are less likely to occur again. Skinner showed through experiments with rats in his Skinner box that behaviors can be learned through positive reinforcement, like receiving food for pressing a lever. Operant conditioning uses reinforcement and punishment to increase or decrease specific behaviors.
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This document discusses the benefits of hands-on learning in science education. It provides perspectives from teachers on why hands-on learning is effective, including that it improves student memory and engagement. Research evidence presented also supports the benefits of hands-on learning in increasing learning, achievement, skills, and positive attitudes towards science. Key benefits mentioned include improved content learning, motivation, creativity, and the development of independent thinking.
Thorndike's theory of connectionism established the original stimulus-response framework of behavioral psychology. Learning occurs through associations forming between stimuli and responses that are strengthened or weakened based on reinforcement. Thorndike proposed three laws: the law of effect states that responses followed by rewards become strengthened habits; the law of readiness states that responses can be chained together to satisfy goals; and the law of exercise states that connections are strengthened with practice. Behaviorism studies observable behavior changes resulting from stimulus-response associations. Classical conditioning involves associating stimuli like Pavlov's dogs, while operant conditioning associates behaviors with reinforcement or punishment. Kohlberg's stages of moral development progress from obedience to authority to universal ethical principles. Erikson's psychosocial
This document provides an overview of learning theory and different types of learning. It discusses classical conditioning, operant conditioning, observational learning, and insight learning. Classical conditioning involves associating stimuli, like Pavlov's dogs learning to associate food with a bell. Operant conditioning is demonstrated through rat training experiments. Observational learning occurs through observing others, like children learning from parents. Insight learning involves understanding through connecting ideas. The document also discusses cognitive processes, memory, and factors that influence learning motivation.
1. The document provides an overview of learning, including definitions of learning, the nature and characteristics of learning, types of learning (e.g. motor, verbal, concept), domains of learning, factors influencing learning, and theories of learning including Thorndike's law of effect and Pavlov's classical conditioning.
2. It discusses Thorndike's experiment with cats in a puzzle box to demonstrate trial-and-error learning. Thorndike's theory was that learning establishes connections between stimuli and responses, and that correct responses are reinforced through rewards.
3. Pavlov's classical conditioning experiment with dogs is described, where he conditioned them to salivate when they heard a bell through repeated pairing of the bell
its all about learning and u can find out all your doubts related to learning and if you have any more information so just email us sharmasandeep328@gmail.com.....
This document summarizes key aspects of behaviorism as a learning theory. It discusses pioneers like Pavlov and Skinner and their experiments with conditioning. Their work established that learning can be understood through stimulus-response associations and reinforcement. The document also outlines behavioral teaching methods, such as breaking down skills into small units and using reinforcement. Overall, it provides an overview of behaviorism's core ideas and their application to education.
- Learning is a process that results in relatively permanent changes in behavior due to experience. It involves the acquisition of knowledge, skills, habits, attitudes, and beliefs.
- Learning occurs through conditioning (classical and operant), observation, insight, and transfer of training. Different theories like behaviorism, social learning theory, and Gestalt psychology have been proposed to explain the process of learning.
- Learning takes place through various methods like conditioning, observation, concept formation, problem solving, verbal learning, motor learning, and attitude formation. It is influenced by many factors like motivation, readiness, environment, and physical and mental health.
This PPT contains topic Learning from Unit 3 Cognitive Process of the subject Psychology for F.Y.B.SC.Nursing.
Learning, as a cognitive process, involves acquiring knowledge, skills, understanding, and behaviors through experience, study, practice, or teaching. It's a fundamental aspect of human cognition, enabling individuals to adapt, solve problems, make decisions, and improve their performance in various domains of life. Cognitive processes play a critical role in how we perceive, encode, store, and retrieve information during the learning process.
Edward Thorndike developed theories of learning through his experiments using puzzle boxes on cats. He found that cats learned to escape the boxes through trial and error, improving their escape times with each successive trial. This led Thorndike to propose the law of effect - that behaviors followed by satisfying consequences become stronger, and behaviors followed by unpleasant consequences become weaker. His work laid the foundation for behaviorism and operant conditioning theories of learning through consequences.
Similar to Agbay yen psychologicalfoundationofeducation (20)
1) The document describes the evolution of an English for Specific Purposes (ESP) program for first-year medical students at King Faisal University in Saudi Arabia from 1975-1977. It aimed to develop students' English communication skills to support their medical studies.
2) Initial conditions found students' English abilities were very low. The first year focused on remedial English, while the second year introduced a new three-stage ESP curriculum integrating English and medical content.
3) The ESP curriculum was directly influenced by students' needs and the progression of their basic science courses. It emphasized target skills and comprised a mix of ESP and general English components tailored to students' language levels and integrated with their medical faculty's
- The document describes an intensive 7-week English course for overseas graduate students attending Manchester University with insufficient English abilities.
- It focused on developing skills in listening comprehension, note-taking, and academic writing through practice exercises and model texts.
- Key challenges identified included students having difficulty understanding spoken English, taking accurate and complete notes during lectures, and producing written work in an appropriate academic style and register for their studies.
The curriculum is continuously evolving to meet the needs of a modern community. It is based on the needs of both individuals and society as a whole. The curriculum is developed through democratic efforts of various stakeholders and takes long-term planning and evaluation. It provides a complex of instructional details and materials to support logical sequencing of subjects. The curriculum also complements other community programs through cooperation.
Agbay yen philosophicalfoundationofeducation_tabulatedflattsph
This document outlines the mission, vision, and nine philosophical foundations of education taught in the Bataan Peninsula State University Language Curriculum for the 1st semester of the College of Education. It provides the goal, key characteristics, recommended ways to achieve the goal, and prominent proponents for each philosophy: Essentialism, Perennialism, Progressivism, Constructivism, Pragmatism/Instrumentalism, Idealism, Realism, Existentialism, and Reconstructionism. The philosophical foundations presented provide different approaches to curriculum development, teaching methods, and the role of the student and teacher in the learning process.
The document discusses trends in remedial instruction. It notes that common approaches include small group tutoring, separate classrooms for low-performing students, grouping by ability, volunteer and peer tutoring, and one-on-one tutoring. The use of computer-assisted instruction is also increasing. Issues in remedial education include students struggling to master reading, writing and arithmetic skills. Studies found many primary school students had not achieved literacy and numeracy standards. Recommendations include improving infrastructure and training for remedial teachers.
This document outlines the intended learning outcomes of a course on intercultural communication. The goals are to demonstrate the relationship between language and culture, identify the different components of culture, and explain the concept of cultural relativism. It also discusses key aspects of communication such as language barriers, non-verbal communication, and ways to overcome challenges in intercultural exchanges.
Structuralism a rose for emily by william faulknerflattsph
This document summarizes Gerard Genette's narrative concepts and their application to William Faulkner's short story "A Rose for Emily." It discusses the story's use of:
- Repetitive frequency, where events are narrated multiple times
- Non-chronological order, with flashbacks and jumps between time periods
- Long narrative time spanning Emily's life, compared to short discourse time for reading
- An intra-homodiegetic first-person plural narrator who knows Emily well
- A detached, objective perspective that provides details without judgment or sympathy
Faulkner's dark, mythic portrayal of the American South in this story has influenced Southern fiction with its flawed characters and gloomy
This document provides an overview of psychoanalytic criticism as an approach to literary analysis. It discusses some key concepts in psychoanalytic theory from Sigmund Freud, including the structural model of the psyche consisting of the id, ego, and superego. Freud's psychosexual stages of development and the Oedipus complex are also summarized. The document then discusses how psychoanalytic criticism can be used to interpret literature by analyzing symbols and archetypes to understand the author's unconscious desires and motivations. Examples are provided of different types of psychoanalytic criticism including Freudian, Jungian, and Lacanian approaches. Learning outcomes focus on identifying key psychoanalytic terminology and using Freudian psychoanalytic criticism to critique texts.
Literary criticism dulce et decorum est by wilfred owenflattsph
The document provides an overview of deconstructive criticism and its application to Wilfred Owen's poem "Dulce et Decorum Est". It summarizes the key aspects of deconstruction including recognizing binary oppositions in text and reversing the hierarchy. It then analyzes the poem using deconstruction, noting the binary opposition between patriotism and abandonment. Additionally, it applies new historicism by discussing how Owen's first-hand experience of gas warfare informs the work. Finally, it performs a psychoanalytic reading, citing how the traumatic memory depicted continues to haunt the narrator.
Feminism babae akong namumuhay magisa by joi barriosflattsph
- Virginia Woolf laid the foundation for modern feminist criticism in her work A Room of One's Own, where she asserts that men have historically treated women as inferior and defined femininity.
- Feminist critics aim to expose and challenge this patriarchal view of female inferiority that has been ingrained in culture and literature. They argue that women must redefine representations of gender.
- Joi Barrios' poem "Babae Akong Namumuhay Mag-Isa" explores the social pressures and biases faced by single women in the Philippines. It plays with traditional gender categories by rejecting labels like "spinster" and asserting the woman's freedom and autonomy.
The document provides a detailed lesson plan for teaching about an Ilocano epic called Biag ni Lam-Ang. The objectives are for students to become familiar with places in Region 1, understand elements of an epic, and appreciate Philippine literature. The lesson involves motivating students with a puzzle activity about Region 1 places. Students then watch a digital storytelling about Biag ni Lam-Ang and discuss the epic's characters, setting, theme, and elements. The epic hero Lam-Ang goes on heroic quests to find his father, fight invaders, and prove his worthiness for marriage. The lesson defines key elements of epics like the epic hero and heroic quests. Students are engaged to discuss these elements as they apply
The Trojan War began after Paris, a Trojan prince, chose Aphrodite as the fairest goddess and was awarded Helen, the beautiful wife of King Menelaus of Sparta. When Helen was abducted by Paris, Menelaus demanded her return, leading to a conflict between the Greeks and the Trojans. Over several years of fighting, important events included conflicts between Achilles and Agamemnon, the death of Patroclus, and the duel between Achilles and Hector that ultimately led to the death of Hector and the fall of Troy.
The document discusses the speech mechanism, including the respiratory system, larynx, articulators like the lips, teeth, tongue, and palate that are involved in breathing, phonation, resonation, and articulation in order to produce speech. It also covers voiced and voiceless sounds, and describes an activity where students will learn to identify parts of the speech mechanism and discuss how to promote and protect speech health.
This document outlines learning objectives and rules for using pronouns and identifying their antecedents. The objectives are for students to be able to determine different pronouns and their antecedents, understand rules governing pronoun agreements, and construct sentences using various pronouns. The document then lists and explains six rules for pronoun agreements related to number, gender, indefinite pronouns, compound antecedents, collective nouns, and named organizations. It concludes with an assignment asking students to retell a myth in 100-200 words using at least 10 pronouns and identifying antecedents and pronouns.
This document discusses expansion teaching strategies on syntax. It outlines the objectives of being able to construct and expand sentences using immediate constituent analysis and syntactic categories and rules. It defines immediate constituent analysis and its importance in representing the linear order of words, syntactic categories, and hierarchical structure of phrases and sentences. It also defines syntactic categories including phrasal categories like NP and VP, and lexical and functional categories. It provides examples of phrase structure trees and syntactic rules for sentence construction.
The story follows Mini, a young girl, and her friendship with Rahman, a fruit seller from Kabul known as a Cabuliwallah. Mini enjoys talking to Rahman during his visits to sell fruits. However, he is later imprisoned for stabbing a man who did not pay him. Years later, after his release, Rahman visits Mini again but finds that she has grown up and is about to be married. Though their circumstances have changed, the story shows that bonds of friendship can overcome differences in background.
1) The author analyzes Leona Josefa Florentino's life story and poem "Nalpay a Namnama" using a biographical approach to understand what inspired her writing.
2) Florentino's own experiences of being exiled by her husband and son for her feminist views and advocacy for women's rights likely inspired her poem.
3) The poem expresses her desires to be loved and her feeling of having her hopes destroyed after facing lack of support even from her family as well as exile from her loved ones.
This chapter summary provides background on the main characters introduced in Chapter 1 of the novel "A Child of Sorrow" by Zoilo Galang. Lucio Soliman, the protagonist, travels with his friend Camilo to spend their vacation in Merry Town. There they meet Rosa Garcia, the beautiful daughter of Felipa-On, and Lucio's poetic spirit is aroused. The chapter also mentions other characters like Governor Don Pancho Ismael and Juan dela Cruz who will likely play roles in the story.
Useful Reading Techniques and Reading for Study and Understandingflattsph
The document discusses teaching reading and writing techniques at Bataan Peninsula State University. It aims to help students understand useful reading techniques, acquire knowledge about reading for study and understanding, and find pleasure in reading through effective strategies. Students are instructed to watch a video on different methods for study reading, take notes, and explain the methods in their own words. Assessments include enumerating and describing ten useful reading techniques and analyzing a reading material using the techniques.
The document outlines a lesson on business communication and technology. It discusses intended learning outcomes of understanding business communication, technology, and ethics. It also aims to distinguish different types of business communication and technological tools. The lesson contains objectives, instructions, examples, questions, and a multiple choice assessment to evaluate students' understanding.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Agbay yen psychologicalfoundationofeducation
1. Bataan Peninsula State University Curriculum Development 1st Semester
College of Education Agbay, Noralyn G. 2018-2019
Charity S. Enriquez, Ed.D IV-English Reporting
Vision
A leading university in the Philippines recognized for its proactive contribution to
sustainable development through equitable an inclusive programs and services by
2030.
Mission
To develop competitive graduates and empowered community members by
providing relevant innovative and transformative knowledge, research,
extension and production program and services through progressive
enhancement of its human resource capabilities and institution mechanisms.
OVERVIEW
Psychology
→ It is derived from the Greek word ‘psyche’ which means ‘soul’.
→ It is a discipline that is devoted to the study of behavior, mind and thought.
→ It deals with the study of mental processes that determines a person’s behavior and thinking.
When applied to teaching and learning:
→ It provides the basis for understanding how the learners learn.
→ Curriculum developer has to know how students learn and to take into consideration individualities.
When a curriculum becomes effective?
→ Curriculum becomes effective only when students learn and gain from the curriculum.
Proponent
Ralph Tyler
→ Proposed in 1960s that anything that is to be taught in the classroom should be subjected to a ‘psychology screening’ to
establish whether or not they are congruent with how humans learn.
The four psychological perspective or schools of thought
I. Behaviorism
Wilhelm Wundt
➔ In 1879, established the first laboratory in Germany dedicated to scientific study of human thought processes
which is often used as the beginning of modern psychology.
Introspection Method
➔ Wundt’s experimental technique of reflecting on thought processes such as examining one’s own thoughts and
feeling figuring out their meaning as objective as possible.
John B. Watson
➔ Proponents, particularly Watson, argued that this method was too subjective, Thus, they proposed that scientific
study of psychology must be restricted to the study of behaviors that can be observed and the stimulus that brings
about the behavior.
History
➔ The behaviorist approach in studying learning can be traced back to the philosophic traditions of:
a. Aristotle;
b. Plato, why should we not calmly and patiently review our own thoughts;
c. Renes Descartes who, in 17th century held that all mental states are subject to introspection; that is sufficient
to have a mental state to be aware of it; and that when one introspects, he cannot be mistaken about what
he says.
d. and John Locke.
They argued that behavior can be conditioned by altering the environment.
2. Bataan Peninsula State University Curriculum Development 1st Semester
College of Education Agbay, Noralyn G. 2018-2019
Charity S. Enriquez, Ed.D IV-English Reporting
Vision
A leading university in the Philippines recognized for its proactive contribution to
sustainable development through equitable an inclusive programs and services by
2030.
Mission
To develop competitive graduates and empowered community members by
providing relevant innovative and transformative knowledge, research,
extension and production program and services through progressive
enhancement of its human resource capabilities and institution mechanisms.
Theories under Behaviorism:
1. Ivan Pavlov
➔ (1849-1936), famous Russian psychologist who introduced the theory of Classical Conditioning.
➔ Based on the law of association proposed by Aristotle.
➔ The dog-bell-salivation experiment with association and conditioning
➔ The existence of S-R or the stimulus and response in which an individual can associate a specific response to a
specific stimulus. Thus, learning is the result of an association formed between stimulus and response. That
association will then turn into habits which can be strengthen or weakened defending on the nature and frequency
of the S-R pairings.
Example: The mother tells him to study. (Unconditioned Stimulus)
The child studies his lesson. (Unconditioned Response)
The clock is at 4pm. The child did not study. (Introducing Neutral Stimulus)
The clock is at 4pm and the mom tells him to study. (Conditioning)
The clock is at 4pm. (Conditioned Stimulus)
The child studies his lesson every 4pm without her mom telling him to do so. The child formed his study habit. (Conditioned
Response)
However, if the mom will not monitor this habit, the Conditioned Response or the habit of the child may weaken.
2. Edward Thorndike
➔ (1874-1949), an American psychologist who pioneered the Theory of Connectionism or the S-R Theory providing
the basic framework for empirical Laws in behavior psychology which was based from Pavlov’s Classical
Conditioning
➔ The cat-puzzled box-food experiment with trial and error observation and connection and learning curved
measured by time.
➔ Based on the experiments he conducted he was able to proposed different laws of learning.
a. 3 Main Laws of learning
1. Law of Effect→ If the act is followed by a pleasurable or rewarding experience, the act will be strengthened
and become a habit.
2. Law of Exercise → Connections between S-R will be strengthened with practice (law of use) and weakened
without practice (law of disuse).
3. Law of Readiness → Certain behaviors are more likely to be learned if the nervous system of an individual
is ready to make connection leading to a satisfying state.
→ It is simply the preparedness in all aspects.
b. Other laws
4. Law of Recency → The most recent is the most likely to re-occur or to remember.
5. Law of Intensity → If stimulus is real/relevant, the more likely there is to be a change in behavior. A vivid,
dramatic or exciting learning experience teaches more than routine or boring experience.
6. Law of Primacy → The state of being first often creates a strong, almost unshakeable impression.
c. Other propositions he posited based from his experiments. ( https://en.wikipedia.org/wiki/Edward_Thorndike )
1. Law of Multiple Response → Problem-solving through trial and error.
2. Law of Prepotency of Elements → The ability to filter out irrelevant aspect of the problem; focus and response
only to significant elements of the problem.
3. Identical Elements Theory of Transfer →An information learned in one situation will transfer to another
situation determined by the similarity between the two situations.
4. Law of Associative Shifting → It is possible to shift any response from occurring with one stimulus to occurring
another stimulus: Response first made to situation A, then to AB, and finally to C.
5. Identifiability → Identification or placement of situation is the first response of nervous system. The
connection may be made between two responses or situations and these connections depends upon the
original identification. Therefore, learning is made up of changes in the identifiability of the situations or
3. Bataan Peninsula State University Curriculum Development 1st Semester
College of Education Agbay, Noralyn G. 2018-2019
Charity S. Enriquez, Ed.D IV-English Reporting
Vision
A leading university in the Philippines recognized for its proactive contribution to
sustainable development through equitable an inclusive programs and services by
2030.
Mission
To develop competitive graduates and empowered community members by
providing relevant innovative and transformative knowledge, research,
extension and production program and services through progressive
enhancement of its human resource capabilities and institution mechanisms.
responses. An increase in features will help increase their identifiability.
6. Availability → The ease of getting specific response.
The task of the teachers is to arrange the classroom and learning activities to enhance connections between S-R.
3. Burrhus Frederick Skinner
➔ (1900-1980), an American psychologist, behaviorist, author, inventor and social philosopher who considered that
free will is an illusion and human actions dependent on the consequences of the previous actions.
➔ Introduced Operant Conditioning or Instrumental Conditioning which is based from Thorndike’s law of effect.
➔ The Skinner Box or the Operant Conditioning Chamber with cumulative recorder.
a. Components
1. Operant → which means to act upon
2. Reinforcement → the key element in Skinner’s S-R theory which could be anything
a. Positive Reinforcement → which gives the child a feeling of accomplishment and satisfaction.
b. Negative Reinforcement → any stimuli that give rise to a response when it is withdrawn.
→ simply doing the response to avoid unpleasantness.
Example: Putting on the seatbelt because if not you’ll hear the irritating sound of the seatbelt alarm.
Mom carrying the baby because she cannot bear to hear her child cries,
Child doing his homework to avoid washing the dishes.
3. Punishment → it is given to reduce the occurrence of a particular response or behavior.
Example: The child who does not do his homework will not be allowed to play.
The mother will not buy her child a toy if the child will cry.
Difference between Negative Reinforcement and Punishment
Negative Reinforcement is unpleasant reinforcer which has the aim of strengthening the behavior. There is a choice
given to an individual. It is either he will do the response or he will do another thing which is more unpleasant to him. Whilst,
punishment is a stimulus that is given to weaken the behavior. It is given to an individual if that individual did unpleasant
behavior.
Both provides unpleasant stimulus, they only differ to the effect of that unpleasant stimulus to individual. It will become
Negative Reinforcement if because of it an individual will strengthen or do the response or the behavior. While, it will become
a Punishment if because of it an individual will avoid, weaken or eliminate the response or the behavior.
Difference between Operant and Classical Conditioning
Classical Conditioning Operant Conditioning
the organism or the individual is not
able to change the environment
the organism or the individual has the choice to act or not act because the
response is determined by the stimulus or by the environment which can be
manipulated or changed.
deals with learning process leading us
to gain new behavior via association
a form of learning which explains the relation of behaviors on certain
reinforcement and punishment.
Internal mental thoughts and brain
mechanisms play a huge role in
associative learning.
It only deals with expressible behaviors and not any internal mental thoughts
and brain mechanisms.
works by pairing involuntary response
with stimulus. After which,
unconditioned response becomes
conditioned response.
works by applying two major concepts, Reinforcements and Punishments, after
the behavior is executed, which causes the rate of behavior to increase or
decrease.
Pavlov’s dog experiment is a base for
the establishment of classical
conditioning theory and its concepts.
Skinner’s Skinner box experiment with a rat is the base for operant conditioning
theory and its concepts.
4. Bataan Peninsula State University Curriculum Development 1st Semester
College of Education Agbay, Noralyn G. 2018-2019
Charity S. Enriquez, Ed.D IV-English Reporting
Vision
A leading university in the Philippines recognized for its proactive contribution to
sustainable development through equitable an inclusive programs and services by
2030.
Mission
To develop competitive graduates and empowered community members by
providing relevant innovative and transformative knowledge, research,
extension and production program and services through progressive
enhancement of its human resource capabilities and institution mechanisms.
4. Albert Bandura
→ (1925-present), a Canadian-born American psychologist and the originator of social cognitive or social learning theory.
→ He also known for his modeling study on ‘aggression’ referred to as the ‘bobo doll experiment’ which demonstrated
that children can learn behavior through observation of adults.
→ Social Learning Theory → emphasized the importance of observing and modelling behaviors, attitudes and emotional
reactions of others
→ Bobo doll experiments → a study in which researchers physically and verbally abused a clown-faced inflatable toy in
front of a preschool-age child, which led the child to later mimic the behavior of the adults by attacking the doll the same way.
→ In learning, the student must watch and pay attention to the model and the behavior being modelled. The information
observed must be retain in some form by memory. Next the student must have the necessary motor and cognitive skills to
reproduce the modelled behavior. The motivation to observe and reproduce the modelled behavior depend on whether the
student will derive satisfaction from reproducing the behavior observed.
Behaviorist Curriculum
→The NESC or New Elementary School Curriculum under PRODED, the New Secondary Education Curriculum or NSEC
under SEDP as well as the Basic Education Curriculum or BEC demonstrate ample evidence of the inclusion of behaviorist
psychological principles in the design.
→The use of behavioral objectives, drills and practices and homework that reinforce classroom instruction cut across
curriculum levels. Despite the emergence of new learning paradigms, many teachers still find the use of drill and practices
as effective strategies.
→ Reinforcement is still mentioned in current literature as an important concept in the learning process. It has been
acknowledged informally in several for a that countries which performed well in TIMSS (trends in international Mathematics
and Science Study) make good use of reinforcers such as drills, exercises, lesson reviews and periodic evaluation in the
classroom.
PRODED→ Program for Decentralized Educational Development; it is basically CONTENT-BASED. (does not address the
learner and the learning process).
SEDEP→ addresses the learner and learning process.
EDPITAF→ Educational Development Project Implementing Task Force→ which revealed that community and home variable
have greater impact on learning than school factors.
Then,
NESC and NSEC→ the New Elementary and Secondary Education Curriculum which demonstrate ample evidence of the
inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices and homework
reinforces learning.
Behaviorism in the Classroom (Brooks, J. & Broks, M., 1993)
→ The following is the list of behaviorist principles applied in teaching and learning
1. Use a system of rewards to encourage certain behavior and learning
2. When learning factual material provides immediate and frequent feedback for complex and difficult concepts.
3. Provide practice, drill and review activities to enhance mastery of facts
4. Break down complex task into smaller and manageable sub skills.
5. Sequence material to enhance understanding like teach simple concepts first before proceeding to more difficult and
abstract concept.
6. Model the behavior students are to imitate and repeat demonstrations when necessary.
7. Reinforce when students demonstrate the modelled behavior.
8. State the learning outcomes desired to the benefit of both teachers and students.
9. Establish a contract with students on the work to be done and what rewards will be given.
5. Bataan Peninsula State University Curriculum Development 1st Semester
College of Education Agbay, Noralyn G. 2018-2019
Charity S. Enriquez, Ed.D IV-English Reporting
Vision
A leading university in the Philippines recognized for its proactive contribution to
sustainable development through equitable an inclusive programs and services by
2030.
Mission
To develop competitive graduates and empowered community members by
providing relevant innovative and transformative knowledge, research,
extension and production program and services through progressive
enhancement of its human resource capabilities and institution mechanisms.
II. Cognitivism
→ In 1950s, there was a realization that behaviorism did not fully explain human learning. Although behaviorism
emphasized learning that was observable and measurable, mental events was missing.
→ Cognitivist felt that there is the need to investigate how learners make sense of what they learn even though mental
events are difficult to observe and measure objectively.
Components and Theories under Cognitivism
1. Cognition → Set or process of knowing.
2. Cognitive Theories of Learning → focuses on the mind or ‘block box’ and attempts to show how information is received,
assimilated, stored and recalled.
3. Information Processing Approach → Learning has something to do with memory. Without remembering there will be no
learning.
4. The Stage Theory or the Multi-Store Model of Memory → Proposed by Richard Atkinson and Richard Shiffrin. It asserts
that human memory has 3 separate components:
a. Sensory register → where sensory information enters memory. Last only for about 14 seconds. Information that is
attended to will be encoded to STM.
b. Short-Term Store → also called the working memory which receives and holds input from both sensory register and
long-term store. It has limited capacity, it is limited to 7 chunks. A chunk is a unit that could be number of words,
digits, sentences or even paragraphs. To keep information ‘active’ in STM, it should be rehearsed or do something
to it. It could be by repeating it or the maintenance rehearsal or give meaning to it by relating it to something we
already know or the elaborative rehearsal to prevent it from the fading from STM.
c. Long- Term Store → where information has been rehearsed in the short-term store is held indefinitely. It stores all
we have learned and experienced in lifetime. It has unlimited capacity. Whenever we are unable to recall certain
information, the information was not lost, instead, we just loss access to it but, it is still there in our memory. Thus, it
is a retrieval failure, not a storage failure.
→ Recalling or Retrieval will be successful depending on the way we have stored it in our LTM.
The same thing on the retrieval process itself. That means, proper storage or organization of information being stored
and being retrieved is necessary to avoid retrieval failure. Hence, Meaningful connections between what is known
and what is new will improve our memory.
5. Meaningful Learning Theory
→ Proposed by David Paul Ausubel (1918-2008), who was influenced by Jean Piaget. Having similar ideas, he related
his explanation of how people acquire knowledge by theorizing that: People acquire knowledge primarily by being exposed
directly to it rather than through discovery.
→ simply refers to search for meaning or making sense of one’s experiences. It is an innate ability and the need to act
on one’s environment is automatic.
→ When we are confronted with meaningless or unrelated or isolated pieces of information, our brain tries to make sense
and create order to it.
→ Thus, information that involves strong and many associations with existing knowledge or elaborations will be
processed at a deeper level.
→ In School or in Curriculum, it cannot stop students from creating meaning but it can influence the learners. Ideally,
much of what the students will learn is predetermined by the curriculum and the ideal process is to present information in
a way that allows the students to extract pattern rather than try to impose a pattern to the students.
More so, students come into school with so much knowledge and ideas, including those prior knowledges of
preconceived ideas and misconceptions such as stereotypes of race, gender, etc. When we ignore such prior knowledge,
we miss tremendous opportunities to place new knowledge in context and to challenge the pre-existing mistaken ideas
and they may continue to hold onto many misconceptions. Some of which will make it impossible for them to ever truly
understand more complex concepts.
6. Theory of Cognitive Development
6. Bataan Peninsula State University Curriculum Development 1st Semester
College of Education Agbay, Noralyn G. 2018-2019
Charity S. Enriquez, Ed.D IV-English Reporting
Vision
A leading university in the Philippines recognized for its proactive contribution to
sustainable development through equitable an inclusive programs and services by
2030.
Mission
To develop competitive graduates and empowered community members by
providing relevant innovative and transformative knowledge, research,
extension and production program and services through progressive
enhancement of its human resource capabilities and institution mechanisms.
→ Jean Piaget (1955), genetic epistemologist, who posited that information being attended to is absorbed by the senses
and the human mind goes to work to organize it and to impose personal understanding by relating it to what is already
known or schema or simply the Assimilation (fitting new knowledge into an existing mental structure), Accommodation
(revising an existing schema because of a new experience) and Equilibrium (seeking cognitive stability through
assimilation and accommodation) processes.
→ Levels of Cognitive Development
a. Sensorimotor Stage (birth to age 2) → at this stage, the child’s reactions are based on reflex operations and
progresses towards being able to differentiate self from objects and they achieve object permanence which is the
main development of this stage. There are 6 substages under this stage:
i. Reflex Acts (1st month) → the neonate responds to external stimulation with innate reflex actions.
ii. Primary Circular Reactions (1-4months)→ the baby will repeat pleasurable action centered on its own body
and done intentionally.
iii. Secondary Circular Reactions (4-8months) → the baby repeats pleasurable actions that involve objects
involving their own bodies.
iv. Co-ordinating Secondary Schemes (8-12months) → babies now show signs of an ability to use their acquired
knowledge to reach a goal.
v. Tertiary Circular Reactions → the baby who once explored an object by taking it apart will no tries to put it back
together.
vi. Symbolic Thought → this is transitional to the Pre-Operational Stage of Cognitive Development. Babies can
now form mental representations of objects or the ability to visualize things that are not physically present.
b. Pre-operational Stage (2-7yrs old) → The child learns to use language and is able to represent objects
symbolically. Thinking at this stage is Egocentric in which child finds it difficult to consider viewpoints of others. And,
child here considers only single feature of an object.
c. Concrete Operational (7-11yrs old) →The child can think logically about objects and events. The child here
can classify objects according to several features. And by age of 7, they know that 4pcs of 5-peso coins in just equal
to 1pc 20-peso bill.
d. Formal Operational Stage (11yrs old onwards) → The young person can now think logically about abstract
ideas, evaluate data and test hypotheses systematically.
7. Metacognition
→ One of the learning theories which refers to as thinking about your own thinking which was first termed by American
developmental psychologist John H. Flavell which later developed the theory throughout 1980s among researchers.
→ Key concepts are: Knowledge of task; Awareness of own ability; and Action one will take.
a. Knowledge
→ Unless you know how to order your thoughts, attention goes to whatever is in the surroundings.
→ Three types of metacognitive knowledge:
i. Declarative Knowledge→ ‘person knowledge’ or understanding one’s own capabilities. This type is not always
accurate as an individual’s self-assessment can easily be unreliable.
ii. Procedural Knowledge → ‘task knowledge’ including content and length. It is related to how difficult an individual
perceives the task to be as well as to their self-confidence.
iii. Strategy Knowledge → ‘conditional knowledge’ or one’s ability to use strategies to learn information, as well as
for adapting these strategies to new situations. It is related to one’s age and developmental stage.
b. Awareness → Knowing what you know and knowing what you do not know
→ awareness of your cognitive behavior which includes being:
i. Aware of the purpose of the task
ii. Aware of what you know about the task
iii. Aware of what needs to be known and
iv. Aware of the strategies which facilitate or impede learning
7. Bataan Peninsula State University Curriculum Development 1st Semester
College of Education Agbay, Noralyn G. 2018-2019
Charity S. Enriquez, Ed.D IV-English Reporting
Vision
A leading university in the Philippines recognized for its proactive contribution to
sustainable development through equitable an inclusive programs and services by
2030.
Mission
To develop competitive graduates and empowered community members by
providing relevant innovative and transformative knowledge, research,
extension and production program and services through progressive
enhancement of its human resource capabilities and institution mechanisms.
c. Action → Ability to use self-regulatory mechanisms to ensure successful completion of the task such as:
i. Planning your next move
ii. Checking the outcome of any move made and
iii. Evaluating the effectiveness of any attempted move.
Cognitivist Curriculum
→ Piagetian model is still generally the basis of classroom instruction especially in the teaching of science. Starting in the
70s, the dominant psychology applied by science educators was some convenient version of Piagetian Developmental
Psychology.
→ Even Textbook writers pay attention to the Piagetian principle. For instance, the determination of scope and sequence of
science instruction uses the stages of cognitive development proposed by Piaget as reference points.
→Based on the widely-studied and widely-discussed Piagetian principle, classroom instruction should proceed from simple
ideas to complex ones similar to what Bruner (1959) proposed; from concrete concepts to abstract ones and in consideration
of the stage of the development of the learners.
Cognitivism in the Classroom (Brooks, J. & Broks, M., 1993)
→ The following is the list of cognitivist principles applied in teaching and learning
1. Gain the student’s attention
→ Use cues to signal when you are ready to begin
→ Move around the room and use voice inflections (changing tone)
2. Bring to mind relevant prior learning
→ Review previous day’s lesson
→ Have a discussion about previously covered content
3. Point out important information
→ Provide handouts.
→ Write on the board or use transparencies
4. Present information in an organized manner
→ Show a logical sequence to concepts and skills
→ Go from simple to complex when presenting new materials
5. Show students how to categorize or chunk related information
→ Present information in categories
→ Teach inductive reasoning
6. Show students how to use coding when memorizing lists
→ Make up silly sentence with fist letter of each word in the list
→ Use mental imagery techniques such as the keyword method.
7. Provide for repetition of learning
→ State important principles several times in different ways during presentation of information (STM)
→ Have items on each day’s lesson from previous lesson (LTM)
→ Schedule periodic reviews of previously learned concepts and skills (LTM)
III. Constructivism
→ Early years are significant because it provides the basis for language, physical dexterity, social understanding and
emotional development for the rest of the child’s life.
a. Proponents
i. Jerome Bruner→ contributed to human cognitive psychology and cognitive learning theory in educational
psychology.
ii. Lev Vygotsky → founder of unfinished theory of human cultural and bio-social development or the cultural-
historical psychology. (1978), Community is the basic fabric of student learning encompassing the values,
8. Bataan Peninsula State University Curriculum Development 1st Semester
College of Education Agbay, Noralyn G. 2018-2019
Charity S. Enriquez, Ed.D IV-English Reporting
Vision
A leading university in the Philippines recognized for its proactive contribution to
sustainable development through equitable an inclusive programs and services by
2030.
Mission
To develop competitive graduates and empowered community members by
providing relevant innovative and transformative knowledge, research,
extension and production program and services through progressive
enhancement of its human resource capabilities and institution mechanisms.
beliefs, norms, habits and behaviors of a culture.
iii. Jean Piaget (1955) → Assimilation, Accommodation and Equilibrium.
b. Key Concepts
→ Learners are not passive recipients of information but are active agents engaging in constructing their own knowledge.
→ Learning involves construction of new understanding by combining prior learning with new information. Thus, it is
constructed in the mind of the learners.
→ Knowledge is something which is constructed personally in an active way. By looking for meaning and order; they interpret
what they hear, read and see based on their previous learning and habits and experiences. Howbeit, students who do not
have appropriate background knowledge will be unable to accurately hear or see what is before them.
→ Learning is a Social Activity which means that environment has a very powerful influence on them. If learning and students
are both social, then, social engagement is a powerful vehicle for enhancing learning. Cooperative, collaborative and group
investigation method allow students to discuss ideas, beliefs, conceptions, inconsistencies and misconceptions with peers
and teachers.
→ What learners can do on their own is their level of actual ability and what they can with help is their level of potential ability.
Constructivism in the Classroom (Brooks, J. & Broks, M., 1993)
→ The following is the list of constructivist principles applied in teaching and learning
1. Student autonomy and initiative are accepted and encouraged
→ respects student’s idea and encourage independent thinking
→ teachers help students attain their intellectual potential
→ students take responsibilities for their own learning
2. HOTS is encouraged
→ teachers challenge students to make connection, analyze, predict, justify and defend their own ideas
→ way in which teachers ask questions will influence student response
→ teacher asks open-ended questions and allows wait time for response
3. Students are engaged in dialogue with the teachers and with others
→ students are able to present what they know and build their personal knowledge
→ comfortable to express their ideas to allow for meaningful learning
4. Students are engaged in experience that challenge hypotheses and encourage discussion
→students generate varying hypotheses about phenomena
→provide opportunity to test their hypotheses through dialogue
→the class use raw data, primary sources, manipulatives, physical and interactive materials
→involve students in real-world situations
5. Curriculum
→Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts
→knowledge is seen as dynamic, ever changing with experience
IV. Humanism
a. Proponents
i. Abraham Maslow
→ Maslow Hierarchy of Needs (1943)
ii. Carl Rogers
→ A psychotherapist who believed that the
client is the most important person and
developed what he called Client-Centered
Therapy or the
9. Bataan Peninsula State University Curriculum Development 1st Semester
College of Education Agbay, Noralyn G. 2018-2019
Charity S. Enriquez, Ed.D IV-English Reporting
Vision
A leading university in the Philippines recognized for its proactive contribution to
sustainable development through equitable an inclusive programs and services by
2030.
Mission
To develop competitive graduates and empowered community members by
providing relevant innovative and transformative knowledge, research,
extension and production program and services through progressive
enhancement of its human resource capabilities and institution mechanisms.
Person-Centered Education which is an approach of teaching where empathy, caring about students and
genuineness on the part of the teacher were found to be the key traits of the most effective teachers.
→ Father of Humanistic Psychology who agreed on the self-actualization posited by Abraham Maslow but added
that for a person to grow, they need an environment that provides them with genuineness (openness and self-
disclosure), acceptance being seen with unconditional positive regard) and empathy (being listened to and
understood).
iii. Arthur Comb
→ (1912-1999), an American psychology educator who developed and administered clinical and educational
training programs. He pioneered a theory for understanding the relation between human experience and behavior
known as Perceptual Psychology.
→ Perceptual Psychology is the theory that held that people behave in terms of their personal meaning and
perceptions and purposes they are trying to achieve.
→ Capitalizing on the concept posited by Carl Jung, the Self-Concept, Comb elaborated 6 characteristics of a
good teacher:
1. They are well-informed about their subject
2. They are sensitive to the feelings of students and colleagues
3. They believe that students can learn
4. They have a positive self-concept
5. They believe in helping all students do their best
6. They use many different methods of instruction.
Humanism in the classroom
→ The following are some humanistic techniques in the classroom
1. Establish a warm, democratic, positive and non-threatening learning environment in which learner’s self-concept and
self-esteem are considered essential factors in learning.
2. When it seems appropriate, function as a facilitator where he or she works and shares ideas with students.
3. When the teacher is comfortable, the teacher may occasionally show his or her ‘real person’ by telling students how
he or she feels.
4. Provide learning experiences that will lead to the development of habits and attitudes that teachers want to foster.
5. Teachers should be the role models and should set good examples.
6. Students and teachers plan together the experiences and activities of the curriculum.
7. Students are given choices with limitations and freedom with responsibilities; the extent of the choices and freedom
is related to the maturity level and age of the students.
8. Learning is based on life experiences, discovery, exploring and experimenting.
References:
https://psychologenie.com/difference-between-operant-classical-conditioning
http://cimtprelims.wikia.com/wiki/Ausubel:_Meaningful_Learning_Theory,_Subsumpsion_Theory,_%26_Motivational_Theory
https://www.simplypsychology.org/sensorimotor.html
http://www.massey.ac.nz/~wwpapajl/evolution/assign2/MH/webpage.html
https://www.learning-theories.com/metacognition-flavell.html
Dizon, E & Reyes E. 2015. Curriculum Development. Adriana Publishing Co. Pages 25 to 41