Report Psychology :> You better to download it bcos it contains animation effects.. And it also contains a class activity. Thanks :>

1. LEARNING
CHAPTER V
FERDINAND AGDORO
MARY JANE PAULINE MAGNIFICO

2. IT’S MORE FUN IN LEARNING !
#HUGOTVIDEO

3. #HUGOTGAME
Ichoose
JUST CHOOSE YOUR CHOICE !

4. God Where do you learn more
about your God?
A B

5. Nation
Among of the two women presidents of our country, who
do you admire most?
A B

6. Internal
Where do you learn about your personal life?
A B

7. News
Which of the two national news in our country that brought a
great impact to you as a student?
A B

8. Role
If you will be given the chance, who do you like most to
impersonate?
A B C

9. Asan ang Forever?
Sinong pagbibigyan mo ng chance
upang ikaw ay i-pursue?
A
BESTFRIEND
B EX-BF/GF
C Long Time Crush
D Pantasya ng Bayan

10. Entertainment
Which do you prefer to dance?
B
Entertainment
Which do you prefer to dance?
A C

11. MAHAL
MO
LumaLovelife?
Who do you prefer to be and grow old with you?
MAHAL
KA

12. It is a relatively permanent change in
behavior that occurs through experience
(Santrock, 2000)
Involves a relatively
permanent influence on
behavior
Through
experiences
LEARNING

13. EXPERIENCES LEARNING
RESPONDING to things
that happen
ACTING and experiencing
consequences for our behavior
OBSERVING what others
say and do
CLASSICAL
CONDITIONING
OPERANT
CONDITIONING
OBSERVATIONAL
LEARNING

14. It is a relatively permanent change in behavior that occurs
through experience
(Santrock, 2000)
LEARNING
I. CLASSICAL
CONDITIONING
• responding
II. OPERANT
CONDITIONING
• acting
III. OBSERVATIONAL
LEARNING
• observing

15. I. CLASSICAL CONDITIONING
VARIABLES: STIMULUS and
RESPONSES
FEATURE
S
INTRODUCTIO
N

16. • Discovered accidentally by IVAN PAVLOV
• It involves the link between two stimuli
• CLASSICAL CONDITIONING is a form of associative
learning, which involves learning that two events are related or linked.
INTRODUCTIO
N
I. CLASSICAL CONDITIONING
CONDITIONED STIMULUS (CS)
UNCONDITIONED
STIMULUS(US)

17. CONDITIONED STIMULUS (CS)
UNCONDITIONED
STIMULUS(US)
VARIABLES: STIMULUS
and
RESPONSES
UNCONDITIONED
STIMULUS (US)
-produces a response
without prior learning
CONDITIONED STIMULUS
(CS)
-a previously neutral stimulus
that eventually elicits the
conditioned response after
being associated with the US
UNCONDITIONED
RESPONSE (UR)
-an unlearned response
without prior learning
CONDITIONED RESPONSE
(CR)
-the learned response to the CS
that occur after CS-US pairing

18. I. CLASSICAL CONDITIONING
VARIABLES: STIMULUS and
RESPONSES
FEATURE
S
INTRODUCTIO
N
A. STIMULUS DISCRIMINATION
B. EXTINCTION
C. SPONTANEOUS RECOVERY

19. FEATURE
S
STIMULUS GENERALIZATION – the process by which the conditioned
response transfers to other stimuli that are
similar to the original stimuli.
COUNTERCONDITIONING– a classical conditioning procedure for
weakening a CR by associating the fear-provoking
stimulus with a new response incompatible with fear
- Has been used to eliminate fears
A. STIMULUS DISCRIMINATION
B. EXTINCTION
C. SPONTANEOUS RECOVERY

20. A. STIMULUS DISCRIMINATION
• a process of learning to respond to certain stimuli and not to respond
to others.
Pavlov gave food to the dog only after ringing the bell and not
after any other sounds.
B. EXTINCTION
• the weakening of the conditioned response in the absence of the
unconditioned stimulus.
Ex: Rita has a fear of her seatmate Tom because he bullied her
at the start of the school year but in the succeeding days, Rita
experienced pleasant treatment from Tom, gradually, the anxiety or
fear will be extinguished.

21. C. SPONTANEOUS RECOVERY
• the process which a conditioned response can recur after a time
delay without further conditioning.
In the case of Rita, even though Tom is giving her pleasant
treatment most of the time, she might have the tendency to fear Tom
from time to time.

23. I. CLASSICAL CONDITIONING
VARIABLES: STIMULUS and
RESPONSES
FEATURE
S
INTRODUCTIO
N
A. STIMULUS DISCRIMINATION
B. EXTINCTION
C. SPONTANEOUS RECOVERY
IVAN PAVLOV

24. It is a relatively permanent change in behavior that occurs through
experience (Santrock, 2000)
LEARNING
I. CLASSICAL
CONDITIONING
(responding) – IVAN PAVLOV
• VARIABLES
• US  UR
• CS  CR
• FEATURES
• Stimulus Discrimination
• Extinction
• Spontaneous Recovery
II. OPERANT
CONDITIONING
• acting
III. OBSERVATIONAL
LEARNING
• observing

25. II. OPERANT CONDITIONING
A. THORNDIKE’S OPERANT
CONDITIONING
B. SKINNER’S OPERANT
CONDTIONING
INTRODUCTIO
N

26. • Pioneered by B. F SKINNER and E.L THORNDIKE
• A form of learning in which the consequence of behavior
produce changes in the probability of the behavior’s occurrence.
• OPERANT CONDITIONING is better than classical
conditioning at explaining voluntary behavior.
INTRODUCTIO
N
II. OPERANT CONDITIONING
• Association between a response and its consequences

27. A. THORNDIKE’S
OPERANT
CONDITIONING
• In the experiment of Thorndike, he established the power of
consequences in determining voluntary behavior.
• He put more emphasis on the response of the
organism.

28. A. THORNDIKE’S
OPERANT
CONDITIONING
• E.L THORNDIKE formulated the
THREE MAJOR LAWS OF
LEARNING
A. LAW OF
READINES
S
B. LAW OF
EXERCISE
C. LAW OF
EFFECT

29. THREE MAJOR LAWS OF
LEARNING
A. LAW OF
READINES
S
• Behavior may only be satisfying or annoying
depending on how ready the organism is.
“ Nobody can force a learner to learn if he/she is not
biologically and psychologically prepared”
- Gines, Dizon, Fulgencio, Obias and Vendivel Jr. (1999)

30. B. LAW OF
EXERCISE
• Explains that any connection is strengthened in
proportion to the number of times it occurs
and in proportion to the average vigor and
duration of the connection
When CONNECTION is
made between STIMULUS
and RESPONSE
Connection’s
strength decreases
“ Practice alone was not enough for improvement”
- Thorndike

31. C. LAW OF
EFFECT
• States that behaviors
followed by positive outcomes are strengthened ;
those followed by negative outcomes are weakened
“ Through observation and experience people
learned that learners tend to learn more effectively
and retain the learning longer, if he/she
experiences pleasant consequences”

32. II. OPERANT CONDITIONING
A. THORNDIKE’S OPERANT
CONDITIONING
B. SKINNER’S OPERANT
CONDTIONING
INTRODUCTIO
N
THREE LAWS OF
LEARNING
A. LAW OF READINESS
B. LAW OF EXERCISE
C. LAW OF EFFECT
THORNDIK
E
SKINNER

33. B. SKINNER’S OPERANT
CONDITIONING
• Skinner described operant conditioning as a form of learning in
which the consequences of behavior lead to changes in the
probability of that behavior’s occurrences
REINFORCEMEN
T
PUNISHMENT

34. REINFORCEMEN
T
A. FOUR TYPES
1. Positive
2. Negative
3. Punishment
4. Extinction
B. REINFORCEMENT
SCHEDULE
B1. Continuous Schedule
1. Fixed Ratio
2. Fixed Interval
B2. Variable Schedule
1. Variable Ratio
2. Variable Interval
• The term reinforce means to
strengthen.
• In psychology, it refer to any
stimulus which strengthens or
increases the probability of a specific
response.

35. REINFORCEMEN
T
A.FOU
R
TYPE
S
1.Positive Reinforcement
•Adding something in order to increase a response
2. Negative Reinforcement
•Taking something in order to increase a response
e.g. Taking away a toy until the child cleans up
his/her room ; Withholding payment until a job is
completed
e.g. adding a treat, praise, reward

36. REINFORCEMEN
T
A.FOU
R
TYPE
S
e.g. pg. 130
e.g. spanking a child for misbehaving
3. Punishment
•Adding something aversive in order to decrease a
behavior
4. Extinction
•Occurs when a previously reinforced response is no
longer reinforced and there is a decreased tendency to
perform the response

37. REINFORCEMEN
T
B.
REINFORCE
-MENT
SCHEDULE
CONTINUOUS SCHEDULE
•Applying one of the four types of reinforcement ever
time the behavior occurs every negative behavior
1. Fixed Ratio
•Refers to applying the reinforcement after a specific
number of behaviors.
2. Fixed Interval
 CONTINUOU
S SCHEDULE
 VARIABLE
SCHEDULE
e.g. Spanking a child if one has asked three times already in
order to clean his/her room
•Applying the reinforcement after a specific amount of
time
e.g. Getting a raise every year and not in between

38. REINFORCEMEN
T
B.
REINFORCE
-MENT
SCHEDULE
VARIABLE SCHEDULE
•When reinforcement is applied on an irregular
basis
3. Variable Ratio
•Applying a reinforcement after a variable number of
responses
 CONTINUOU
S SCHEDULE
 VARIABLE
SCHEDULE
4. Variable Interval
e.g. pg. 132
•Reinforcing someone after a variable amount of time

39. II. OPERANT CONDITIONING
A. THORNDIKE’S OPERANT
CONDITIONING
B. SKINNER’S OPERANT
CONDTIONING
INTRODUCTIO
N
THREE LAWS OF
LEARNING
A. LAW OF READINESS
B. LAW OF EXERCISE
C. LAW OF EFFECT
THORNDIK
E
SKINNER
A. FOUR TYPES OF
REINFORCEMENT
1. Positive
2. Negative
3. Punishment
4. Extinction
B. REINFORCEMENT
SCHEDULE
B1. Continuous Schedule
1. Fixed Ratio
2. Fixed Interval
B2. Variable Schedule
1. Variable Ratio
2. Variable Interval

40. It is a relatively permanent change in behavior that occurs through
experience (Santrock, 2000)
LEARNING
I. CLASSICAL
CONDITIONING
(responding) – IVAN PAVLOV
• VARIABLES
• US  UR
• CS  CR
• FEATURES
• Stimulus Discrimination
• Extinction
• Spontaneous Recovery
II. OPERANT
CONDITIONING
(acting) – THORNDIKE and SKINNER
a. THORNDIKE’S OPERANT
CON.
- THREE LAWS OF LEARNING
A. LAW OF READINESS
B. LAW OF EXERCISE
C. LAW OF EFFECT
A. b. SKINNER’S OPERANT
CON.
-FOUR TYPES OF REINFORCEMENT
Positive, Negative , Punishment , Extinction
-REINFORCEMENT SCHEDULE
B1. Continuous Schedule
Fixed Ratio, Fixed Interval
III. OBSERVATIONAL
LEARNING
• observing

41. CLASSICAL CONDITIONING vs.
OPERANT CONDITIONING

42. III. OBSERVATIONAL
LEARNING
FOUR MAIN PROCESSES
INTRODUCTIO
N

43. • According to Bandura, if we learn only in trial and error fashion, it
would be exceedingly tedious and at times hazardous.
• A form of learning that occur when a person observes and imitates
someone’s behavior.
• OBSERVATIONAL LEARNING is also called
imitation or modeling.
INTRODUCTIO
N
III. OBSERVATIONAL
LEARNING

44. OBSERVATIONAL
LEARNING’S
FOUR MAIN
PROCESSES
• BANDURA described the
FOUR MAIN PROCESSES
THAT ARE INVOLVED IN OBSERVATIONAL LEARNING
ATTENTION RETENTION
MOTOR
REPRODUCTION
REINFORCEMEN
T

45. • Refers to attending to what the model is saying or doing
before he/she can reproduce a model’s action
ATTENTION
RETENTION
• Refers in coding information and keeping it in memory
for retrieval in order to reproduce a model’s actions

46. MOTOR
REPRODUCTION
• We might attend to a model and code in memory what we
have seen, but because of limitations in motor development
we might not be able to reproduce the model’s action
REINFORCEMEN
T
• Or INCENTIVE CONDITION
• You attend to what a model says or does, retain the information in
memory, and possess the motor capabilities to perform the action, but
fail to repeat the behavior because of inadequate
reinforcement.

47. III. OBSERVATIONAL
LEARNING
FOUR MAIN PROCESSES
INTRODUCTIO
N
ALBERT BANDURA
MOTOR
REPRODUCTION
REINFORCEMEN
T
ATTENTION
RETENTION

48. It is a relatively permanent change in behavior that occurs through
experience (Santrock, 2000)
LEARNING
I. CLASSICAL
CONDITIONING
(responding) – IVAN PAVLOV
• VARIABLES
• US  UR
• CS  CR
• FEATURES
• Stimulus Discrimination
• Extinction
• Spontaneous Recovery
II. OPERANT
CONDITIONING
(acting) – THORNDIKE and SKINNER
a. THORNDIKE’S OPERANT
CON.
- THREE LAWS OF LEARNING
A. LAW OF READINESS
B. LAW OF EXERCISE
C. LAW OF EFFECT
A. b. SKINNER’S OPERANT
CON.
-FOUR TYPES OF REINFORCEMENT
Positive, Negative , Punishment , Extinction
-REINFORCEMENT SCHEDULE
B1. Continuous Schedule
Fixed Ratio, Fixed Interval
III. OBSERVATIONAL
LEARNING
(observing) – ALBERT BANDURA
 FOUR MAIN
PROCESSES
1. Attention
2. Retention
3. Motor Reproduction
4. Reinforcement

50. LEARNING
CHAPTER V
FERDINAND AGDORO
MARY JANE MAGNIFICO