3. Visual
Use graphs and concept maps.
Conduct Learning Reading Orthography Memory
• Tidy
• Organized
• Observer
• Peaceful
• Detailed view
• Not remembering
what you hear
• Learn what you
see
• Descriptions
• Imagination
• Lost look
• There are no
spelling mistakes.
• See the words
before write
them.
• Remember faces
but no names.
• They don’t
remember
sounds.
4. Auditory
Assimilation of information through hearing.
Conduct Learning Reading Orthography Memory
• This person talks
to himself.
• Music.
• Monopolization
of the
conversation.
• Repeats
instructions or
information to
himself.
• They don’t have a
global vision.
• Dialogues
• Plays
• They don´t pay
much attention to
images.
• Spelling mistakes
• They write what
they hear.
• Remember names
but no faces.
• They don’t
remember sounds.
5. Kinesthetic
Experiences of one's own body, in its sensations and movements.
Conduct Learning Reading Orthography Memory
• Physical signs
• Talk a lot
• Worry about
their personal
grooming.
• Activities.
• Learning by
movements.
• Action stories.
• Not a great
reader.
• Move when they
read.
• Spelling mistakes
• Write the words
according to their
perception.
• Remember
movements.
• They don’t
remember images.
7. VERSUS
Associationist Cognitive
Learning Study of mental processes
Knowledge formation Influence on knowledge acquisition, decision
making and problem solving.
Association Focus on Cognition
Stimulus-response Mental processes: A, L, M, S&P and T
Stimulus
bad smell Response
cover the nose
8. THE LAWS OF ASSOCIATION
They were created in an effort to
understand how ideas are created and
organized in the human mind.
The laws were developed mainly during the
19th century influenced by some
philosophers and psychologists.
David Hume
John Locke
Iván Pavlov
9. LAW OF CONTIGUITY:
• If you think of making coffee, you may then think of drinking that coffee.
Things or
events
Ocurr close to
each other
Tend to get
linked together
A B
If then If then
Things or events
that occur close to
each other in space
or time tend to get
linked together in
the mind.
10. LAW OF SIMILARITY:
• If you think of one twin, it is hard not to think of the other.
Two things
or situations
are similar
The thought of
one will tend to
trigger the
thought of the
other.
If then
twins
arrange the pieces
on a chessboard.
If two things are
similar, the thought
of one will tend to
trigger the thought
of the other.
11. LAW OF CONTRAST:
• If you think of the noisiest person you know, you may suddenly recall the quieter one
as well.
remember past
birthdays
This law refers to
how we perceive a
stimulus based on
what we have
previously
experienced.
12. LAW OF FREQUENCY:
• If you eat a guagua de pan with colada morada, and have done so for the last twenty
years, the association will be strong indeed.
The more often two
things or events are
linked, the more
powerful will be that
association.
13. LAW OF AFFECTION:
• It refers to the emotional experiences have a significant impact on our memory and
how we remember events.
This law focuses on
how emotional
states influence
perception and
memory.
14. LAW OF RECENCY:
• It refers to the tendency to remember things that happened more recently better.
This law suggests that
more recent events are
more likely to be more
easily remembered
than events that
occurred earlier in a
sequence or list.
supermarket shopping list during the exam
15. THE ASSOCIATIONIST THEORY FROM
BEHAVIORISM
• It focuses on the study of observable and
measurable behavior.
• It emphasizes the idea that learning and
the formation of behaviors occur through
the association of stimuli and responses.
16. SOME KEY ASPECTS OF ASSOCIATIONIST THEORY
FROM THE PERSPECTIVE OF BEHAVIORISM:
• Association of Stimuli and Responses: Learning
occurs through the association of stimuli and
responses.
• Classical Conditioning: Learning process through
automatic associations between stimuli that produce a
specific response.
• Operant Conditioning: Learning through the
consequences of our behaviors: rewards or
punishments.
17. CLASSICAL CONDITIONATING
Learning by association is
classical conditioning.
Iván Pavlov
Unconditione
d Stimulus
(UCS)
Neutral
Stimulus (NS)
Conditioned
Stimulus
(CS)
Conditioned
Response
(CR)
Unconditione
d response
(UCR)
Unconditione
d Stimulus
(UCS)
Unconditione
d response
(UCR)
18. SOME KEY ASPECTS OF ASSOCIATIONIST THEORY
FROM THE PERSPECTIVE OF BEHAVIORISM:
• Stimulus-Response Associations: Behaviors are
the result of learned associations between specific
stimuli and specific responses.
• Law of Effect: Behaviors followed by satisfying
consequences are more likely to be repeated,
while behaviors followed by unpleasant
consequences are less likely to be repeated.
• Behavior Modification: Molding, strengthening, or
modifying behaviors by stimulus and response
through reinforcement or punishment.
Law of effect,Thorndike
19.
20.
21.
22. ZONE OF PROXIMAL
DEVELOPMENT (ZDP)
It is the difference what a
learner can do without the
hep or what she or he can do
with the help.
Scaffolding in education is a process of instruction that
provides structure and guidance to help students learn
complex tasks.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32. EDUCATIONAL IMPLICATIONS OF PIAGET'S THEORY
1.Pedagogical objectives should not only be child-centered but also stem from the student's
activities.
2.Content is not seen as an end in itself, but rather as tools in service of natural evolutionary
development.
3.The basic principle of Piagetian methodology is the primacy of the discovery method.
4.Learning is an internal constructive process.
5.Learning depends on the subject's level of development.
6.Learning is a process of cognitive reorganization.
7.Cognitive conflicts or contradictions are important in the development of learning.
8.Social interaction promotes learning.
9.Physical experience implies an awareness of reality that facilitates problem-solving and drives
learning.
10.Learning experiences should be structured in a way that emphasizes cooperation,
collaboration,and the exchange of viewpoints in the joint pursuit of knowledge (interactive
learning)."
33. ASSOCIATIONIST THEORY
• Representatives:John Locke, Pavlov
• They are empiricist theories, where knowledge comes
from experience.
• Sensations are the main source of ideas.
• Aristoteles : tabula rasa.
• Laws: similarity, contiguity and causality.
• Stimuli and responses.
• Can be applied to humans and animals.
• Behaviorism
• Correspondence and equipotentiality principles.
34. COGNITIVISM
• Representatives: Piaget,Vygotsky and Ausbel.
• It is based on the mental processes of thinking, feeling, learning, retention, and others. It has a
special interest in the way the individual perceives, interprets, stores, and retrieves information.
Within this learning, there are three domains:
• Cognitive (thoughts)
• Affective (feelings)
• Psychomotor (action)
35. SIMILARITIES AND DIFFERENCES
ASSOCIATIONISM COGNITIVISM
Information
processing using
feedback as a
learning strategy.
* The student is passive.
* The learner is only a static
reproducer.
* The nature of change is
quantitative.
* The student is active.
* The student is conceived as a
dynamic producer of learning.
* The nature of change is
qualitative, the individual is an
active constructor of reality
36. STRATEGIES USED
IN CLASS
Associationist:
• Memorization and mechanical repetition.
• Teacher talks and the student only listens.
Cognitivism:
• They include remembering, transforming, retaining and
transferring information to new situations.
• Summarizing, questioning, clarifying and predicting.
• Achieving meaningful learning with meaning.
• Developing general and specific strategic learning
skills.
38. REFERENCES:
• Baum, W. M. (2017). Understanding behaviorism: Behavior, culture, and evolution. John Wiley & Sons.
• Clark, K. R. (2018). Learning theories: behaviorism. Radiologic technology, 90(2), 172-175.
• Lachnit, H. (2003). The principle of contiguity. In Principles of Learning and Memory (pp. 3-13). Basel: Birkhäuser
Basel.
• Vargas-Mendoza, J. E. (2007) El conductismo en la historia de la psicología.México: Asociación Oaxaqueña de
Psicología A.C.
• Watson, J. B. (2017). Behaviorism. Routledge.
