This document summarizes various theories and methods related to language learning. It discusses seminal thinkers in behaviorism like Pavlov and Skinner, as well as meaningful learning theory proposed by Ausubel. It also covers humanistic perspectives from Rogers, different types of learning, concepts around transfer of learning and interference. Inductive and deductive reasoning are defined. The document also discusses aptitude and intelligence testing and different language teaching methods like community language learning, suggestopedia, the silent way and the natural approach.

1. FACULTY: LINGÜÍSTICA
CAREER: LINGÜÍSTICA APLICADA AL IDIOMA INGLÉS
SUBJECT: ENGLISH SOCIAL EDUCATIONAL PROJECT
TEACHER: Mgs. DOLORES ROCIO
TASK: HUMAN LEARNING
STUDENT: MORA ORTIZ ESPERANZA ALEJANDRINA
FORUM: TOTAL QUALITY MANAGEMENT IN EDUCATION
PERIOD: APRIL –AUGUST 2018

2. LEARNING AND TRAINING
PRINCIPLESOFLEARNING
Is one theory of learning
“better” tnan another
How can you evaluate
the theory

3. Training program
Entry behavior (Pavlov and
skinner) Goals of the task
Methods of
training
Evaluation
procedure
Finally, in
short or long
term
evaluation
measures
Theory extend the
content in the school is
reached on the topic
learning
Learning

4. Is an experiment with a dog
To salivate to the tone of a
tuning fork through a
procedure that is classical
conditioning
Learning process consited of
the formation the stimuli and
responses
Stimuli automatically used the
salivation response to the sight
or smell of food
Watson human behavior
should be studied objectively,
rejecting, mentalistic notions
of innateness and instinct.
(stimulus –response)
PAVLOV’S CLASSICAL
BEHAVIORISM

5. SKINNER’S OPERANT
CONDITIONING
Law Effect -reinforment
He experimental with
persons and animals
With a baby accidentally
touches a nearby object and
a tinkling bell-sound . The
infant may look in the
direction from with the
sound came
Reinforcers are far stronger
aspects of learning
Operante Conditioning
consists of changing behavior
by the use of reinforcements
which are given after the
desired responses is
achieved.

6. AUSUBEL’S MEANINGFUL
LEARNING THEORY
Meaning is not implicit response,
but a “clearly articulated and
prescisely differentiated
conscious experience that
emerges signs, symbols, conceps
or propositions are related to
incorporated
Rote leaning as the process of
acquiring material as “discrete
and relatively isolated intities
that are relatable to cognitive .
Cognitive field , it interacts with ,
and is appropriately subbsumed
under a more inclusive
conceptual
Cognitive structure as a system of
building blocks

7. Systematic Forgetting
The laws of association, and
their retention is influenced
primarily by the interfering
effect of similar rote
materials.
Forgetting is really a second
or “obliterative” stage of
subsumption, characterized
as “memorial reduction to
the least common
denominator”
Subsumption that operates
through what I have called
“cognitive pruning”
Pruning is the elimination of
unnecessary clutter and a
clearing of the way for more
matemately.
Single blocks are lost to
perception , or pruned out ,
to use the metaphor, and
the total structure is
perceived as a single whole.

8. ROGERS’S HUMANISTIC
PSYCHOLOGY
Affective focusthan cognitive
one, and so it may be said to
fall into the perspective of a
construtivist viiew of learning
He and Vygotsky their
highlingting of the social and
interactive nature of learning.
Rogers works as therapeutic
help to individuals.
They are focus on
thedevelopment of an
individual’s self. Also teaching
and learning the goal of
education is the facilitation of
change and learning.

9. TYPES OF LEARNING
According to the
context and suject
matter to be learned
* Signal learning . This
is classical conditioned
reponse of Pavlov
* Stimulus and
response learning
operant called and
instrumental response.
*Chaining is a chain of
two or mor stimulus-
response.
* Verbal association: is
learning of chains that
are verbal.

10. Multiple discrimination the
learning of each stimujlus
response connection is a
simple occurrence , the
connections thend to
interfere with one another.
Concept learning: Le learner
is able to make a reponse
that identifies and entire
class of objects or events.
*Principle learning
“subsumer a cluster of
related concepts.
Problem solving is a kind of
learning thar requires the
internal events usually
referred to as “thinking”

11. TRANSFER, INTERFERENCE,
AND OVERGENERALIZATION
Tranfer is a general term
describing the carryover
of previous performance
of knowlege to
subsequent learning.
Interfering effects of the
native language on the
target language.
The native language is an
obvious set of prior
experiences.
Interfering is almost as
freqent a term as
overgeneralization .
The learning of concepts
in early chladhood is a
process of generalizing.

12. INDUCTIVE AND DEDUCTIVE
REASONING
Insuctive reasoning, one
stores a number of
specific instances and
induces a general law
Deductive is a
movement form a
generalization to
specific.
Gestalt learning in
children and concluded
that such “sentences
learners”
Peter’s study for second
language teaching are
rather tantalizing .
Learner’s production of
overall, meaning-
bearing intonation
patterns. Wong oral
production.

13. APTITUDE AND INTELLIGENCE
Aptitude is the identification of a
number of characteristics of
successful language learners.
Risk-taking behavior memory
efficiency, intelligent guessing, an
ambiguity.
Modern Language Aptitude Test
required prospective language
learners (before they began to
learn a foreigh language)
Pimsleur Language Aptitute
Battery was used for some time
in such contexts as Peace Corps
volunteer training programs to
help predict successful language
learners.
MLAT and PLAB claimed to
measure language aptitude , it
became apparent that they
simply reflected the general
intelligence or academic ability of
a student. Focused context –
reduced.
Adquisition of
communicative
competence in
context –embedded
situations.
INTELLIGENCE is measumed in
terms of linguistic and logical-
mathematical abilities.
IQ concept hierarchies and
systematically pruning.
Memory processing and
recall sytems.
Gardner *linguistic*logical
mathermatical*spatial
*musical*bodily kinesthetic
*interpersonal*intrapersonal

14. METHOD
Audilingualism “deep
structure” of language when
psychologists began to
recognize the fundamentally
affective an interpersonal
nature of all learning.
Counseling –Learning
students and teacher join
together to facilitate learning
in a context of valuing and
prizing each individual in the
group
Teacher’s role is to center his
or her attention on the
students and their needs.
Community Language
Learning advanges
mistranslated, there could be
a less tan effective
understanding of the target
language
Weaknesses insights to
teachers. We are reminded to
lower learners’ anxiety, to
créate as much of a
supportive group.

15. Suggestopedia a mthod for
learning that capitalized on
relaxed states of mid for
máximum retention fo material.
Music was central to his
method.
THE SILENT WAY “HUMANISTRIC
“was characterized bya proble-
solving approach to learning
*learning is facilitated *
mediating* problema solving
Total Physical Response class
utilized the imperative moodand
commands e.g “close the door”
for beninning levels
The Natural Approach
production until speech
“emerges” that larners should
be as relaxed as pssible in the
classroom. The goal
interpersonal communication
skills.