WEEK 5 ULOb

1. WEEK 5 ULOb
Let’s check
1. What is classical conditioning? What are the UCS, UCR, CS, and CR? In the
context of classical conditioning, what are generalization, discrimination,
extinction, and systematic desensitization?
Classical conditioning is a type of learning in which an organism learns to
connect, or associate, stimuli so that a neutral stimulus (such as the sight of a
person) becomes associated with a meaningful stimulus (such as food) and
acquires the capacity to elicit a similar response. Classical conditioning was the
brainchild of Ivan Pavlov (1927). Unconditioned Response (UCR): Automatic
(unlearned) response to a non-neutral stimulus. Conditioned Stimulus (CS):
Previously neutral stimulus that comes to elicit a response due to association with
UCS. Conditioned Response (CR): Response to a previously neutral stimulus due
to a learned association. A generalization is a tendency for stimulus, similar to the
conditioned stimulus, to elicit a response similar to the conditioned response. And
the idea to take away from this is usually the more similar the new stimulus is to
the original conditioned stimulus, the greater the conditioned response will be.
Discrimination is the ability to differentiate between a conditioned stimulus and
other stimuli that have not been paired with an unconditioned stimulus. Extinction
occurs when the conditioned stimulus is applied repeatedly without being paired
with the unconditioned stimulus. Over time, the learned behavior occurs less often
and eventually stops altogether, and conditioned stimulus returns to neural.
Systematic desensitization consists of gradual, imaginal exposure to stimuli
organized on a hierarchy constructed using SUDS ratings.
2. What is operant conditioning? Explain the different types of reinforcement. Explain
punishment. In the context of operant conditioning, what are generalization,
discrimination, and extinction?
Operant conditioning (also known as instrumental conditioning) is a process
by which humans and animals learn to behave in such a way as to obtain rewards
and avoid punishments. It is also the name for the paradigm in experimental
psychology by which such learning and action selection processes are studied.
ositive reinforcement – adding a factor to increase a behavior. Negative
reinforcement – removing a factor to increase a behavior. A punishment in
psychology is a consequence which reduces or aims to reduce the likelihood of a
targeted and undesirable behavior from happening again. Punishment is a part of
operant conditioning, or the use of rewards to encourage certain behaviors and
use of negative consequences to discourage unwanted behaviors. Generalization
in operant conditioning means giving the same response to similar stimuli.

2. Especially of interest is the extent to which behavior generalizes from one situation
to another. Discrimination means responding to certain stimuli but not others.
Discrimination in operant conditioning involves differentiating among stimuli or
environmental events. For example, a student knows that the tray on the teacher’s
desk labeled “Math” is where she is supposed to place today’s math work, whereas
another tray labeled “English” is where today’s English assignments are to be put.
This might sound overly simple, but it is important because students’ worlds are
filled with many such discriminative stimuli. Around school these discriminative
stimuli might include signs that say “Stay Out,” “Form a Line Here,” “CLAY GO”and
so on. Extinction occurs when a previously reinforced response is no longer
reinforced and the response decreases. In the classroom, the most common use
of extinction is for the teacher to withdraw attention from a behavior that the
attention is maintaining. For example, in some cases a teacher’s attention
inadvertently reinforces a student’s disruptive behavior, as when a student pinches
another student and the teacher immediately talks with the perpetrator. If this
happens on a regular basis, the student might learn that pinching other students
is a good way to get the teacher’s attention. If the teacher withdraws his attention,
the pinching might be extinguished.
3. What is applied behavior analysis?
Applied behavior analysis encompasses of relating the main beliefs of
operant conditioning to change human behavior. Two practices of applied behavior
analysis are mainly essential in education: advancing desired behaviors and
diminishing detrimental behaviors (Alberto & Troutman, 2009; Kraft, 2010). Uses
of applied behavior analysis often involve a sequence of steps (Reed & others,
2010). These characteristically commence with some overall observations, then
turn to defining the specific target behavior that necessitates to be changed, as
well as observing its antecedent conditions. Next, behavioral objectives are fixed,
particular reinforcers or punishers designated, a behavior management program
is agreed, and the success or failure of the program is assessed (Dunlap & others,
2010).
4. What are six ways to increase desirable behaviors?
Effective reinforcers, make reinforcers contingent and timely, select the best
schedule of reinforcement, consider contracting, use negative reinforcement
effectively, and use prompts and shaping.
5. What are four ways to decrease undesirable behaviors?
Use Differential Reinforcement, Terminate Reinforcement (Extinction),
Remove Desirable Stimuli and Present Aversive Stimuli (Punishment).

3. 6. What are some effective and ineffective uses of operant conditioning and applied
behavior analysis? What is the effectiveness of operant conditioning?
An advantage of operant conditioning is its ability to explain learning in real-
life situations. From an early age, parents nurture their children's behavior using
rewards. Praise following an achievement reinforce such behavior. Three things
have prevented operant conditioning from developing as a science: a limitation of
the method, over-valuing order, and distrust of theory. Increase language and
communication skills. Improve attention, focus, social skills, memory, and
academics. Decrease problem behaviors. Another criticism is that ABA is too
focused on eliminating behaviors instead of building skills. Some practitioners
agree that this can be a problem. They emphasize that therapy needs to focus on
what kids should be doing, rather than what they shouldn't be doing.
7. What is Bandura’s model of observational learning?
According to Bandura, learning can occur by watching others and then
modeling what they do or say. This is known as observational learning. There are
specific steps in the process of modeling that must be followed if learning is to be
successful. These steps include attention, retention, reproduction, and motivation.
8. What is the focus of self-instructional methods? What does self-regulatory learning
involve?
The ultimate goal of teaching self-instruction is for students to progress from
the use of modeled, overt self-statements (i.e., talking aloud to oneself) to covert,
internalized speech. Self-regulated learning is a cyclical process, wherein the
student plans for a task, monitors their performance, and then reflects on the
outcome. The cycle then repeats as the student uses the reflection to adjust and
prepare for the next task.
9. What are some contributions and criticisms of the social cognitive approaches?
SCT provides opportunities for social support through instilling
expectations, self-efficacy, and using observational learning and other
reinforcements to achieve behavior change. One of the main criticisms of the social
cognitive theory is that it is not a unified theory. This means that the different
aspects of the theory may not be connected. For example, researchers currently
cannot find a connection between observational learning and self-efficacy within
the social-cognitive perspective.

4. Let’s check
 Yes or NO: Self-regulatory learning such as having distance learning
wherein the student is given a module and would only be meeting his/her
teacher appropriate for Filipino tertiary students.
Position Paper
Self-regulatory learning is a cyclical process, wherein the student plans for a task,
monitors their performance, and then reflects on the outcome. The cycle then repeats as
the student uses the reflection to adjust and prepare for the next task. The process is not
one-size-fits-all; it should be tailored for individual students and for specific learning tasks
(Zimmerman, 2002). This is the method or procedure that learners use to manage and
organize their thoughts and convert them into skills used for learning. Self-regulation is
the process of continuously monitoring progress toward a goal, checking outcomes, and
redirecting unsuccessful efforts (Berk, 2003). In order for students to be self-regulated,
they need to be aware of their own thought process, and be motivated to actively
participate in their own learning process (Zimmerman, 2001). Self-regulatory learning
such as having distance learning wherein the student is given a module and would only
be meeting his/her teacher is appropriate for Filipino tertiary students.
The ability to self-regulate is important for students at any level, but is especially
valuable to those in college, as they are confronted with a great deal of material in a short
span of time. Self-regulated learning is crucial for high-ability students. This is because it
helps them as they strive for excellence. Achieving excellence requires practice. This
takes planning, effort, and persistence over time. Self-regulated learning supports this
process. It allows students to become autonomous learners who can pursue their own
interests. Pintrich (2000) explained more specifically: Self-regulatory learning is an active
and systematic learning process in which learners first define their learning goals and
then make adjustments according to specific goals to control and monitor their cognition,
motivation, and behavior. Numerous studies have shown that effective learning regulation
is essential for success (Lawson et al., 2019). Self-regulatory learning is a self-directed
process for learners to transform their mental abilities into academic skills. In other words,
SRL is the process of helping students manage their thoughts, behaviors, and emotions
in order to successfully direct their learning experience (An et al., 2021).
Performance can be considerably enhanced by employing techniques and self-
regulation. Students who practice self-regulation skills complete activities more
successfully and autonomously. Successful students, for instance, will frequently assess

5. their understanding. Successful readers who have trouble understanding what they have
read will go back and reread the chapter, query what they have missed, and then
summarize what they still need to know. However, the messy world of classroom learning
creates a situation in which different goals compete for students’ attention. Boekaerts, M.,
& Corno, L. (2005)'s dual processing self-regulation model describes how learning goals
interact with well-being goals. In addition, self-regulation also solidifies the content of
learning. Self-regulation practices improve the encoding of knowledge and skills in
memory, especially in reading comprehension and writing.
In conclusion, self-regulated learners monitor progress towards their goal.
Individuals can monitor their own understanding, motivation, feelings, or behaviour
towards a goal. It is important as it does not only help students in monitoring their
performance but also manage and organize their thoughts and convert them into skills
used for learning. Indeed, Self-regulatory learning such as having distance learning
wherein the student is given a module and would only be meeting his/her teacher is
appropriate for Filipino tertiary students. "When we self-regulate, we are better able to
control the trajectory of out emotional lives and resulting actions based on our values and
sense of purpose" -Amy Leigh Mercree
References:
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into
Practice, 41(2), 64-70.
Zimmerman, B.J. (2001). Theories of Self-Regulated Learning and Academic
Achievement: An Overview and Analysis. In Zimmerman, B.J. & Schunk, D.H. (Ed.), Self-
Regulated Learning and Academic Achievement: Theoretical Perspectives (pp. 1-65).
Pintrich, P. R. (2000). “The role of goal orientation in self-regulated learning” in Handbook
of Self-Regulation. eds. M. Boekaerts, P. R. Pintrich, and M. Zeidner (Amsterdam:
Elsevier), 451–502.
Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., and Jeffries, D. (2019). Teachers’
and students’ belief systems about the self-regulation of learning. Educ. Psychol. Rev.
31, 223–251. doi: 10.1007/s10648-018-9453-7
An, Z., Wang, C., Li, S., Gan, Z., and Li, H. (2021). Technology-assisted self-regulated
English language learning: associations with English language self-efficacy, English
enjoyment, and learning outcomes. Front. Psychol. 11:3763. doi:
10.3389/fpsyg.2020.558466

6. Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective on
assessment and intervention. Applied Psychology, 54(2), 199–231.
Nutshell
Behavioral Approach Social cognitive approaches
The behavioral perspective lay emphasis
on the significance of children making links
between experiences and behavior. It
includes two views: classical conditioning
and operant conditioning. Behavioral
approaches view learning as a behavior.
The behavior is observable and can be
measured. Behaviorism focuses on how a
person's environment and surroundings
will bring about changes in their behavior.
Social-cognitive study how a person grows
in their ability to observe others. The
majority of these students have been seen
processing information and constructing
concepts based on current and previous
knowledge, motivation, and social
interactions. Because students’ thoughts
affect their behavior and learning, a
quantity of cognitive approaches to
learning have been suggested. In this unit,
we will explore a number of social
cognitive approaches, starting with social
cognitive theory.
CHAPTER REPORT
In this ULOb week 5 contain different approaches to learning. The Approaches to
Learning domain focuses on how children learn, It refers to the skills and behaviors that
children use to engage in learning, It incorporates emotional, behavioral, and cognitive
self-regulation as well as initiative, curiosity, and creativity. Behavioral Approach to
Learning, the behavioral perspective lay emphasis on the significance of children making
links between experiences and behavior. It includes two views: classical conditioning and
operant conditioning. Finally, Social-cognitive study how a person grows in their ability to
observe others, the majority of these students have been seen processing information
and constructing concepts based on current and previous knowledge, motivation, and
social interactions.
I learned that Classical conditioning is a type of learning in which an organism
learns to connect, or associate, stimuli so that a neutral stimulus (such as the sight of a
person) becomes associated with a meaningful stimulus (such as food) and acquires the
capacity to elicit a similar response. In this context there are four aspects, generalization,
discrimination, extinction, and systematic desensitization. A generalization is a tendency
for stimulus, similar to the conditioned stimulus, to elicit a response similar to the
conditioned response, and the idea to take away from this is usually the more similar the
new stimulus is to the original conditioned stimulus, the greater the conditioned response
will be. Discrimination is the ability to differentiate between a conditioned stimulus and

7. other stimuli that have not been paired with an unconditioned stimulus. Extinction occurs
when the conditioned stimulus is applied repeatedly without being paired with the
unconditioned stimulus. Over time, the learned behavior occurs less often and eventually
stops altogether, and conditioned stimulus returns to neural. Systematic desensitization
consists of gradual, imaginal exposure to stimuli organized on a hierarchy constructed
using SUDS ratings.
Furthermore, my overall learnings that I catch up from this topic is the domain of
learning approaches, it is concerned with how kids learn. It speaks of the abilities and
practices that kids employ when learning, It combines initiative, curiosity, and creativity
with emotional, behavioral, and cognitive self-regulation. An important part of becoming
a successful learner is developing the ability to self-regulate in a variety of situations, this
ability is also essential to early childhood mental health. In infancy, building emotional,
behavioral, and cognitive self-regulation is part of consistent, responsive relationships.
As children get older, they become better able to regulate on their own, though adults still
provide guidance. Cognitive self-regulation skills are also known as executive functioning,
these skills include the ability to maintain attention, control impulses, and think in flexible
ways. Another related skill is working memory, the ability to hold information in mind and
use it to perform tasks.