LEARNING THEORIES (PASCUAL)

STIMULUS RESPONSES THEORIES

STIMULUS RESPONSES THEORIES

-Equated with the behavioral modification theory.

-These are theories that uses simple external stimuli in observing the subject’s learning responses to both positive and negative reinforcement.

-It observes changes in responses over time depending on the stimulus applied.

Ivan Pavlov Classical Conditioning Theory

investigated the capacity of animals to learn new stimuli and connect them to natural reflexes which allowed non-natural cues to elicit a natural reflex.

EXTINCTION

conditioned responses could be eliminated gradually, a process he referred to as

SPONTANEOUS RECOVERY

Extinct conditioned responses could reappear after a rest period if the conditioned stimulus was again applied which referred to as a

Edward Thorndike’s Connectionism Theory

Man was simply a mass of “original tendencies” that could be exploited for either good or evil, depending on what learning took place.

Edward Thorndikes

American Educational Psychologist, focused on the effects of reward and punishment, success or failure, and satisfaction or annoyance on the learner

The Law of Exercise or Repetition

The Law of Effect

The Law of Readiness

Connectionism Theories Three (3) Major Laws of Learning

The Law of Exercise or Repetition

The more often a stimulus induced responses in repeated, the longer it will be retained.

The Law of Effect

Pleasure-pain Principle: A response is strengthened if followed by pleasure and weakened if followed by displeasure.

The Law of Readiness

It states that because the structure of the nervous system, curtained conduction units, in a given situation, are more predisposed to function than other parts of the body.

B.F Skinner’s Theory of Operant Conditioning

Effects of the consequences of a particular behavior.

POSITIVE REINFORCEMENT

NEGATIVE REINFORCEMENT

PUNISHMENT

EXTINCTION

Four (4) Types of Operant Conditioning

Positive Reinforcement

Reward or recognition strengthens behavior

Negative Reinforcement

Punishment and extinction weakens behavior

Punishment

Weakens a particular behavior through the consequences of experiencing a negative condition.

Extinction

Weakens a particular behavior through the consequence of now experiencing either a positive or a negative condition.

John Watson’s Behaviorism Theory

Behaviorism originated in the field of psychology - Its concepts and methods are used in education

John B. Watson

pioneered the behaviorism theory

Behaviorism is naturalistic

- behaviorism states that the material world is the ultimate reality, and everything can be explained in terms of natural laws

- man has no soul and no mind, but only has a brain that responds to external stimuli

Man is nothing more than a machine

man responds to conditioning process and responds accordingly the way the mind perceives the stimulus

Man are “biological machines” whose minds do not have any influence on their actions

- the mind and mental processes are “metaphors and frictions” and that “behavior is simply part of the biology of the organism”

Behaviorism is manipulative

- behaviorism predicts and controls human behavior by controlling rewards and punishment

Edwin Ray Guthrie’s Contiguity Theory

states that a combination of stimuli which has accompanied a movement will on its recurrence tend to be followed by that movement.

ACTION

Learning was based on a stimulus response association Movements were small stimulus response combinations and when combined, would make up an

HABIT

Some behavior involved repetition of movements and what was learned were movements, not behaviors. These movements, in turn, formed a series referred to as

ONE-TRIAL LEARNING

A stimulus pattern gains its full associative strength on the occasion of its first pairing with a response.

form of retroactive or associative inhibition

Contiguity theory implies that forgetting is a

Associative inhibition

occurs when one habit replaces another due to some stronger stimuli. Forgetting was due to interference because the stimuli became associated with new responses.

COGNITIVE THEORIES

- Dwell on the learner’s ability to solve problems, rather than simply responding to stimuli.

- The learner may develop solutions to problems based on past experiences and with additional experience and knowledge.

Kohler’s Insight Theory

argued that animals did not learn everything through a gradual trialand-error process, or stimulus-response association. He suggested that animals solved problems by understanding, like human beings, and were capable of insight learning.

Wolfgang Kohler

German-American psychologist

chimpanzees

Wolfgang Kohler conducted experiments on __________ and recorded their ability to devise and use simple tools to solve problems

Sultan

was a chimpanzee in one of Kohler’s experiments. He was placed in a room where bananas were too high for him to reach

Kurt Lewin’s Field Theory

emphasized the explanation of human behavior in terms of the forces and tension that moved men to action in his field theory

individual behavior was always oriented toward a particular goal.

THE ZEIGARNIK EFFECT

• knowledge learned through hearing alone cannot be remembered after a series of time have elapsed since it happened.

• Memory of events can happen if learning is reinforced by note-taking, demonstration and other audio-visual materials.

Jerome Brunner’s Discovery Theory

This takes place in problem solving situations where the learner draws on her past experiences and existing knowledge to discover facts and relationships and new truths to be learned.

Rumelhart’s Schema Theory

“a schemata theory is basically a theory about knowledge.”

• It is about how knowledge is represented and how the representation facilitates the use of such knowledge in certain ways.

SCHEMA

a form of retrieval structure, identifying elements from their earlier experience which can be reused in current situation.

David Ausubel’s Assimilation Theory

States that the “most meaningful cognitive learning occurs as a result of interaction between new information and the individual’s relevant cognitive structures that he or she already possesses or have previously acquired”

Psychology

is concerned with problems of learning

educational psychology

an applied science concerned with the aspects of learning that can effectively bring about assimilation of organized body of knowledge.

Meaningful reception learning

The learner understand, assimilates, and practices what was learned.

Rote reception learning

The learner repeats from memory what was learned after constant attention to meaning.

Meaningful discovery learning

The learner perceives the significance of knowledge learned.

Rote discovery learning

The learner discerns new facts, however needs to identify its meaning to present events.

Representational or Vocabulary Learning

consists of learning single words or what is represented by them.

Concept Learning

Objects, events, situations or properties that possess common attributes and are designated by some signs or symbols.

Concept Formation

Develops in young children which occurs from objects seen and heard.

Concept Assimilation

Develops in school children and adults with empirical reasoning and logical implications acquisition and application.

Propositional Learning

It is not simply the meaning of single words that is learned, but the meaning of sentences that contain composite ideas.

BEHAVIORAL LEARNING THEORIES

Explain the meaning of behaviorism to greatly influence the education process.

SOCIAL LEARNING THEORIES

Explain human behavior and their changes as a product of interaction between cognitive, behavioral and environmental determinants, where people can affect their environments as much as environment affect people.

Albert Bandura’s Social Learning Theory

states that learning involves functionalism, interactionalism, and significant symbolism. He stressed that individuals were capable of self regulation and self-direction.

Attention

refers to the individuals focus or concentration. This affected by various factors which increase or decrease the amount of attention paid to a particular learning stimulus.

Retention

Refers to the amount of information remembered including symbolic coding, mental images, cognitive organization, symbolic recall and motor rehearsal. This is also directly related to focusing and attention to the information observed.

Reproduction

- ls the replication of an image including physical capabilities and self-observation.

Motivation

ls the determination to find a reason to learn or imitate.