LEARNING

CHAPTER 7

DEFINITION

Learning is a relatively permanent change in behavior as the result of practice. Practice or past experience Changes in behavior which are relatively permanent The concept of reinforcement

FACTORS IN THE LEARNING PROCESS

Teacher Learner
Teacher is an active process in which one person shares information with others to provide them with the information to make behavioral changes. Learner is the process of assimilating information with a resultant change in behavior. Teacher-Learner Process is a planned interaction that promotes behavioral change that is not a result of maturation or coincidence.

Learning Experiences activities, trainings, exposure, exercises

STEPS IN THE LEARNING PROCESS

1. 2. 3.

MOTIVATION an organism is constantly being bombarded by a lot of stimulus from his environment. GOAL behavior being purposive, is oriented towards goal. READINESS depends on training and experience as well as heredity.
1. 2. 3.

Physiological factors maturation sense organs Psychological factors motives, emotional factors, self-concept Experiential factors previously learned skills, concepts
Social as being deterred from watching tv. Nonsocial as electric failure which hampers your review. Personal as the feeling that one is unattractive.

4.

OBSTACLE its presence is occasion for learning new modes of adjustment.

a) b) c) d)

Internal the inability to make up ones mind.

5. 6.

RESPONSES varied according to ones interpretation of the situation. REINFORCEMENTS responses are reinforced if they satisfy ones needs.

2 MAJOR CLASSES OF LEARNING

1. Associative Learning (Habit Formation) behaviour is learned through habit formation by associating stimulus and responses.
a.

Classical conditioning (Stimulus Substitution) the method of substituting another stimulus for an original one to elicit a response.

b.
c. d.

Operant Conditioning learning where the organism must operate on or do something to the environment in order to produce a result.
Escape and Avoidance Learning forms of operant conditioning that uses negative rather than positive types of reinforcement. Multiple-response Learning acquiring of patterns or sequences of responses in mastering a task.

2 MAOR CLASSES OF LEARNING

2. Cognitive Learning learning which involves perception and knowledge cognitive processes necessary in order to learn with understanding.
a.

Perpetual Learning (Insight Learning) learning involving change in perception in which the learner comes to know something about the stimulus situation he did not know before. Sign Learning involve the perception of a stimulus that gives rise to the expectation that if a particular kind of behaviour follows the perceived stimulus, another stimulus would appear. Learning what leads to what Programmed Learning a method of self-instruction consisting of frames (a series of short steps) and responses. Social Learning (Albert Bandura) learning by imitating, copying, observing

b.

c. d.

LAWS OF LEARNING

THE LAW OF EFFECT (THORNDIKE)

Responses are followed by satisfying aftereffects tend to be learned and repeated. (Satisfying ability of he learner to reach his goal and reduce the tension resulting from the frustration from his needs). If effective learning is to take place, two things are necessary: a. clear-cut goals must be established b. performance in terms must be evaluated

Law of Primacy (Watson): Acts or impressions learned first will be better remembered than acts or impressions learned later. It is related to the intensity of impression as in first impression which tend to be lasting but only to the extent that the impressions are intense.
Law of Belongingness (Thorndike): Associations are easily formed if they belong meaning, relatedness, meaningfulness and integration, into a united frame of reference.

THE LAW OF READINESS (THORNDIKE)

Responses preceded by readiness are more satisfying than otherwise. This law stresses the need for adequate motivation and preparation of the learner through building up the proper background and fostering the proper mind-set.

Law of Mind-set: This law has reference to the mental set of the learner at the time that the response is to be made. Law of Apperception (Herbart): Apperception pertains to the recognition of relationships between what is presented and existing body of knowledge.

LAWS OF LEARNING

THE LAW OF EXERCISE (THORNDIKE)

Practice makes perfect. This law has been more or less discredited. The present concern is that this law operates only indirectly through the fact that practice permits the law of effect to reinforce the correct responses and to the extent that it allows the law of effect to operate, i.e., unmotivated drill is futile.

Law of Association (Kant): Learning occurs through the connection or functional relationship between two psychological phenomena established through experience or learning. Law of Use and Disuse (Gates): The generalization that all factors being equal, the more an association which is practised or used will be strengthened; that which is not practised or used is weakened. Law of Frequency and Recency (Watson): The principle that other things being equal, the more an act of association is practised, the more rapid the learning. This law pertains more to retention rather than to learning and has been abandoned. Law of Intensity (Carr): This law states that the strength of any behaviour or experience has a corresponding relation to learning. Law of Forgetting (Ebbinghaus): This law which is related to the law of disuse states that the ability to reproduce or recollect what has been previously learned is in direct proportion to the opportunities to use

Group 1- Learning
Castro, Lemuel Deinla, Madith A. Maceda, Vincent Oscar Reyes, Anna Marie D. Sto. Domingo, Yves Laurent N.