CEBU TECHNOLOGICAL UNIVERSITY

MAIN CAMPUS

FINAL EXAM
IN
PSYCHOLOGY

DECEMBER, 2018
CEBU CITY
 FINAL EXAM
IN
PSYCHOLOGY

QUESTIONS:

Enumerations:
1. Thorndike Laws of Learning
2. Types of Learning
3. Trends Theory of Personality
4. Stage of Development of Erik Erikson
5. Multi-intelligences
 FINAL EXAM
IN
PSYCHOLOGY

ANSWERS:

"Thorndike Laws of Learning"

1) Law of Readiness:-

First primary law of learning, according to him, is the ‘Law of Readiness’ or the ‘Law of Action Tendency’,
which means that learning takes place when an action tendency is aroused through preparatory adjustment,
set or attitude. Readiness means a preparation of action. If one is not prepared to learn, learning cannot be
automatically instilled in him, for example, unless the typist, in order to learn typing prepares himself to start,
he would not make much progress in a lethargic & unprepared manner.

2) Law of Exercise:-

The second law of learning is the ‘Law of Exercise’, which means that drill or practice helps in increasing
efficiency and durability of learning and according to Throndike’s S-R Bond Theory, the connections are
strengthened with trail or practice and the connections are weakened when trial or practice is discontinued.
The ‘law of exercise’, therefore, is also understood as the ‘law of use and disuse’ in which case connections or
bonds made in the brain cortex are weakened or loosened. Many examples of this case are found in case of
human learning. Learning to drive a motor-car, typewriting, singing or memorizing a poem or a mathematical
table, and music etc. need exercise and repetition of various movements and actions many times.

3) Law of Effect:-

The third law is the ‘Law of Effect’, according to which the trial or steps leading to satisfaction stamps in the
bond or connection. Satisfying states lead to consolidation and strengthening of the connection, whereas dis-
satisfaction, annoyance or pain lead to the weakening or stamping out of the connection. In fact, the ‘law of
effect’ signifies that if the response satisfy the subject, they are learnt and selected, while those which are not
satisfying are eliminated. Teaching, therefore, must be pleasing. The educator must obey the tastes and
 interests of his pupils. In other words, greater the satisfaction stronger will be the motive to learn. Thus,
intensity is an important condition of ‘law of effect’.

Besides these three basic laws, Throndike also refer to five subordinate laws which further help to explain
the learning process. These are-

4) Law of Multiple – Response-

According to it the organism varies or changes its response till an appropriate behaviour is hit upon. Without
varying the responses, the correspondence for the solution might never be elicited. If the individual wants to
solve a puzzle, he is to try in different ways rather than mechanically persisting in the same way. Throndike’s
cat in the puzzle box moved about and tried many ways to come out till finally it hit the latch with her paw
which opened the door and it jumped out.

5) The Law of Set or Attitude-

Learning is guided by a total set or attitude of the organism, which determines not only what the person will
do but what will satisfy or annoy him. For instance, unless the cricketer sets himself to make a century, he will
not be able to score more runs. A student, similarly, unless he sets to get first position and has the attitude of
being at the top, would while away the time and would not learn much. Hence, learning is affected more in
the individual if he is set to learn more or to excel.

6) Pre- potency of Elements:-

According to this law, the learner reacts selectively to the important or essential in the situation and neglects
the other features or elements which may be irrelevant or non- essential. The ability to deal with the essential
or the relevant part of the situation, makes analytical and insightful learning possible. In this law of pre-
potency of elements, Thorndike is really anticipating insight in learning which was more emphasized by the
Gestaltions.

7) Law of Response by Analogy-

According to this law, the individual makes use of old experiences or acquisitions while learning a new
situation. There is a tendency to utilise common elements in the new situation as existed in a similar past
situation. The learning of driving a car, for instance, is facilitated by the earlier acquired skill of driving a motor
cycle or even riding a bicycle because the perspective or maintaining a balance and controlling the handle
helps in stearing the car.
8) The Law of Associative Shifting-

According to this law we may get an response, of which a learner is capable, associated with any other
situation to which he is sensitive. Thorndike illustrated this by the act of teaching a cat to stand up at a
command. A fish was dangled before the cat while he said ‘ stand up’. After a number trails by presenting the
fish after uttering the command ‘stand up’, he later ousted the fish and the over all command of ‘stand up’
was found sufficient to evoke the response in the cat by standing up or her hind legs.

"Types of Learning"

1. Behavioral Learning Theory-

In behavioral learning theory, learning is based on outside stimuli. The learner is seen
as an empty vessel who will learn based on the teacher's use of positive and negative
incentives, responses, punishments and rew ards. A teacher using a system of grade point
deductions for undone homework or rewarding prepared students with praise or extra
free time, or making a contract with a student to modify her performance is using
behavioral learning principals. In this parad igm, learning has taken place if behavior
changes.

2. Cognitive Learning Theory -

In cognitive learning theory, the most important factor in learning is the inner working
of a student's brain. Cognitive theorists analyze the development of human intellectual
ability, attempting to understand what actually happens in someone's head when he
remembers, thinks, or solves problems. In cognitive learning theory, the mind is
conceptualized as an information processor rather than a blank slate to be filled. A
teacher using songs or rhymes to help students to memorize facts is using a cognitive
approach. Learning is measured by a change in a student's schema, or
conceptualization of the subject matter .

3. Constructivist Learning Theory -

Constructivist theory goes beyond th e conception of the learner as neutral information

processor to consider what actual data he himself contributes as an active
participant. Learning takes place when the learner, combining prior knowledge and
experience with the information being offered, t akes full ownership by newly
constructing the learning in his own brain . The learner is seen as a very active
participant, and his experience and background will influence the way new knowledge
takes hold. A teacher leading an exploratory discussion of a p oem or story is applying
constructivist theory.

4. Inquiry-Based Learning Theory-

In inquiry-based learning theory, the goal is a holistic and nuanced understanding of

subject matter reached by solving problems, carrying out projects and experiments .
Cognitive and constructive principles -- a student's processing methods and her prior
knowledge and experience -- are both considered important. Inquiry -based learning
theory emphasizes metacognitive processes, the mental methods a student develops as
she learns the art of learning itself . A teacher using an interdisciplinary approach to a
subject that pulls together related art, readings in history and scientific experimentation
around a related theme is applying inquiry -based learning.

Trends Theory of Personality:

Perhaps the earliest known theory of personality is that of the Greek physician Hippocrates (c. 400
B.C.), who characterized human behavior in terms of four temperaments, each associated with a
different bodily fluid, or "humor." The sanguine, or optimistic, type was associated with blood; the
phlegmatic type (slow and lethargic) with phlegm; the melancholic type (sad, depressed) with black
bile; and the choleric (angry) type with yellow bile. Individual personality was determined by the
amount of each of the four humors. Hippocrates' system remained influential in Western Europe
throughout the medieval and Renaissance periods. Abundant references to the four humors can be
found in the plays of Shakespeare, and the terms with which Hippocrates labeled the four personality
types are still in common use today. The theory of temperaments is among a variety of systems that
deal with human personality by dividing it into types. A widely popularized (but scientifically
dubious) modern typology of personality was developed in the 1940s by William Sheldon, an
American psychologist. Sheldon classified personality into three categories based on body types: the
endomorph (heavy and easy-going), mesomorph (muscular and aggressive), and ectomorph (thin and
intellectual or artistic).
 "Stage of Development of Erik Erikson"
Erikson maintained that personality develops in a predetermined order through eight stages of psychosocial
development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which
could have a positive or negative outcome for personality development.
For Erikson (1958, 1963), these crises are of a psychosocial nature because they involve psychological needs of
the individual (i.e., psycho) conflicting with the needs of society (i.e., social).
According to the theory, successful completion of each stage results in a healthy personality and the acquisition
of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises.

1. Trust vs. Mistrust

Is the world a safe place or is it full of unpredictable events and accidents waiting to happen? Erikson's
first psychosocial crisis occurs during the first year or so of life (like Freud's oral stage of psychosexual
development). The crisis is one of trust vs. mistrust.
During this stage, the infant is uncertain about the world in which they live. To resolve these feelings of
uncertainty, the infant looks towards their primary caregiver for stability and consistency of care.
If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust
which will carry with them to other relationships, and they will be able to feel secure even when
threatened.

2. Autonomy vs. Shame and Doubt

Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of psychosocial
development. This stage occurs between the ages of 18 months to approximately 3 years.

3. Initiative vs. Guilt

Initiative versus guilt is the third stage of Erik Erikson's theory of psychosocial development. During the
initiative versus guilt stage, children assert themselves more frequently.

4. Industry vs. Inferiority

Erikson's fourth psychosocial crisis, involving industry vs. inferiority occurs during childhood between
the ages of five and twelve.

5. Identity vs. Role Confusion

During adolescence, the transition from childhood to adulthood is most important. Children are becoming
more independent, and begin to look at the future in terms of career, relationships, families, housing, etc.
The individual wants to belong to a society and fit in.
6. Intimacy vs. Isolation

Intimacy versus isolation is the sixth stage of Erik Erikson's theory of psychosocial development. This
stage takes place during young adulthood between the ages of approximately 18 to 40 yrs.

7. Generativity vs. Stagnation

Generativity versus stagnation is the seventh of eight stages of Erik Erikson's theory of psychosocial
development. This stage takes place during during middle adulthood (ages 40 to 65 yrs).

8. Ego Integrity vs. Despair

Ego integrity versus despair is the eighth and final stage of Erik Erikson’s stage theory of psychosocial
development. This stage begins at approximately age 65 and ends at death.

"Mult-intelligences"

According to MI Theory, identifying each student’s intelligences has strong ramifications in the classroom. If a
child's intelligence can be identified, then teachers can accommodate different children more successfully
according to their orientation to learning. Teachers in traditional classrooms primarily teach to the
verbal/linguistic and mathematical/logical intelligences. The nine intelligences are:
§ VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to see what
you are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art,
puzzles, costumes - anything eye catching.
§ VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking, writing,
reading, listening. These students have always been successful in traditional classrooms because their
intelligence lends itself to traditional teaching.
§ MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and problem
solving. This is the other half of the children who typically do well in traditional classrooms where teaching
is logically sequenced and students are asked to conform.
§ BODILY/KINESTHETIC - children who experience learning best through activity: games, movement,
hands-on tasks, building. These children were often labeled "overly active" in traditional classrooms where
they were told to sit and be still!
§ MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments and
musical expression. It is easy to overlook children with this intelligence in traditional education.
§ INTRAPERSONAL - children who are especially in touch with their own feelings, values and ideas. They
may tend to be more reserved, but they are actually quite intuitive about what they learn and how it relates
to themselves.
§ INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their learning
cooperatively in groups or with a partner. These children may have typically been identified as "talkative"
or " too concerned about being social" in a traditional setting.
§ NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these
students love to pick up on subtle differences in meanings. The traditional classroom has not been
accommodating to these children.
§ EXISTENTIALIST - children who learn in the context of where humankind stands in the "big picture" of
existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is seen in the
discipline of philosophy.

ZIMMEL P. LUCAYLUCAY
BSMX 2-A