TEACHING STRATEGIES

Worksheet: Cognitive Learning Theories

NAME: BORROMEO, KRIZTIAN RALPH O. SECTION: BSN 1-A

Date Accomplished: JUNE 24, 2020

INSTRUCTIONS: Please answer the following questions on a separate sheet of paper (long
bond paper) in any FONT style, font size 14. Write your complete name, section and the
date & time you accomplished the worksheet. Maximize your time and tools to provide a
creative output.

RUBRICS: BASIS FOR GRADING YOUR WORKSHEET

Required Contents - Sensible, complete, well-thought of definition of terms with

illustration.
Effort - If the student has worked at their best/excellent level.
Worksheet completion: How much of the worksheet was completed?

TEST I – 1 POINT each

TEST II – 10 POINTS (Definition & Illustration)
TEST III - 1 POINT each

I. Define the following:

TERMS DEFINITION

1.) EXTINCTION Refers to the gradual weakening of a

conditioned response that results in the
behaviour decreasing or disappearing. In other
words, the conditioned behaviour eventually
stops. 
2.) SPONTANEOUS RECOVERY
3.) EMPATHY
4.) SELF-AWARENESS
5.) SELF-REGULATION
6.) SELF-MANAGEMENT
7.) MOTIVATION
8.) SOCIAL AWARENESS
9.) RELATIONSHIP MANAGEMENT
10.) PUNISHMENT
Is a phenomenon of learning and memory that
was first named and described by Ivan Pavlov
in his studies of classical (Pavlovian)
conditioning.
Experience by imagining oneself in that other
person's situation: One understands the other
person's experience as if it were being
experienced by the self, but without the self
actually.
Involves being aware of different aspects of
the self, including traits, behaviours, and
feelings. Essentially, it is a psychological state
in which oneself becomes the focus of
attention.
Refers to the self-directive process through
which learners transform their mental abilities
into task related skills.
Refers to programs that help people who have
ongoing health conditions learn how to live life
to the fullest.
The forces that account for the arousal,
selection, direction, and continuation of
behaviour.
Is the ability to take the perspective of and
empathize with others from diverse
backgrounds and cultures, to
understand social and ethical norms for
behaviour, and to recognize family, school,
and community resources and support.
is a strategy in which an organization
maintains an ongoing level of engagement
with its audience
Defined as anything that attempts to decrease
a behaviour.
II. Define the following Cognitive theories and give an example of an illustration
that best describe the theory, in the illustration; it could be a sentence, or a
summary of the theory with a picture.

Example:
Ivan Pavlov -------- Classical Condition Theory -------- DEFINITION
Illustration: “Dogs were classically conditioned.”

THEORIS THEORY DEFINITION ILLUSTRATION

T

Ivan Stimulus It is a concept in psychology

Pavlov Response that refers to the belief that
behaviour manifests as a
result of the interplay
between stimulus and respon
se. In other words, behaviour
cannot exist without
a stimulus of some sort, at
least from this perspective.

Edward Connectionis Learning is achieved when an

Thorndik m Theory individual is able to form
e associations between a
particular stimulus and a
response.
Burrus Theory of It is a method of learning that
Frederic Operant occurs through rewards and
Skinner Conditioning punishments for behaviour.
Through operant
conditioning, an individual
makes an association
between a particular
behaviour and a
consequence 

John Behaviorism it focused not on the internal

Watson Theory emotional and psychological
conditions of people, but
rather on their external and
outward behaviours.

Edwin Contiguity It refers to associating, or

Ray Theory learning, two stimuli or
Guthrie events that occur
simultaneously. When the
stimulus and response occur
together, they are learned
due to the connection of
their contiguity.

III. On a separate paper, give what is asked, please indicate your references.
 1. 3 Types of Operant Conditioning
2. Differentiate Positive Reinforcement from Negative Reinforcement
3. Differentiate Positive Punishment from Negative Reinforcement
4. Define the Mowrer’s Two-Factor Theory.
5. Define the Emotional Intelligence Theory
6. Give the 3 Components of Emotional Quotient
7. Define the Little Albert Experiment
8. Define Threshold Method
9. Define Fatigue Method
10. Define Incompatible Stimuli Method

“Success does not lie in ‘RESULTS’ but in ‘EFFORTS’, ‘BEING the best is not so important,
“DOING” the best is all that matters.

III.
1. Positive reinforcement occurs when a behaviour is strengthened as a result of receiving
a positive condition.
Negative reinforcement happens when a behaviour is strengthened as a result of
stopping or avoiding a negative condition.
Punishment works when a behaviour is weakened as a result of experiencing a negative
condition.
Extinction occurs when a behaviour is weakened as a result of not experiencing an
expected positive condition or a negative condition is stopped.
2. Positive Reinforcement is a concept of Operant conditioning that presents favourable
reinforcer, so that the subject repeats its behaviour while Negative Reinforcement is
the concept of Operant conditioning that presents certain reincorcers, which increases
the behaviour of the subject in order to avoid those reinforcers.
3. Positive punishment is an attempt to influence behaviour by adding something
unpleasant, while negative reinforcement is an attempt to influence behaviour by
taking away something unpleasant.
4. Mowrer's two-factor theory combined the learning principles of classical and operant
conditioning. Mowrer proposed that the avoidance of (or escape from) anxiety-
provoking stimuli resulted in the removal of unpleasant emotions. Thus, avoidance
becomes a reward and reinforces (increases) the behavior of avoidance.
5. Emotional Intelligence Theory is the ability to monitor one's own and
other's emotions, to discriminate among them, and to use the information to guide
one's thinking and actions.
6. Self-Awareness
Self-Regulation
Motivation
Empathy
Social Skills
7. The Little Albert experiment was a controlled experiment showing empirical evidence
of classical conditioning in humans. The study also provides an example of stimulus
generalization. It was carried out by John B. Watson and his graduate student, Rosalie
Rayner, at Johns Hopkins University.

8. The threshold method is when the stimulus can be presented indistinctly so that the
individual learns over time not to respond in the habitual manner. Guthrie postulated
 that the larger the number of stimuli that created the responses, the stronger the
habit.
9. The fatigue method is quite simple, you keep presenting the stimulus until the person
with the habit no longer replies with their habitual response. Guthrie considered
this method similar to "breaking the horse."
10. The incompatible method pairs the stimuli that causes the habitual behavior with
another stimulus that triggers a response that is opposite or incompatible with the habit
that you want to get rid of.