EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5

EDUC 103(2610);2022-2023_1STSEM-1ST TERM

Learning Theories in Education

Psychoanalytic Theory

Sigmund Freud (1856-1939)

Oral Stage (0-1 year old)

● Austrian Neurologist
● Erogenous zone is mouth
● The founder of psychoanalysis
● Oral pleasure
● Most well known and influential
● Fixations
psychologist in history
● Oral Fixation
● Oral receptive (Smoking, drinking alcohol,
over eating)
Structure of personality
● Oral Aggressive (Biting Nails, gossips)

Id
Anal stage (2-3 years old)
● 1st to develop
● Basic instinct
● Erogenous zone is the anus
● Pleasure principle
● Finds pleasure in eliminating and retaining
● Is in our unconscious mind
feces.
● Begun their potty training
Ego
● Fixation
● Anal retentive (cleanliness and perfection)
Reality principle
● Anal expulsive (messy and disorganize
Mostly in our conscious mind and partly in our
unconscious mind.
Decision making component of reality.
Phallic stage (3-6 years old)

Superego
● Erogenous zone is the genitals
● Moral Principle
● Boys has an unconscious desires for their
● Conscience
mother (Oedipus complex)
● Ideal self
● Girls has an unconscious desires for their
father (Electra complex
Psychosexual development
●
Latency Stage (6 to puberty)

● Sexual urges remains repressed.

● Children spends more time and interact with
same sex peers.
EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5
EDUC 103(2610);2022-2023_1STSEM-1ST TERM
● Boys relates boys
● Girl with girl
Genital Stage (beyond puberty)
● Erogenous zone is genitals.
● Sexual urges are awakened.
● Individuals begins attracted to opposite se
Psychosocial Development Theory
Erik Erikson (1902-1994)
● The 20th century psychologist who develo
the theory of psychosocial development
● Coined the word “identity crisis”
● Professor of Education and Social psycho
at Harvard Medical School.
Theory of moral development
Lawrence Kohlberg (1927-1987)
● American psychologist
● Well-known for his for his work theory of
moral development.
● Was a professor of education and social
psychology at Harvard university.
Stages of Moral Development
Level 1: Pre-conventional Level
● Stage 1: Punishment and obedience
➢ The earliest stages of moral
development specially common in young
children.
➢ People at this stage see rules is fixed and
absolute.
➢ Obey the rules in order to avoid
punishment
● Stage 2: Instrumental purpose orientation
➢ Behavior is determined by consequences
➢ The individual focuses on receiving
rewards or satisfying personal needs.
Level 2: Conventional Level
● Stage 3: Good-girl Good-boy orientation
➢ Behavior is determined by social approval
➢ The individual wants to maintain or win the
affection and approval of others by being a
“Good Person”
● Stage 4: Law and order orientation
➢ This stage is focused on ensuring that
social order is maintained.
EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5
EDUC 103(2610);2022-2023_1STSEM-1ST TERM

Level 3: Post-conventional Level ● Scaffolding

● Stage 5: Social Contract and ➢ Ability to learn information through the help of
Individual rights informed individual.

➢ When laws are not consistent with

individual rights and interest of the Zone of Proximal Development (ZPD)
majority, it does not bring about good ● Refers to the difference between a learner
people and alternatives should be can do without help and what he or she can
considered.
achieve with guidance and encouragement
from a skilled partner.
●
➢ The highest stage of functioning.
➢ Not everyone reaches or achieves
level.
➢ People follow these internalized
principles of justice, even if they
conflict with laws and rules.

Sociocultural Theory

Lev Vygotsky (1896-1934)

● A seminal Russian psychologist known for

sociocultural development.
● He believed that social interaction plays a
critical role in children's learning a continu
process that is profoundly influenced by
culture.
● He was known as “Mozart of psychology.

3 main aspects of sociocultural theory

● More knowledgeable other (MKO)

● Parents
● Teachers
● Friends
● Peers
EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5
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METALANGUAGE 1.Sensory Model

● Is a language used to describe another ● is the memory store where
language information first comes in through the
senses. It refers to the sight, sound,
Metacognition smell, taste, and touch.
● - awareness and understanding of
one's own thought processes. 2.Short term memory
● is the capacity to store a small
SPACED RETRIEVAL amount of information in mind and
keep it available for a short time.
● Is an evidence based memory
technique that uses procedural 3.Long term memory
memory to help people recall ● the process through which the brain
information over progressively converts information from the
longer intervals of time. short-term memory store into
long-term memories.
SEMANTIC

● Of or relating to meaning in language.

STIMULI
● Causes an action or response

BRAIN LATERALIZATION
● Of the brain hemisphere refers to a functi
dominance of one hemisphere over the o
in which one is more responsible or ent
responsible for control of a function
comparison so the other.

● information is transferred between these

MULTI-STORE MEMORY
stores in a linear sequence.
● -like how a computer works with an
● Atkinson and Shiffrin (1968) proposed
input process and outpu
multi-store memory model also
● Information is said to be detected by the
known as a modal model.
sense organs which then proceeds to the
sensory model.
Modal Model
● When the information from the short-term
● which is basically a structural
memory is rehearsed (repeated), it gets
model. Together they proposed
transferred to the long-term memory.
notion that memory consists of
● However, without maintenance rehearsal
three stores:
(repetition) information may be forgotten and
gets lost from short-term memory by the
1. a sensory register (sensory model)
process of displacement or decay.
2. • short-term memory (STM)
3. • long-term memory (LTM).
EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5
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DISPLACEMENT
● Information being held in STM
is pushed out by newly arriving
Information
DECAY
● Information that is not rehearsed
disappears as time passes.
THE MEMORY STORES
-each store is a “unitary structure”
and has its own characteristics
in terms of…
Encoding
● is the way information is changed
so that it can be stored in the memory.
Capacity
● Concerns how much information
can be stored.
Duration
● Refers to the period of time
information can last in the memory
stores.
3 ways -in which information can be encoded
1. VISUAL (picture)
2. ACOUSTIC (sound)
3. SEMANTIC (meaning)
Mcleod 2017 pointed out the study
conducted by Glanzer & Cunitz (1966)
showed that when learners were presented
a list of words only a first few and last few of those
have the tendency to be remembered while the
words in the middle list are likely to be forgotten.
The result support that a separate LTM and STM
exists because of the observed primacy and recency
effect where words presented early on the list have
been put into long term memory (primacy effect) due
to the span of time to rehearse the word while those
words at the end part proceeded to the short term
memory (recency effect)
Primacy effect
● an individual's tendency to better remember
the first piece of information they encounter
than the information they receive later on.
Recency effect
● a cognitive bias in which those items, ideas,
or arguments that came last are remembered
more clearly than those that came first.
Moreover, there have been different types of long
term memory identified such as
1.Episodic Memory (memories of events)
● refers to the conscious recollection of a
personal experience that contains information
on what has happened and also where and
when it happened.
● In addition to your overall recall of the event
itself, the episodic memory include the
locations and times of the events.
● Ex: first day of school and a friend's birthday
party
2.Procedural memory (knowledge of how to do
things)
● a type of long term memory involved in the
performance of different actions and skills.
Essentially, it is the memory of how to do
certain things
EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5
EDUC 103(2610);2022-2023_1STSEM-1ST TERM

● Ex: Riding a bike, tying your shoes, mental representation “codes” verbal
cooking an omelet without a recipe representation and visual images.
are all examples of procedural memories

Semantic memory
● is the recollection of facts gathered
from the time we are young.
They are indisputable nuggets of
information not associated with
emotion or personal experience.

● refers to the memory of

meaning, understanding, general
● The two codes or channels in our memory
knowledge about the world,
deal with visual and verbal stimuli and though
and other concept-based
they store those stimuli separately, they are
knowledge unrelated to specific
linked to each other and hence makes
experiences.
retrieval easier. Both, words or images
stimulate the retrieval of the other.
Ex: Knowing that grass is green. Recalling
Washington, D.C., is the U.S. capital and Washin
is a state.

Implicit memory
● does not require the conscious or
explicit recollection of past
events or information, and the individual is
unaware that remembering has occurred.
Ex: singing a familiar song, typing on your comp
keyboard, and brushing your teeth.
DUAL CODING THEORY
Allan Paivio in 1971 a Canadian researc
proposed that human two distinct classes
Oliver Caviglioli
● says “Humans receive new
information from the environment in
either visual or verbal formats. There
are others but these two are the most
fundamental.
● Incoming visual information is held in
working memory in what is called a
visuospatial sketchpad and incoming
verbal information is held and
processed in an auditory loop.
● Meanwhile, verbal information is
sequential by nature wherein each
word is addressed one at a time.
There is a need to relate each word to
other words to make sense of it. There
is a distance that require cognitive
effort so as to come up with the
necessary inferences and finally make
sense of the whole text.
EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5
EDUC 103(2610);2022-2023_1STSEM-1ST TERM

Forgetting Curve Model

German Psychologist “Herman Ebbinghaus”

● Pioneered the experimental study of mem

and is known for his discovery of
forgetting curve and the spacing effect.
● He was also the first person to describe
learning curve.
● He was the father of the neo-Kan
philosopher Julius Ebbinghaus.

TYPES OF FORGETTING
● Natural Forgetting
● Morbid or Abnormal Forgetting
● General Forgetting
● Specific Forgetting
● Physical Forgetting
● Psychological Forgetting
EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5
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Causes of Forgetting

● Inadequate impression at the time of

learning
Lapse of time
Interference of association – Proactive inhibition
and Retroactive Inhibition
● Repression
● Rise of emotions
● Alteration of stimulus condition
● Poor health and detective mental state
● Age
● Disease
● Accidents
● Biological malfunction of the brain
■ and nervous system
EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5
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WHAT DOES IT MEAN TO FORGET?
Forgetting
● is the loss or change in information that
was previously stored in short-term
long-term memory.
DECAY
● According to this theory, a memory
trace is created every time a new
theory is formed. Decay theory
suggests that over time, these
memory traces begin to fade and
Disappear.
INTERFERENCE
● Sometimes people forget due to
phenomenon known as interference.
● Some memories compete and interfere
with other memories.
Here are two basic types of interference
Proactive interference is when an
old memory makes it more difficult or
impossible to remember a new memory.
Retroactive interference occurs
when new information interferes with your
ability to remember previously learned
Information
FAILURE TO STORE
● Encoding failures sometimes
prevent information from entering
long-term memory.
Other Reasons Why You Forget
• Alcohol: Drinking alcohol can have a negative
effect on memory, so it is best to stick to no more
than one or two drinks per day.
• Depression: Common symptoms of depression
include low mood and loss of interest, but difficulty
concentrating and forgetfulness can also occur with
depressive disorders. • Lack of sleep: Sleep plays an
important role in memory consolidation,so a lack of
quality sleep can have a negative impact on your
memory. • Medications: Some medications can affect
memory includingmantidepressants, sedatives, and
cold and allergy medications.
• Stress: Excessive stress, both acute and chronic,
can also play a role in causing forgetfulness.
HOW TO PREVENT FORGETTING AND BOOST
YOUR MEMORY
1. USE "SPACED LEARNING"
• The most important discovery Ebbinghaus made
was that, by reviewing new information at key
moments on the Forgetting Curve, you can reduce
the rate at which you forget
SPACED LEARNING
● Spaced Learning is a learning method in
which the same learning content is repeated
three times, with two 10-minute breaks during
which distractor activities on anything are
performed by the students • Spaced learning
has been reported to enhance long-term
memory creation. which forms the bases for
its use in education
EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5
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2. OVERLEARN

•Another strategy Ebbinghaus explored

"overlearning" - that is, putting in more than
the usual amount of effort when you
learn something. He found that doing this
improved retention, and slowed the steep
drop seen on the Forgetting Curve.

3. MAKE INFORMATION MEANINGFUL

● Do everything you can to make the

material that you need to learn clear.
relevant and purposeful, and
establish a strong reason for retaining
it. The more you know how something will
benefit you in the long term, the more
likely your memory will prioritize it.

3. MAKE INFORMATION MEANINGFUL

● Do everything you can to make the

material that you need to learn clear
relevant and purposeful, and
establish a strong reason for retaining it.
● The more you know how something will
benefit you in the long term, the more
likely your memory will prioritize it.
EDUC 103: FACILITATING LEARNER CENTERED TEACHING WEEK 4-5
EDUC 103(2610);2022-2023_1STSEM-1ST TERM

EVIDENCE-BASED LEARNING
TECHNIQUES: