Lesson 1: Managing the Self - Decreased sex - Decreased sex

drive drive
• Learning to be a better student - Erectile - Erectile
• Setting goals for success dysfunction dysfunction
- Weight gain and - Depressed mood
LEARNING TO BE A BETTER STUDENT
obesity - Weight gain
- Establishing effective study habits - Weakened immune - Bone and muscle
response loss
LEARNING - Anxiety
- Irritability
- Any relatively permanent change in behavior
ADDISON’S DISEASE
brought about by experience or practice
- Your body does not have enough cortisol
- When people learn anything, some part of
(and aldosterone)
their brain is physically changed to record
what they have learned CUSHING’S SYNDROME
- Any kind of change in the way an organism - Your body has too much cortisol
behaves is learning (hypercortisolism)
- Refers to change in behavior potentially LEARNING TYPES:
PERFORMANCE 1. ROTE LEARNING
- Refers to the translation of this potentiality - Learning without understanding
into behavior
- Ex: Memorization
STRESS AND PERFORMANCE
2. RATIONAL LEARNING
- Classic inverted-U curve
- Learning with understanding
- A low degree of stress is associated with low
- Analyzation; application of understanding
performance
3. MOTOR LEARNING
- High stress can set the system into fight-or-
flight mode which leads to less brain activity - Adaptation of movement to stimuli relating
in the cortical areas where higher-level to speed and precision of performance
learning happens
4. ASSOCIATIONAL LEARNING
- Moderate levels of cortisol tend to correlate
with the highest performance on tasks of any - Is learning through establishing relationship
type • CLASSICAL CONDITIONING
High Cortisol Levels Adrenal fatigue - Associate an involuntary response
(Low Cortisol and a stimulus
Levels) • OPERANT CONDITIONING
- Wired or fatigued - Fatigue - Associate a voluntary behavior and a
- High blood - Worsening consequence
pressure memory and
- Hyperglycemia concentration 5. APPRECIATIONAL LEARNING
- Worsening - Difficulty sleeping - Process of acquiring attitudes, ideas,
memory and (insomnia)
satisfaction, and judgement concerning values
concentration - Sugar and salt
as well as the recognition of worth and
- Difficulty sleeping cravings
(insomnia) importance which learner gains from activities
PAVLOV AND CLASSICAL CONDITIONING
IVAN PAVLOV
- Russian physiologist (person who studies the
workings of the body) who discovered
classical conditioning through his work on
digestion in dogs
CLASSICAL CONDITIONING
- Learning to make a reflex response to a
stimulus other than the original, natural
stimulus that normally produces the reflex
1. UNCONDITIONED STIMULUS (UCS)
- A naturally occurring stimulus that leads to
an involuntary response
2. UNCONDITIONED RESPONSE (UCR)
- An involuntary response to a naturally
occurring or unconditioned stimulus
3. NEUTRAL STIMULUS (NS)
- Stimulus that has no effect on the desired
response
4. CONDITIONED STIMULUS (CS)
- Stimulus that becomes able to produce a
learned reflex response by being paired with
the original UCS
5. CONDITIONED RESPONSE (CR)
- Learned reflex response to a conditioned
stimulus
EXTINCTION
- Refers to the diminishing of a conditioned
response when the conditioned stimulus
occurs repeatedly without the unconditioned
stimulus
SPONTANEOUS RECOVERY
- Is the reappearance, after a pause, of an
extinguished conditioned response
GENERALIZATION
- Is the tendency to respond to stimuli that are
similar to the conditioned stimulus
DISCRIMINATION
- Is the learned ability to distinguish between
a CS and other irrelevant stimuli
OPERANT CONDITIONING
- The learning of voluntary behavior through
the effects of pleasant and unpleasant
consequences to responses
THORNDIKE’S LAW OF EFFECT
- Law stating that if a response is followed by a
pleasurable consequence, it will tend to be
repeated, and if followed by an unpleasant
consequence, it will tend not to be repeated
REINFORCEMENT
- Any event or stimulus, that when following a
response, increases the probability that the
response will occur again
- Two effects: strengthens the behavior and
rewards the person
- Reinforcers exist in the environment and are
not something felt by the person
• POSITIVE REINFORCEMENT
- Involves any stimulus that, when
added to a situation, increases the
probability that a given behavior will
occur
- Something is added to increase the
likelihood of a behavior
- Ex: Child gets praise from parent for
good school grades
- Ex: The class is so good -> Give +5 to
increase the behavior
• NEGATIVE REINFORCEMENT
- Is the removal of an aversive
stimulus from a situation
- Something is removed to increase
the likelihood of a behavior
- Ex: A child cleans the room to avoid
nagging (undesirable) parents
- Ex: To avoid undesirable outcome
(traffic), you will go out early to go to
school
1. PRIMARY REINFORCER
- Any reinforcer that is naturally reinforcing by 3. VIVIDNESS
meeting a basic biological need, such as
- Learning is proportional to vividness of the
hunger, thirst, or touch
process
2. SECONDARY REINFORCER
4. EXERCISE
- Any reinforcer that becomes reinforcing after
- Using what has learned will help its
being paired with a primary reinforcer, such as
likelihood to be recalled
praise, tokens, or gold stars
5. READINESS
PUNISHMENT
- Is proportional to the efficiency of learning
- Any event or object that, when following a
response, makes that response less likely to IMPROVING ONE’S STUDY HABITS
happen again
1. Attend all classes
PUNISHMENT BY APPLICATION
2. Take good notes
- The punishment of a response by the
addition or experiencing of an unpleasant 3. Study your lessons and other reading
stimulus materials daily

PUNISHMENT BY REMOVAL 4. Research to improve your background in

the course
- The punishment of a response by the
removal of a pleasurable stimulus 5. Develop a list of possible questions

NEGATIVE PUNISHMENT BY 6. Ask questions in class

REINFORCEMENT REMOVAL 7. Avoid a last-minute cram session, and sleep
- Stopping at a red - Losing the privilege at least 8 hours the night before the exams
light to avoid getting of driving because
in an accident you got into too 8. Eat nutritious food
- Mailing an income many accidents
tax return by April - Having to lose SETTING GOALS FOR SUCCESS
15 to avoid paying a some of your money - Determining the sense of goal setting,
penalty to pay the penalty motivation, self0efficacy, and good mindset
- Obeying a parent for late tax filing
before the parent - Being “grounded” GOALS
reaches the count of (losing your
“three” to avoid freedom” because - Observable and measurable end result of
getting a scolding of disobedience several objectives that are to be accomplished
DIFFERENCES OF LEARNING STYLES in a given time frame

BASIC PRINCIPLES OF LEARNING: - Desired results or outcomes one wishes to

achieve
1. RECENCY
VISION VS. GOALS
- Most recent impression or association is
more likely to be recalled VISION

2. FREQUENCY - Is an idea of what you want ot be or what

you want to do
- Knowledge encountered most often is more
likely to be recalled - Ex: How you see yourself 5 years from now
GOALS
- Are more specific: “what do I need to do to
reach my vision?”
ARE GOALS IMPORTANT?
• GUIDE TO ACT
- They determine, what you want to
do, where you want to go
• MOTIVATE ONE’S BEHAVIOR
- Energizes people to move
- No goal = No motivation
- They give us direction and purpose
GOALS SETTING THEORY
- Edwin Locke and Gary Latham
- Is essentially linked to task performance
- Specific and challenging goals along with
appropriate feedback contribute to higher and
better task performance
- Goals indicate and give direction to a person
about what needs to be done and how much
effort is required to be put in
S – SPECIFIC
- Your goal should be clear and specific,
otherwise you won’t be able to focus your
efforts or feel truly motivated to achieve it
- Six “W” questions:
• Who: Who is involved?
• What: What do I want to accomplish?
• Where: Identify a location
• When: Establish a time frame
• Which: Identify requirements and
constraints
• Why: Specific reasons, purpose or
benefits of accomplishing the goal
M – MEASURABLE
- Setting measurable goals is important in
order to track your progress and stay
motivated
- When you measure your progress, you stay
on track, you reach your target dates, and
experience the exhilaration of achievement
that spurs you on to continued effort required
to reach your goal
- To determine if your goal is measurable, ask
questions such as:
• How much? How many?
• How will I know when it is
accomplished?
A – ACTION PLAN
- Goals need to be realistic and achievable for
it to be successful
- Goals should also motivate you to stretch
your abilities towards proper planning
- You will further begin to identify different
resources that can bring you closer to it
R – RELEVANT
- Reason-based
- Must also be applicable to the present
situation and aligned to the vision you set
- Your goal matters to you
- How do you see yourself in 5 years
T – TIME BOUND
- Every goal needs a deadline, this will
motivate you and help you focus toward your
goal
HUMAN MOTIVATION
- Abraham Maslow
- Maslow describes these needs as “being
arranged in a hierarchy of prepotency,” with
physiological needs making up the bottom of
the pyramid
- PREPOTENT: They must be satisfied or
mostly satisfied before higher level needs
become activated
MASLOW’S HIERARCHY OF NEEDS
- Basic, Psychological, and Self-fulfillment
needs
1. BASIC NEEDS
• Physiological needs: food, water,
warmth, rest
• Safety needs: security, safety
2. PSYCHOLOGICAL NEEDS
• Belongingness and love needs:
intimate relationships, friends
• Esteem needs: prestige and feeling of
accomplishment
3. SELF-FULFILLMENT NEEDS
• Self-actualization: achieving one’s full
potential, including creative activities
MASLOW’S HIERARCHY OF NEEDS
- Deficiency and Growth Needs
• Self-actualization
- Motivation increases as needs are
met
- Being (growth) Needs = the more na
naggrow, mas lalong namomotivate
yung individual
• Esteem, Love/belonging, Safety,
Physiological
- Motivation decreases are needs are
met
- Deficiency Needs = kapag nameet
mo na ito, malelessen yung
motivation mo (Ex: kapag may
nililigawan at sinagot ka na)
SOCIAL COGNITIVE THEORY
- Albert Bandura
- Emphasizes how cognitive, behavioral,
personal, and environmental factors interact
to determine motivation and behavior
- Self-efficacy is the belief we have in our own
abilities, specifically our ability to meet the
challenges ahead of us and complete a task
successfully
- Natututo tayo from one another through
observation, imitation, and modelling
GROWTH MINDSET THEORY
- Carol Dweck
- Individuals can be placed on a continuum
according to their implicit views of “where
ability comes from”
- There are two categories (growth mindset vs.
fixed mindset) that can group individuals
based on their behavior, specifically their
reaction to failure
FIXED MINDSET
- Believe that abilities are mostly innate and
interpret failure as the lack of necessary basic
abilities
- Intelligence is static
- This leads to a desire to look smart and
therefore a tendency to:
• Challenges: avoid challenges
• Obstacles: give up easily
• Effort: see effort as fruitless or worse
• Criticism: ignore useful negative
feedback
• Success of others: feel threatened by
the success of others
- As a result, they may plateau early and
achieve less than their full potential
- All this confirms a deterministic view of the
world
GROWTH MINDSET
- Believe that they can acquire any given
ability provided they invest effort or study
- This leads to a desire to learn and therefore a
tendency to:
• Challenges: embrace challenges
• Obstacles: persist in the face of
setbacks
• Effort: see effort as the path to
mastery
• Criticism: learn from criticism
• Success of others: find lessons and
inspiration in the success of others
- As a result, they reach ever0higher levels of
achievement

- All this gives them a greater sense of free will

FIXED MINDSET GROWTH MINDSET

- “Ang hirap, eh. - “Ang hirap nito,
Hindi ko talaga pero gagaling din
kaya.” ako.”
- “Ayoko na. Ok na - Di pa ‘ko
to.” marunong pero
- “Hindi ako gusto kong matuto.”
marunong, hindi ko - “Okay lang kung
‘to forte.” mag-fail, basta may
- “Nakakatakot mag- matutunan.”
fail” - Gagamitin ko yung
- “Ayoko makarinig feedback nila para
ng feedback, mag-improve.”
nakakaoffend.” - “Kaya ko rin yan
- “Ito lang yung basta mag-effort
binigay sakin ng ako.”
Diyos, okay na ko - “Ang galing niya.
dito.” Aaralin ko kung
- “Sila ‘yun eh, paano niya nagawa.”
matalino sila.”
- “Kung hindi para
sakin, hindi para
sakin/”

Lesson 2: