Part 5

“Learning and Thinking”

Reporters : 1/C CAPONPON, DANIEL CHRISTIAN R.

1/C TAN, JAMES CHRISTIAN N.
1/C PEREZ, FRANCIS MATTHEW ROSS

YEAR AND SECTION: S3 CHARLIE

Mar-E
INTRODUCTION

Learning is the process of acquiring new, or

modifying existing, knowledge, behaviors,
skills, values, or preferences. The ability to
learn is possessed by humans, animals, and
some machines. Thought or thinking is a
mental process which allows beings to model
the world, and so to deal with it effectively
according to their goals, plans, ends and desires.
Words referring to similar concepts and
processes include cognition, sentience,
consciousness, idea, and imagination.
NATURE OF LEARNING
Learning maybe define as a process which brings about a
change in the individual’s way of responding as a result of
practice or other experiences. Learning may also be , define
as a relatively permanent change in behavior. Behavior
changes with experience.
TYPES OF LEARNING
1. “CLASSICAL
CONDITIONING”. also known as
Pavlovian conditioning, is learning
through association and was
discovered by Pavlov, a Russian
physiologist. In simple terms two
stimuli are linked together to produce
a new learned response in a person or
animal.
UNCONDITIONED STIMULUS - is one that
unconditionally, naturally, and automatically triggers a
response. For example, when you smell one of your favorite
foods, you may immediately feel very hungry. In this example,
the smell of the food is the unconditioned stimulus.

UNCONDITIONED RESPONSE is the unlearned response

that occurs naturally in response to the unconditioned stimulus.
In example, the feeling of hunger in response to the smell of
food is the unconditioned response.
Conditioned stimulus is previously neutral stimulus that, after
becoming associated with the unconditioned stimulus,

Conditioned response is the learned response to the previously neutral

stimulus. In our example, the conditioned response would be feeling
hungry when you heard the sound of the whistle.
2. INSTRUMENTAL
CONDITIONING - is a
learning process through
which the strength of a
behavior is modified by
reinforcement or
punishment. It is also a
procedure that is used to
bring about such learning.
KINDS OF INSTRUMENTAL
CONDITIONING

Primary reward conditioning – where

the learned response is instrumental in
obtaining a biologically significant
reward, such as a pellet of food or an
amount of water.
Secondary reward conditioning- is
where there is instrumental behavior to
get at a stimulus which has no biological
utility itself but which has in the past
been associated with a biologically
significant stimulus.
Escape conditioning – is one where
the organism is learns a response that is
instrumental in getting out of a place
one prefer not to be in.

Avoidance conditioning – is a kind of

learning where a response to a cue is
instrumental in avoiding a painful
experience.
Reinforcment – is any stimulus that will maintain or increase the
strength of a response.

Positive reinforcement It involves giving a reward or

reinforcement to a child, adult or pet after a particular
act. This award will increase the chances of the act being
repeated in the future.
Negative reinforcement happens when you want to
prevent an aversive stimulus, aka an event or action
you want to avoid, and increase a good behavior.
3. Insighful Learning ( perceptual learning)- refers to the sudden realization of
the solution of any problem without repeated trials or continuous practices. To
further elaborate on its definition, insight learning is the type of learning, in which
one draws on previous experience and also seems to involve a new way of
perceiving logical and cause-and-effect relationship.

Sign learning- involves the perception of a stimulus that gives rise

to the expectation that if a particular kind of behavior follows the
perceive stimulus.

Programmed learning- is a method of self instruction consisting

frames( a series of shoty steps) and responces.

Learning to learn – is the ability to pursue and persist in learning

Other types of learning

Rational learning – Knowledge is the outcome sought in this

type of learning.
Motor learning –defined as a “set of internal processes associated with
practice or experience leading to relatively permanent changes in the
capability for skilled behavior.”
Associative learning- is a method or process wherein the learner associates a
certain response to an object or a stimulus resulting in a positive or negative
outcome.
Appreciation learning – The outcome sought in this
type of learning is appreciation or aesthetic
improvement. Appreciation involves both intellectual
and emotional elements.
Transfer of training
Transfer of Training is related to the theory
of transfer of learning and refers to the idea
that when a person has acquired knowledge
or abilities in one area of learning it is
possible to transfer that information and
apply it to other tasks. An example of this
could be that if a person who is skilled in
auto mechanics decides to learn aircraft
mechanics, they would find much easier than
someone with no previous knowledge of
mechanics.
Learning curves
Denotes a graphical
representation of the rate at
which you make progress
learning new information.
When you learn something
new repetition is essential.
Through repetition you
become more efficient and
more effective at any
challenge, which you pose
yourself.
Social learning
Social Learning Theory, theorized
by Albert Bandura, posits that
people learn from one another, via
observation, imitation, and
modeling. The theory has often been
called a bridge between behaviorist
and cognitive learning theories
because it encompasses attention,
memory, and motivation.
Four mechanisms that are essential
for observational learning to occur:

Attentional processes – factors that determine whether one will pay attention
to a particular model or not.
Retention processes- the various way one fles what have been observe for
possible later use.
Motor reproduction – transformation from watching to doing.

Reinforcement – particularly the anticipation of rewards as a motivational

factor.
Laws of learning
One of the pioneers of educational
psychology, E.L. Thorndike
formulated three laws of learning in
the early 20th century. These laws are
universally accepted and apply to all
kinds of learning: the law of
readiness, the law of exercise, and the
law of effect.
Law of effect - which states that responses that produce a satisfying effect in a
particular situation become more likely to occur again in that situation, and
responses that produce a discomforting effect become less likely to occur again in
that situation.
Law of readiness- A satisfying state of affairs results when an individual is
ready to learn and is allowed to do so. Being forced to learn when not ready, or
being prevented from learning when ready to learn, results is an annoying state of
affairs.
Law of exercise- The connection between a stimuli and a response can be
strengthened or weakened. This connection can be strengthened by practicing hard
and often or it can be weakened by discontinuing the practice.
Remembering and forgetting
REMEMBERING means showing in present responses some signs of ealier learned responses.
Retention of past experience is not always perpect and complete. Conditioned responces fade if
they are not reinforced. Skills deteriorate if not used and, in the verbal and symbolic area,
FORGETING may take place.

Reintegrative memory- is the recollection of personal experience or event.

Recognition- is a kind of memory, remembering only a sense of familiarity.
Recall – requires a reinstatement of something learned in the past.
Saving in relearning- is the way of fiding out the influence of prior learning.
Explanations of forgetting include:

1. Passive decay through disuse.

2. Systematic distortion of the memory
trace.
3. Interference effects ( retroactive and
proactive inhibition).
4. Motivated forgetting.
Improvement in retention

Most improvement in retention is

achieved through improved methods of
fixating the material and through
practice in recall. Recall during
practices and periodic view is a form of
reciting to one self. It increases
retention of the material learned.
Reward and punishment
Learning agree that rewards are useful in training
operation. Learning should be based on rewards
or positive reinforcement, and that aversive
situation should be used a little as possible.
In general no psychologist advocates the use of
punishment in the classroom. Teacher who
abusive,scornful sarcastic and insulting produce a
avoidance behavior in learning situation.
Thinking
- is a mental process which allows
beings to model the world, and so to
deal with it effectively according to their
goals, plans, ends and desires. Words
referring to similar concepts and
processes include cognition, sentience,
consciousness, idea, and imagination.
Directed thinking- has an aim,
goal, or end point. In includes
Kind of critical thinking when
making judgements and
propositions.

Cretive thinking- which

attempts to discover ne
relationships, achieve new
solutions to problems, invent
new methods or devices and
produce ne aristic forms.
Problem solving

it involves correct responses to new situations. It involves the

appropriate combination of concepts, ideas, and skills.

Habital set- the tendency to persist in applying a solution that

once efficient but is no longer applicable.
Functional fixedness- the inability to see alternative uses of a
tool or object whose familiar use-meaning has become fixed
Thankyou! Have a nice day!