Bio-Psycho

Foundations

The Relationship of
biological and

Graduate psychological
foundation

School Zyra A. Aňosa

Brenda M. Catuday
BIOLOGY

• a natural science concerned with the

study of life and living organisms,
including their structure, function,
growth, origin, evolution, distribution,
and taxonomy.

https://www.visiblebody.com/learn/biology
PSYCHOLOGY
• a branch of science which studies the activities
of the organism.
• Psychology is the science of mind and behavior
and its functions, especially those affecting
behavior in a given context. It includes the
study of conscious and unconscious
phenomena, as well as feelings and thought.
BIOLOGICAL-PSYCHOLOGICAL
FOUNDATIONS OF EDUCATION
THE LEARNING PROCESS &
THEORIES OF LEARNING
HOW DO PEOPLE
COME TO
BEHAVE IN THE
WAY THEY DO?
 WHAT IS LEARNING?

LEARNING is any change in a person

or his behavior. (Burton)

LEARNING is modification of inherited

responses and the acquisition of new
experiences. (Freeman)
 WHAT IS LEARNING?

LEARNING Is the modification of

the reaction of the organism through
experience. (Covin)
 WHAT IS LEARNING?

LEARNING Is any change that may

take place in one through the influence
of the outside world, whether the
influence be persons or things, good or
bad. (Thomas)
 OUTCOMES OF LEARNING

• Knowledge and Information

• Habits and Skills
• Attitudes and Appreciation
 THEORIES OF LEARNING

1. Connectionism Theory (Thorndike)

Association is established between
stimulus and response. Practice strengthens
the
association between the
stimulus and response.
The connection
between stimulus and
response is strengthened
by reward of satisfaction.
 THEORIES OF LEARNING

2. Classical or Respondent Conditioning

(Ivan Pavlov) – the association between a
conditioned stimulus and
a response is strengthened
by repeated presentation
with the unconditional
stimulus.
 THEORIES OF LEARNING

2. Instrumental or Operant Conditioning –

the stimulus – response pattern is
strengthened by immediately following the
response with the reinforcing stimulus.
 FACTORS AFFECTING LEARNING

1. Motivation – the stimulus-response

pattern is strengthened by immediately
following the response with the
reinforcing stimulus.

2. Reinforcement – may be made through

the use of audio-visual aids, review, drills
and other means.
 FACTORS AFFECTING LEARNING

3. Extinction – let something die out of be

forgotten by disuse.

4. Association – means the more connections

are made with a subject, the better it will be
learned and retained.
 FACTORS AFFECTING LEARNING

5. Interest – facilitates learning and be its

own motivation. (interesting lesson).

6. Reward or Punishment – should be

given immediately.
 FACTORS AFFECTING LEARNING

7. Recency – means that learning should

be made recent in the minds of learners
so that they will not forget what they
have learned. (frequent review)
 KINDS OF LEARNING

Direct Experience – learns through a

direct contact with the stimulus.
(Pilsbury).

Indirect Experience – uses mode,

tools/instruments in order to learn
something (Pilsbury).
 KINDS OF LEARNING

Congenital – present at birth such as

reflex actions (Burnham).

Temporary – learns (needed) in a short

while and conveniently forgotten
(Burnham).

Permanent – those that be utilized

throughout life (Burnham).
 KINDS OF LEARNING

Sensory Learning – learns through the

sense of touch - Braille reading (Ruch).

Verbal Learning – memorizing poem.

(Ruch).

Motor Learning – Typing or swimming

(Ruch).
 KINDS OF LEARNING

Ideational Learning – planning the plot of

the story (Ruch).

Attitudinal Learning – teaching good

manners. (Ruch).
 IMPLICATIONS FOR EDUCATION

Management of Learning
• People learn in different ways. Teachers
should, therefore, use different
strategies in teaching.
• Parents and teachers should help
children develop good study habits by
supervision.
 IMPLICATIONS FOR EDUCATION

Management of Learning
• Since learning is habit formation, there
should be no exception to following the
rules of good study habits.
• Drill often on those things that should
be automatized or those that will be
needed throughout life.
 IMPLICATIONS FOR EDUCATION

Management of Learning
• The learning of any fact or information
will be easier the more it is associated
with other things. Recall will also be
easier.
• Frequent review will prevent forgetting.
Theories of the
relationship between
body and mind:

• Aristotle, who
conjectured that the
two exist as aspects of
the same entity, the
mind being merely
one of the body’s
functions.
Theories of the relationship
between body and mind:

• French philosopher Rene

Descartes, both the mind
and the soul are spiritual
entities existing separately
from the mechanical
operations of the human
body.
Theories of the relationship
between body and mind:

• The psychological
parallelism theory of
German philosopher
Gottfried Wilhelm Leibniz
believed that mind and
body are separate but that
their activities directly
parallel each other.
Behaviourists such
as American
psychologist, John
B. Watson - focused
on observable
human and animal
behaviours and their
relationship to the
nervous system.
 FOR
LISTENING!
REFERENCES:

https://premium.britannica.com/
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