Mr. Dane Julius Dc.

Daang
Discussant
Objectives: Upon completion of this topic, 85 % of the students are
expected to:

1. Know that most of the human behavior is learned, as

differentiated from animal learning.
2. Realize that people learn in different ways.
3. Understand the different kinds of learning and be able
to give examples.
4. Learn how to become effectively and form good study
habits.
 Class Activity:

Getting to know me and you

Shapes and You: Choose a
Shape
Triangle People

• These people are idealists and

visionaries
• They have high expectations of
themselves and of people around
them
• They plan things ahead and they
pursue their goals relentlessly
• Most achievers such as planners,
leaders, engineers, and scientists
belong to this category.
Square People

• These people are level-headed and

practical minded
• They set their foot on the ground and set
realistic expectations
• Their happiness is very simple, however,
once they commit themselves to a task,
they do it well and with pleasure
• Many managers are born of this type
 Cross People

• These are people who are known for their

self-sacrifice and good heart
• They are also long suffering and patient
• They are meditative and don’t feel lonely
even when alone
• Once provoked, they have a big heart to
forgive
 Cross People

• Their goodness, however is often abused

by the insensitivity of others around them
• Social workers, psychologists, writers,
missionaries, and religious persons fall
under this category
Circle People

These people love

SEX
WINE and PLEASURE
 Human Behavior
Initiates an action
Types of Behavior

1. Overt
2. Covert
3. Conscious
4. Unconscious
5. Non-conscious
6. Rational
7. Irrational
8. Voluntary
9. Involuntary
10. Simple
11. Complex
 Inherited Behavior
Human & Animals-Reflexes
at birth
 Learning
Burton-Changes in behavior as a
result of experiences.
Thorndike- any change produced in the
learner.
Freeman- Modification of inherited
responses

Result of learning
1)Knowledge information
2)Habits and skills
3)Attitudes and appreciations
Connectionism Theory
All learning is explained by
bonds or connections that
are formed between
stimulus and response.
1. Law of readiness- bond &
connections (Satisfaction or
frustration)
2. Law of exercise-
Strengthened the connection
3. Law of effect-Satisfactory
state- strengthened, annoying-
decreased. (Reward &
punishment.)
• Anything that can cause a bodily or
behavioral change is a stimulus.

• Response: A living organism's behavior

that arises in reaction to an internal or
external stimulus is known as a response.
 Practical application of the
Law of Readiness
 Performing at some
ineffective level is not
enough reason to
constitute learning.
 Suitable time
 Practical application of the
Law of Exercise
 Every time a correct response
occur, a satisfier or reward
must follow, however too
many repetitions will be
ineffective.
 It can produce fatigue,
irritation, and negative
emotional effects.
 Practical application of the
Law of Effect
 Knowledge of result or knowledge of
being correct.
 Reward must be immediate to get
desirable responses in teaching
situations.
 A whole group can be rewarded if
every member makes the response
at the same time.
 Do not punish the learners if your
intention is to weaken the habits.
Forcing to try other responses, one
of which will be rewarded.
CONNECTIONISM THEORY

S + R = LEARNING
LAWS OF LEARNING:

READINESS: READY TO LEARN

EXERCISE: PRACTICE MAKES PERMANENT
LAW OF USE AND DISUSE
EFFECT: IF THE EFFECT IS FAVORABLE (REDO)
BEING BAD/PUNISHED (AVOID)
 Pavlov’s Classical Conditioning
A conditioning in which neutral (conditioned) stimulus gradually gains the ability
to raise a response because of its pairing with a natural (unconditioned)
stimulus.
 CLASSICAL CONDITIONING
NEUTRAL STIMULUS: BELL
UNCONDITIONED RESPONSE: NO SALIVATION
UNCONDITIONED STIMULUS: FOOD
CONDITIONED RESPONSE: SALIVATION

CS + US = CR

CONDITIONED STIMULUS: BELL

CONDITIONED RESPONSE: SALIVATION
 A child without fear
• Douglas Merritte
“Little Albert or Albert B”-9 month old
baby, the son of a wetnurse named Arvilla
Merritte who lived and worked at a campus at
the time of experiment.
• John B. Watson and Rosalie Rayner
• Emotional Conditioning Experiment at
John Hopkins University.
A child without fear
• TRAUMA/PHOBIA (TRAUMATIC EXPERIENCES)
DOLL-NEUTRAL SIGNAL-TRAUMATIC/NEGATIVE
EXPOSURE (ASSOCIATION)-DOLL PHOBIA
(PEDIOPHOBIA) *RESPONSE*

EXCITATION: FIRST RESPONSE

(BELL-SALIVATION)
• EXTINCTION: FORGETTING (NOT EXERCISE)
• GENERALIZATION: NOT ABLE TO
DISCRIMINATE/DIFFERENTIATE THE DIFFERENT
STIMULI (ALL DOGS ARE BITING)
• DISCRIMINATION: CHOOSE A METHOD/RESPONSE
 Operant Conditioning

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

Burrhus Frederic Skinner

 REINFORCEMENT (increase behavior)
Increase of frequency of response when a certain consequences immediately follows it.
 REINFORCERS
Anything an organism wants or needs that when acquired,
produces a satisfying feeling or helps organism survive.

Food, water, attention of people (social approval) or even

money.

Dog training (Treats/Approval)-favorable to satisfier

Shaping- reinforcing approximation of the targeted
behavior. (Redo-exercise)
Extinction-not practicing-forgetting
• POSITIVE REINFORCEMENT: ADD APPETITIVE
STIMULUS FOLLOWING CORRECT BEHAVIOR
(Reward, chip, candies, praising or compliment,
activity)
• NEGATIVE REINFORCEMENT: Removing
Aversive Stimuli.
ESCAPE-REMOVE-CORRECT BEHAVIOR
AVOIDANCE-AVOID-CORRECT BEHAVIOR
Noisy = Quiz (suffering)
Keep Quiet = No Quiz (Happiness)
PUNISHMENT (Decrease behavior)

Introducing aversive stimuli when the

organism do a behavior not like. This is
not effective to deter behavior.
• Positive Punishment
Adding a factor to decrease behavior.
(Scolding & Spanking)
• Negative Punishment
Removing a factor to decrease
behavior.
(Grounded & Confiscation)
REINFORCEMENT–INCREASING BEHAVIOR

PUNISHMENT – DECREASING BEHAVIOR

 THEORY
(PCSO)
PAVLOV-CLASSICAL
SKINNER-OPERANT
EXPERIMENT
(PASR)
PAVLOV-ASO
SKINNER-RAT
 RESPONSES
(PASR)
PAVLOV-AUTOMATIC
SKINNER-REWARD
 Factors affecting Learning
Factors affecting Learning

1) Motivation- arouses interest

2) Reinforcement-review, drills,
visual-aids
3) Extinction- mistakes and failures.
4) Association- connection to the
subject (learned and retained)
5) Interest- Facilitating lesson
6) Reward or Punishment- positive
and negative responses.
7) Recency- Learning-retention-
reviews.
Kinds of learning

According to
Pillsbury:
Direct& indirect
experiences
According to Burnham:
Congenital
Temporary
Permanent
 Management of Learning

Have a fixed place and time for study

Management of Learning

Remove distractions &

Concentrate
Management of Learning

Read the assigned works and task

Management of Learning

Make use of study tool

Implications for Education

1) People learn in different ways. Teacher

should therefore, use strategies in teaching.
2) Parents and teachers should help learner
develop good study habits, by supervision.
3) Since learning is habit formation, there
should be no exception to following the rules
if good study habits.
4) Drill often on those things that
should be automatized or those that
will be needed throughout life.
Implications for Education

5) The learning of any fact or information

will be easier the more It is associated with
other things. Recall will also be easier.
6) Frequent review will prevent forgetting.
7) Youth is the time for study. So while one
young should make use of every
opportunity to study as much as one
can and prepare for earning a living.
8) Maturity is the time for production; i.e,
earning a living and being creative.
Benevolent reminder:

1) We are born to learn.

2) You are learnt by connecting.
3) We all learn differently.
4) Connections come through storytelling.
5) Learning is both an emotional and
intellectual experience.
6) Learning can change lives.
 In closing…

Do it! Move it! Make it happen!

No one ever sat their way to success
Primary Source/References:
• Gines, Adelaida C., Dizon, Prescila B., et. al. Educational
Psychology, New Edition
• Lardizibal, A., (1997): Foundations of Education (Psychological,
Sociological, & Anthropological),Revised Edition