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SPECIFIC OBJECTIVES:
At the end of the topic session the students are expected to:
Cognitive:
1. Define learning.
2. Enumerate the kinds of learning.
3. Identify the components and timing of classical conditioning.
4. State the phases and levels of classical conditioning.
5. Discuss the concept of Thorndike’s law of effect.
6. Describe operant conditioning through B.F. Skinner’s
experimental analysis of behavior.
7. Compare and contrast classical and operant conditioning.
8. Identify the difference between reinforcement and punishment.
9. Discuss the concept of observational learning.
Affective:
Psychomotor:
MATERIALS/EQUIPMENT:
o Topic Slides
o OHP
o Student Handout 2 – Albert Bandura’s Bobo Dolls Experiment
TOPIC PREPARATION:
TOPIC PRESENTATION:
1. Introduce the new topic to the class. Ask the students to define
“learning.” The following are the suggested definitions of the
aforementioned concept.
Learning
- http://www.pacificorpfoundation.org/index.htm
Exercise:
5. Ask the students if they can still recall Ivan Petrovich Pavlov.
Afterwards, state that the association of a particular thing to the
other stimulus simply explains Pavlovian conditioning. The
exercise and the Pavlovian conditioning are both related and
unrelated. Although the conditioning involves four components
(as compared to the previous exercise wherein there are only
two), it is somewhat similar to the classical conditioning in the
sense that we respond to a given situation based on our relative
perceptions. However, these two also vary because Pavlovian
conditioning has a control variable (conditioned/neutral
stimulus).
6. After explaining the concepts involved in classical conditioning
(i.e. components and timing), encourage the students to
construct their own examples of its four components.
Learning There are different ways to define “learning.” There is also a fine line
between learning and education. Learning, just like education, allows the
o Definitions individual to grow intellectually through the acquisition of knowledge;
v allows the individual to grow intellectually mentally through the development of skills; psychologically by boosting
through the acquisition of knowledge
the person’s self-esteem and making them realize their true potentials;
v learning refers to a relatively constant
change in the emotional and intellectual
and at times, even spiritually by inculcating upright values. Educated
behavior which can be acquired through
experience and instruction individuals also have more opportunities for stable jobs and a wide
v one of the most important psychological
range of career development.
processes
v we can possibly survive without learning Psychologically speaking, learning refers to a relatively constant change
• however, learning is as important as an
instrument for survival because it enables
in the emotional and intellectual behavior which can be acquired through
us to be flexible and makes us adjust to
whatever changes that the environment can experience and instruction (either by self-study or with the assistance of
produce
an educational institution).
Learning * Property of STI
Page 1 of 12
• timing
• Joey is an ophidiophobic (fear of snakes). Because of the
§ standard pairing - CS immediately begins
before the onset of the US
§ delay conditioning - delay on the occurrence
snake’s slimy and cold skin (not to mention its forked
of CS & US
§ trace conditioning – termination of CS tongue that produces a hissing sound and venom), Joey
§ simultaneous conditioning - if the CS and the
US exist at the same time
§ backward conditioning - US occurs before
developed an absurd feeling towards the creature.
the CS
§ temporal conditioning - fixed time interval
between the start of the US and the CS
Whenever he sees Max (his father), Joey hears jokes about
it biting him like an anaconda (Max’s favorite past time is to
Learning * Property of STI
Page 3 of 12
scare his son). Max finds this funny and so decides to do it
whenever he sees Joey. Years later, whenever his father
jokes around that there is a snake; Joey started to develop
an extreme form of ophidiophobia even without the
presence of such creature.
If the CS and the US exist at the same time and if the US occurs
before the CS, then simultaneous and backward conditioning
develop. Temporal conditioning, on the other hand, occurs when
there is a fixed time interval between the start of the US and the
CS.
Learning
Page 4 of 12 [ See Learning, Page 4 - 5 of 12 ]
General Psychology
¦ Watson and “Little Albert” Experiment
Learning th
Born during the late 19 century, John B. Watson believed that all
o Watson and “Little Albert” Experiment
human reactions and emotions are learned (as opposed to the
v John Watson - believed that all human
other notion that reactions are innate to every human). Watson
reactions and emotions are learned performed an experiment involving a nine-month old child (Little
v Little Albert - nine-month old child Albert). He wanted to prove that human reactions and emotions are
v during the experiment, Watson introduced
white and fuzzy things to Little Albert in
learned through experience. During the experiment, Watson
an absurd way
introduced white and fuzzy things (i.e. white rabbit and Santa Claus’
• every time Little Albert was given a white
rabbit, Watson made a loud and strange
noise to elicit fear and absurd feeling to
beard) to Little Albert in an absurd way. Every time Little Albert was
the child
given a white rabbit, Watson made a loud and strange noise to elicit
fear and absurd feeling to the child. The same process continued
and he observed that Little Albert eventually established an odd
feeling/reaction towards white and fuzzy things.
http://www.greenhead.ac.uk/subjects/psychology/explained.htm
•
of the conditioned stimulus
Little Albert Experiment is a clear demonstration of this
• example: Little Albert experiment
level. At the end of the experiment, Little Albert associated
v stimulus discrimination - organism
(subject) has already determined the all furry and white things to a frightening and strange noise.
difference between a new stimulus and the
original conditioned stimulus
v preparedness - organism learns how to v Stimulus Discrimination - this level occurs when the organism
anticipate on a particular fear
(subject) has already determined the difference between a new
stimulus and the original conditioned stimulus.
Learning * Property of STI
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v Preparedness - this level occurs when the organism learns how
to anticipate on a particular fear. In addition, preparedness
reflects evolutionary programming (Sternberg 2004: 223).
v Possible answers:
v Have you ever been punished? Can you share what kind of
punishment that was?
v What did you feel before, during and after the punishment?
v Did you learn something (insights and inputs) from that
punishment?
•
General Psychology
Reinforcement
Learning
This can be accurately linked to the concept of “reward.” A
o Operant Conditioning reinforcer refers to a kind of stimulus which escalates the
v B.F. Skinner’s experimental analysis of
behavior
probability rate (of existence) of an emitted operant
• punishment - decreases the possibility of an
behavior. It minimizes unpleasant stimulus in which at the
operant behavior to be repeated in a similar
situation same time encourages desirable ones. It should be made
§ positive - exercise of undesirable stimuli
§ negative - termination of a pleasant stimulus
clear that the term operant pertains to the action that has
• consequences if the punishment is wrongly
been emitted before reinforcing the stimulus. There are two
applied:
kinds of reinforcer, namely, positive and negative reinforcer.
§ may bring physical and emotional injury to
the punished individual
§ person may develop an aggressive form of
The former refers to the stimulus that brings pleasurable
behavior
§ may find ways to avoid the punishment
without altering the operant behavior
effects to the individual (reward). Negative reinforcers
§ may produce an extreme form of fear
§ punished individual’s self-esteem may
decrease
(reinforcement by removal), on the other hand, should be
avoided (or terminated) in order to strengthen the
Learning * Property of STI
Page 10 of 12
probability of the operant behavior to be performed again.
• Punishment
Observational Learning
¦ Social Learning
• his theory has been previously known as • Attention - a person learns if he or she pays attention to the
“Social Learning Theory” but renamed it
“Social Cognitive Theory” to encompass
further developments
features of modeled behavior.
v Bandura’s observational learning
• Retention - people store the behaviors they observed in the
• attention
form of mental images or verbal descriptions, and are then
•
•
retention
reproduction
able to recall the image/description later to reproduce the
• motivation activity with their own behavior.
v self-regulation – the process on how
humans are able to control their behavior
• Reproduction - the process of converting symbolic
representations into appropriate actions.
Learning * Property of STI
• Motivation - incentives are reinforcers that people use to be
Page 11 of 12
motivated.
Sternberg, R.J., (2004), Psychology (4th Edition), Canada, Thomson Wadsworth various dimensions that individuals attribute to themselves,
Instructor’s Guide (Week 9 Sessions 24-26): Social and Emotional Development of Children
and Adolescents. Child and Adolescent Development-. STI Education Services Group, 2006
References:
Melucci, N.J., (2004), Psychology: The Easy Way, New York, Barron’s
Educational Series
th
Sternberg, R.J., (2004), Psychology (4 Edition), Canada, Thomson
Wadsworth
EVALUATION/GENERALIZATION:
If you have pets and you feed them with canned food, what happens
when you hit (which produces the sound of) the can opener? Sure, the
animals come running even if you are opening a can of tomato sauce.
Divide the class into groups of four members. Instruct them to conduct a
brainstorming activity in answering the following questions:
SPECIFIC OBJECTIVES:
At the end of the topic session the students are expected to:
Cognitive:
1. Define memory.
2. Identify the difference between recall and recognition.
3. Name the types of recall.
4. Enumerate the three memory stores (functional storage
locations) according to Richard Shiffrin and Richard Atkinson.
5. Explain how memory processes information.
6. Name the three alternative models of memory.
7. Discuss the concepts of amnesia and mnemonist.
Affective:
Psychomotor:
MATERIALS/EQUIPMENT:
o Topic Slides
o OHP
o Tray/plate
o 20 small items (e.g. button, paper, pencil, eraser, I.D., paper clip
and etc.)
o cloth or towel
o Paper and pen
TOPIC PREPARATION:
TOPIC PRESENTATION:
This will be the suggested flow of discussion for Basic Concepts, The
Multiple-Store Model of Memory, Alternatives to the Traditional Models
of Memory and Memory Disorders and Outstanding Memories.
- http://faculty.washington.edu/chudler/chmemory.html
After storing these words in memory, the subject will be asked to recall
an item based on a given word. For instance, he is given a stimulus
(word) needle; the subject is expected to state house instead of mayo,
pencil or boat. In serial recall, the subject is presented with a list of items
(can be numbers, words or names). He is also expected to recall these
words based on its original arrangement. In free recall, the subject is
also presented with a list of items and expected to enumerate these
items in any order.
o Basic Concepts
Memory can also be viewed as procedural and declarative. Procedural
memory also works as implicit memory because it involves recognition
v procedural memory - works as implicit
memory because it involves recognition and awareness of techniques and procedures as to how to ride a
and awareness of techniques and
procedures bicycle, how to set-up an internet connection and etc. Declarative
v declarative memory - involves recognition memory, on the other hand, involves recognition and understanding of
and understanding of the content of an
article, speech or any form of factual the content of an article, speech or any form of factual information.
information
Shiffrin and Richard Atkinson, two of the best psychologists during the
Memory sixties. They dubbed this psychological discovery as “multiple-store
model” which consists of three memory stores: sensory store, short-term
o Multiple-Store Model of Memory memory and long-term memory.
v sensory store – shortest memory storage
General Psychology
The following are the procedures on how we can store a sensory
output in our short-term memory storage:
Memory
v Encoding sensory information - as previously recounted, we
o Multiple-Store Model of Memory often use our short-term memory storage in encoding and
v short-term memory remembering several items for a short period of time. During the
• encoding sensory information - we normally retrieval stage, we normally experience confusion in which we
experience confusion in which we tend to
associate the similarities of particular items tend to associate the similarities (i.e. common sounds,
§ acoustic confusability (R. Conrad)
characteristics, appearance) of particular items. In short, we
• rehearsal - we repeat a set of memory
information over and over again as a way of mistakenly substitute the wrong items from the correct ones.
keeping these data in the STM storage
¦ Long-Term Memory
General Psychology
Baddeley, a contemporary psychologist, views short-term and long-
term memory in a different perspective. He devised another version
Memory
of memory storage as working memory which is composed of three
o Alternative Models of Memory
elements, namely, phonological loop, visuouspatial sketchpad and
central executive. Phonological loop is responsible for taking care of
v parallel-processing model
acoustic rehearsal and verbal comprehension. Visuouspatial
• working memory as the developed part of
the long-term memory storage
sketchpad is responsible for visual images while central executive
§ the working memory is composed of
paralleled, but widely dispersed portions of
long-term memory
transmits attentional activities and controls responses.
o Memory Disorders & Outstanding
Memories
¦ Parallel-Processing Model
v amnesia
Memory ¦ Amnesia
o Memory Disorders & Outstanding The amnesia victim is incapable of remembering explicit memory
Memories
tasks. Contrary to the notion that amnesia refers to the complete
amnesia
v
loss of memory inputs, the condition only pertains to the reduction
• most of the victims experience poor
performance in declarative memory as (or totally loss) of explicit memory task. As recounted earlier, explicit
compared to the procedural memory due to
the prior learning activity memory involves recall and recognition memory tasks. Implicit
§ infantile amnesia - a condition wherein we
are unable to remember the things that
memory, on the other hand, is not affected (or less affected) in the
happened when we were still
infants/toddlers
§ retrograde amnesia - the victim is unable to
occurrence of this memory disorder.
explicitly remember the events that
occurred before the trauma that caused the
memory loss
§ anterograde amnesia - the victim is unable
to explicitly remember the events that
Amnesia victims also experience contradictory performance in tasks
occurred after the trauma that caused the
memory loss that involve declarative memory and procedural memory. Recall that
procedural memory pertains to the recognition and awareness of
Memory * Property of STI
Page 8 of 9
techniques and procedures as to how to ride a bicycle, how to set-
up an internet connection and etc. Declarative memory, on the other
hand, refers to the recognition and understanding of the content of
an article and etc. Most of the victims experience poor performance
in declarative memory (mostly associated with traditional activities)
as compared to the procedural memory due to the prior learning
activity. There are three forms of amnesia, namely, anterograde
amnesia, retrograde amnesia and infantile amnesia.
• To learn that the French word for water is eau, you might
note that eau sounds like you.
References:
Melucci, N.J., (2004), Psychology: The Easy Way, New York, Barron’s
Educational Series
th
Sternberg, R.J., (2004), Psychology (4 Edition), Canada, Thomson
Wadsworth
EVALUATION/GENERALIZATION:
Classroom Activity
Ask the students to form a big circle. It is suggested that the table and
chairs should be put on both side of the classroom to provide a spacious
area. Instruct them to sit on the floor. The instructor must also join the
students in this activity. Prepare a long sentence/message that is difficult
to remember and ask them to transmit it manually. The
sentence/message could in the form of movie tag lines or cultural
sayings. Each student must transmit the message/sentence silently.
Suggested sentences/messages: