3 MAJOR LAWS OF LEARNING

1. LAW OF EFFECT
• The law states that a satisfying state of affairs following the response
strengthens the connection between the stimulus and the behavior,
whereas an annoying state weakens the connection.

• Based on the emotional reaction and motivation of the student.

Learning is strengthened with pleasant or satisfying feeling while
unpleasant feelings tend to do otherwise.

• A person tends to repeat what has previously been satisfying and

avoid what has been dissatisfying or annoying.
• Learning will always be much more effective when a feeling of
satisfaction, pleasantness, or reward accompanied in learning
process.
 2. LAW OF EXERCISE
• Repetition of an experience increases the probability of a correct
response. But repetition in the absence of satisfying state of affairs
does not enhance learning.

• Things most often repeated are best remembered.

• We learn by doing. We forget by not doing.

• The mind can rarely recall new concepts after a single exposure, but
every time it is repeated and practiced, learning continues and is
enforced.
• A. Law of use
▫ Connections between S and R are strengthened as they are used.

• B. Law of Disuse
▫ Connections between the S and R weakened when practice is
discontinued.
 3. LAW OF READINESS
• This law describes the conditions that refer to “annoying or
satisfying” states.

• When the person is ready to respond to a stimulus and is not made

to respond, it becomes annoying to the person.

• The learner should be biologically prepared.

• One learns only when he is physically and mentally ready for it.

• Individual will learn when she is ready to do so.

• The law implies that teacher must either wait for readiness or
accept the present level of readiness and be satisfied with a
slower learning rate in introducing any new learning
experiences.
 PRINCIPLES:

• A. When someone is ready to perform some act, to do so is

satisfying.

• B. When someone is ready to perform some act, not to do so is

annoying.

• C. When someone is not ready to perform some act and is forced to

do so, it is annoying.
RELATIONSHIP BETWEEN THE LAW OF EXERCISE AND THE
LAW OF EFFECT

• Law of Exercise operates only in conjunction with the Law of

Effect. Practice alone is not enough for the improvement of
skills/behaviors.
 ALBERT BANDURA – SOCIAL LEARNING THEORY/SOCIAL
COGNITIVE THEORY
• Also called as observational learning theory

• States that learning takes place when one person observes and then
imitates the behavior of others

• Individuals learn or gain information or social behaviors by observing

the behaviors of important people in their lives: parents, siblings,
teachers, peers, and television/movie heroes or characters. They make
decisions about which of those observed are worthy of adoption, and to
use that information in later situations that require a response.

• The theory maintains the stimulus-response connection in learning but

it gives more emphasis on observational learning.
 TYPES OF LEARNING

• 1. ENACTIVE LEARNING
▫ Learning by doing and experiencing the consequences of your
actions

• 2. VICARIOUS LEARNING
▫ Learning by observing others.
▫ If people can learn by watching, they must be focusing their
attention, constructing images, remembering, analyzing, and
making decisions that affect learning.
ELEMENTS OF OBSERVATIONAL
LEARNING
 1. ATTENTION

• Observer must attend and recognize the distinctive features of

the model’s response.
• In order to learn through observation, we have to pay
attention
 2. RETENTION

• Implies that student retains that observed behavior.

• In order to imitate the behavior of a model, you have to
remember it.
• It can be improved by mental rehearsal or by actual practice.
 3. MOTOR REPRODUCTION PROCESS

• After observation, have students demonstrate as soon as

possible. Correct behavior can be reinforced while incorrect
ones can be altered.
• Once we know how a behavior should look and remember the
elements or steps, we still may not perform it smoothly.
 4. MOTIVATIONAL PROCESS

• Although observer acquires and retains ability to perform the

modeled behavior, there will be no overt performance unless
conditions are favorable
• We may acquire a new skill or behavior through observation,
but we may not perform that behavior until there is some
motivation or incentive to do so.