Educational Psychology >>

LEARNING
Mercedes Ferrando

Educational Psychology >>

Educational_Psychology >> Introduction
 Introduction

What is the goal of Education?

* why is important for a teacher to know the

learning theories?

What is learning?

Educational Psychology >>

 CONCEPT OF LEARNING
Learning refers to a more or less permanent change in behavior
Kimble (1961)
which occurs as a result of practice

Gagn (1974) The process that enables people to modify their behavior somewhat
rapidly and in a definite and somewhat permanent way.

Domjan y An enduring change in the mechanisms of behavior that results

Burkhard (1986) from experience with environmental events.

Good y Brophy Learning is a relatively permanent change in capacity for

(1995) performance, acquired through experience

CHANGE IT RESULTS FROM EXPERIENCE

PERMANENT

WHAT DOES CONDUCTISM (BEHABIOURISM)

CHANGE?
COGNITIVISM

Educational Psychology >>

 Non-Scientific theories about learning

Learning as a formal discipline: What matters is to develop

mental faculties through the study of formal disciplines
(mathematics, literature)

Learning as natural development: What matters is to foster

the spontaneous development

Learning as perception: There are none innate ideas. Tabla

rasa. Association of new ideas with previous ideas.

Educational Psychology >>

 Scientific theories about learning

EDINGHAUS

Educational Psychology >>

 SCIENTIFIC LEARNING THEORIES

BEHAVIOURISM SOCIAL (BANDURA) COGNITIVISIM

CLASICAL (PAULOV OPERANT(THORDIKE

INFORMATION
&WATSON) & SKINNER) CONSTRUCTIVISIM
PROCESSING

INDIVIDUAL (PIAGET
SOCIAL (VIGOTSKY)
& BRUNER)

Educational Psychology >>

 Object of study : : Behaviour

Method of study : Observation usinexperimental control

Learning = is the result of association between S-R. It is reduced to a process of Conditioning

Behaviourism
(Conditioning)
1. Classical conditioning
2. Operant conditioning
3. Applications of Behaviourism principles to teaching
4. Social Learning (vicarius)

Educational Psychology >> Learning >> Behaviourism >> Classical Conditioning

 CLASSICAL CONDITIONING
Paulov US UR

physiologist. US + CS UR
Interested in
digestive processes CS CR

As the behaviourist views it is a purely objective experimental branch of natural science. Its theoretical goal is the
prediction and control of behaviour. Introspection forms no essential part of its methods, nor is the scientific value of
its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness.
The behaviourist, in his efforts to get a unitary scheme of animal response, recognizes no dividing line between man
and brute. The behaviour of man, with all of its refinement and complexity, forms only a part of the behaviourist's
total scheme of investigation.

CONDITIONS VARIABLES PRINCIPLES

Time: contiguity, intervals Acquisition
Contiguity The US: intensity, duration Extinction (response
Repetition The CS: inhibition)
External inhibition Spontaneous recovery
The CR: latency, frequency,
Generalization
magnitude, amplitude
Discrimination

Educational Psychology >> Learning >> Behaviourism >> Classical Conditioning

 CONCEPTS OF CLASSICAL CONDITIONING
Concept Definition Example
Neutral Stimulus Stimulus not linked to a response

Unconditioned A stimulus that uncionditionally natrurally and

Stimulus (US) automatically triggeres a physiological or emotional
response.

Unconditioned the unlearned, naturally physiological or emotional

Response (UR) occurring response to the unconditioned stimulus (US).
Such as salivation when food is in the mouth

Conditioned AN ORIGINALLY IRRELEVANT stimulus that after

stimulus (CS association with an unconditioned stimulus (US),
comes to trigger a conditioned response.

Conditioned The learned response to a previous neutral (but now

Response (CR) conditioned) stimulus (CS)

Educational Psychology >> Learning >> Behaviourism >> Classical Conditioning

 MECHANISM OF CLASSICAL CONDITIONING
PROCEDURE
INCONDITIONED INCONDITIONED
STIMULUS RESPONSE
NS (bell)
US (meat)
Simultaneous

NEUTRAL INCONDITIONED NS ((bell)

INCONDITIONED
STIMULUS STIMULUS
RESPONSE US (meat)
Forward
Delay conditioning

CONDITIONED NS
STIMULUS CONDITIONED
US
RESPONSE Forward
Trace conditioning

NS (bell)
US (meat)
Backward conditioning
Educational Psychology >> Learning >> Behaviourism >> Classical Conditioning Carmen Ferrndiz
 Watson: Classican conditioning in Education
Give me a dozen healthy infants, well-formed, and my
own specified world to bring them up in and I'll
guarantee to take any one at random and train him to
become any type of specialist I might select doctor,
lawyer, artist, merchant-chief and, yes, even beggar-
man and thief, regardless of his talents, penchants,
tendencies, abilities, vocations, and race of his
ancestors. I am going beyond my facts and I admit it,
but so have the advocates of the contrary and they
have been doing it for many thousands of years

http://www.youtube.com/watch?v=yvYfq7uEaKw

Educational Psychology >> Learning >> Behaviourism >> Classical Conditioning

 Piensa un momento

Dnde podemos encontrar

condicionamientos (clsicos) en nuestra
vida cotidiana?

Da 5 ejemplos:
______________________________
______________________________
______________________________
______________________________
______________________________

Educational Psychology >> Learning >> Behaviourism >> Classical Conditioning

 Piensa un momento

Dnde podemos encontrar condicionamientos

(clsicos) en nuestra vida cotidiana?
Algunas respuestas:

Propaganda y anuncios: ejemplo muy llamativo la propaganda

Nazi (https://www.youtube.com/watch?v=U2Iazwru7yE)

Preferencia con personas que transmiten estmulos agradables:

ej. alguien con un perfume agradable

Atribuciones del lenguaje: asociamos cierto lenguaje a un tipo

de persona: Acho to

Ensear a leer:
Asociando letras con colores
Asociando imgenes con palabras
Asociando letras con tarjetas (inicio de palabra)

Educational Psychology >> Learning >> Behaviourism >> Classical Conditioning

 OPERANT CONDITIONNING
Thorndike (1874-1949)
Three laws of Learning Theory
CONNECTIONISM :
Law of effect
Law of exercise
Law of dispossition

Learning = process of trial and error

StimulusResponse Consecuences

Skinner
Educational Psychology >> Learning >> Behaviourism >> Operant Conditioning
 OPERANT CONDITIONNING
Thorndike (1874-1949) Skinner
Law of effect ABC de la enseanza.

Law of exercise StimulusResponse Consecuences

Law of disposition Reinforcer

(pleasant) punishment
(unpleasant)
Learning = process of trial and error
Pressent something Remove something

Positive Reinforcer Positive reinforcement Punishment by removing

(strengthens the response) st. (weaken the response)

Adverse stimuli Punishment by presenting Negative reinforcement

sth. (strengthens the
(weaken the response.) response)
No consequences Extinction
(weaken the response)

Learning processes that link the activity of the subject to relevant aspectsof the
environment, so the behavior becomes meaningful
Generalization
Educational Psychology >>
 MECHANISM OF OPERANT CONDITIONING
Positive reinforcement

BEHAVIOUR CONSEQUENCE FUTURE BEHAVIOUR

Students makes a good questions Teacher praises the student Students will make more good questions

Negative reinforcement
BEHAVIOUR FUTURE BEHAVIOUR
Students submit his/her homework CONSEQUENCE Student will increase the times that he
on time Teacher stop criticise the student submits his homework on time.

punishment

BEHAVIOUR CONSECUENCE FUTURE BEHAVIOUR

Students interrupt the teacher Teacher verbally reprimand Students will not interrupt the teacher
(scolded) the student

Educational Psychology >> Learning >> Behaviourism >> Operant Conditioning Carmen Ferrndiz
 "El analisis experimental del comportamiento ha
producido, si no un arte, por lo menos una tecnologia
de la ensenanza por la que es posible deducir
programas, planes y metodos de ensenanza

(Skinner, 1979)

Educational Psychology >>

 Reinforcement or punishment ?

Every night after dinner, accompanied by her mother,

Mara Maria is obliged to take the rubbish to the nearest
(5 aos) container (although she does not like doing it). But for
her good behavior in recent weeks, today she can stay at
Negative home watching tv while her mother takes out the rubbish.
reinforcement

Positive Toms He makes a very nice drawing of his family and his
reinforcement (4 aos) teacher gives him a hug and smiles at him

Positive
Pilar punishment
(3 aos) Pablo
(6 aos)

Yesterday in class his teacher

She refuses to pick up (put away) asked a difficult question for his
Negative the toys, so her teacher does not age and he answered it wrong.
Punishment let her watch her favourite Then the teacher humilliated him
film after break. in front of all children.

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 The reinforcement
Types
Positives and negatives

Primary and secondary

Schedules of reinforcement

Continuous reinforcement

Ratio reinforcement (intermittent reinforcement)

Interval reinforcement
Time

Answers
Fixed reinforcement

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 Applications of
Behaviourism
By making each successive step as small as possible, the frequency of
reinforcement can be raised to a maximum, while the possibly aversive
consequences of being wrong are reduced to a minimum.

- F.B. Skinner

Educational Psychology >>

 Behaviour Modification
Create a new Shaping
behaviour Attenuation
Chaining
Identify target Prompting (clueing)
behaviour
Teachers attention
Establish baseline Reinforce Premark Principle
(maintain) a Shaping
Plan the intervention behaviour Token reward
Learning contracts (contrato de contingencia)
and determine which
techniques use

Assess the results Suppress

Extintion (ignoring a behaviour )
http://www.youtube.com/watch?v=lRqX5
(remove) a
nY2T7w
behaviour
Reinforcement of incompatible behaviour
Punishment: time out

Educational Psychology >>

Educational Psychology >>
 Applications of operant conditioning to teaching
Skinners criticisim of traditional education
Prevalence of punishment over reward
Too much time span between answer and feedback
(reinforcement)
Not serial-feedback(=/=>shapping)
Skinner attentd the parents
Skinner and the reinforcemtne what is important? day at her dauther school

Control of reinforcements
Using secondary reinforces
Administer reinforcement right after the behaviour
Use reinforcement programs (not randomly)
Control contingencies

Teaching machines Programmed teaching

http://www.youtube.com/watch?v=EXR9Ft8rzhk

TASK
List the advantages of teaching machines that skinner
mention in the video

Educational Psychology >>

 Applications of operant conditioning to teaching

Skinners critizise of traditional education

$$$$ 000$ Programmed Text-books

Immediate reinforcement
Students is who establish the rhythm of learning
Difficulty level is gradual and progressive

Programmed teaching
http://www.youtube.com/watch?v=vW76yuQwT98
Principles
Specify objectives (targets)
Division of learning material into smaller steps. Modules and
frameworks
Grading 5% of material each time
Active participation of the student
Immediate feedback
Speed is decided by the student

Types of programmed teaching

Educational Psychology >>
 Programmed teaching
Personalized Instruction (Plan Keller)
Divided content in small units
Individual pace of learning
Learning as mastering (not penalty for
mistakes of failures)
Tutorial Learning
Rewards: special lectures and practices

Active participation of the student

No fear to failure
Advantages New content is presented only when
old one has been learned
Continuous feedback

Educational Psychology >>

 I challenge you:
Search the book
Beoyond Freedom and
Dignity and reflect:
Do we really can avoid
free will?

Educational Psychology >>

 LEARNING THEORIES

BEHAVIOURISM SOCIO-COGNITIVE COGNITIVISIM

(BANDURA)

CLASICAL (PAULOV OPERANT(THORDIKE

INFORMATION
&WATSON) & SKINNER) CONSTRUCTIVISIM
PROCESSING

INDIVIDUAL (PIAGET
SOCIAL (VIGOTSKY)
& BRUNER)

Educational Psychology >>

 Observational Learning
ALBERT BANDURAS COGNITIVE-SOCIAL THEORY
LEARNING BY OBSERVATION =
LEARNING IS WHAT HAPPENS WHEN A
PERSON OBSERVES AND IMITATES
ANOTHER PERSONS BEHAVIOUR
http://www.youtube.com/watch?v=eqNaLerMNOE

Conditioning does not explain Observation and imitation are the source of majority of our
learning learning

BEHAVIOUR OBSERVATIONAL LEARNING PROCESSES

PERSONAL
PSYCHOLOGICAL ENVIROMENT
PROCESS Power & Prestige
Competence
Similarity
coping

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 Self-regulated learning (Zimmerman)
Ability to control all aspects of nones learning. From advance planning to evaluating
performace afterwards

Self-recoding
Self-instruction

Educational Psychology >>

 LEARNING THEORIES

BEHAVIOURISM SOCIAL (BANDURA) COGNITIVISIM

CLASICAL (PAULOV OPERANT(THORDIKE

INFORMATION
&WATSON) & SKINNER) CONSTRUCTIVISIM
PROCESSING

INDIVIDUAL (PIAGET
SOCIAL (VIGOTSKY)
& BRUNER)

Educational Psychology >>

 Something Something is
Will repeate is given removed
behaviour

Reinforcement
(reward)
Something is Something is
given taken
(+) (-)
Punishme
nt

Wont repeate No consequences

behaviour
Extinction (weaken the response)
No
consequenc
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