PSYCHOLOGY OF LEARNING REVIEWER Stage 1: Before Conditioning

WHAT IS LEARNING? The Unconditioned Stimulus (UCS)

 Learning is the act of acquiring new or modifying  The unconditioned stimulus is one that
existing knowledge, behaviors, skills, values, or unconditionally, naturally and automatically
preferences and may involve synthesizing triggers a response.
different types of information.
 It is a relative permanently change in behavior or The Unconditioned Response (UCR)
mental state based on experience.  The Unconditioned Response is the unlearned
 Learning may occur consciously or response that occurs naturally in response to the
unconsciously. unconditioned stimulus.

Stimulus Stage 2: During Conditioning

 it is external and internal change which generate
the response of the body
The Neutral Stimulus
Response
 Another stimulus which has no effect on a person.
 reaction shown by the body
 NS, could be a person, object, place etc.
 The NS in classical conditioning does not
TYPES OF LEARNING
produce a response until it is paired with the
unconditioned stimulus.
1. Non- Associative Learning
 is that does not require or associating stimuli
together

Habituation
 it is when repeated exposure to a stimulus
decreases on organisms responsive to the
stimulus

Sensitization
 it is learning that occurs when stimulus is
repeated, and each time your response to it The Conditioned stimulus
increase as it goes on and on  The conditioned stimulus is previously neutral
stimulus that, after becoming associated with the
2. Associative Learning unconditioned stimulus, eventually comes to
 is the process by which an association between trigger a conditioned response.
two stimuli or a behavior and stimulus is learned
Stage 3: After Conditioning
Classical Conditioning
 Pavlovian or Respondent Conditioning The Conditioned Response
 It is a learning process in which an innate  The conditioned response is the learned
response to a potent stimulus comes to be response to the previously neutral stimulus.
elicited in response to a previously neutral
stimulus: this is by repeated pairings of the
neutral stimulus with the potent stimulus.

The Classical Conditioning Process

 Three (3) Laws

1. Law of Similarity
 recall of the similar objects
2. Law of Contrast
 recall that things are opposite
3. Law of Contiguity
 recall of an activities related to a previous

Rene De Cartes’
 Studied the relationship between mind and body.

John Locke
 believes the infant mind at birth is tabula rasa
.
Franz Joseph Gall
 examine the shape of the skull and concluded
that its faculties are located in specific parts of the
brain

Charles Darwin
 Introduced the theory of evolution. He perceived
that human beings as a combination of biological
heritage and human experiences

Herman Ebbinghaus
 Stated that learning and memory can be studied
experimentally. He is introduced a nonsense
material.

WHAT IS LEARNING
 Learning means gaining knowledge or skills, it
process by which experiences or practice results
in a relatively permanently change of behavior,
which helps to attain goals or needs.
EARLIEST THEORY OF LEARNING
Essential aspects of Learning
PLATO and ARISTOTLE  Term learning does not apply to temporarily
 were called rationalists because they change in behavior as those resulting from drugs,
emphasized the role of mind in acquiring or illness.
knowledge  It does not refers to change resulting from
maturation or biological influences
Nativism  Learning can result from vicarious all as well as
 Plato direct experiences. Once that can be affected by
 which says knowledge is inherited and is observing events and behavior in the
therefore a natural or innate component of the environment, as well as by participating in them.
human kind  Changes produced by learning are not always
positive in nature.
Empiricism
 Aristotle THEORIES OF LEARNING
 he focused on sensory information ate the basic
knowledge Theory
 is a set of interrelated constructs, concepts,
principles, hypotheses, which attempt to explain,
predict, control of a set phenomenon
 A theory of learning describes, explain or predicts
condition under which learning does or does not
occur, and the very nature of the learning
process.
  Learning should be facilitated and accelerated
rather than hindered by the behavior of teacher.
 Learning should be occur because of rather than
in spite of the teacher.
Essential aspects of Learning Process
1. Motivation
 Is constantly bombarded by with stimuli from
the environment. One’s response to any
stimulus is directly proportional to the
strength of one’s motive
2. Goal
 Behavior being purposive, in oriented
towards a goal. The perceives probability of
success determines whether
 Goal Achievement does not always result
from a reduction of tension but from the
strengthening of expectancy.
3. Readiness
 depends on training, experiences and heredity
It is rated to:
 Physiological factors- maturation of sense
organs.
 Psychological factors- motives, emotional
factors and self-concept.
 Experiential factors- previously learned
skills and concepts.
4. Obstacles
 the presences of obstacle is an occasion to
learn new modes of adjustments a hindrance or
difference challenges the learner
5. Response
 Are the actions or behavioral tendencies
according to one’s interpretation of a situation?
 It may be in the form of direct attack or a
circumventing manners
Learning Curve
 is a graphing device showing the quality of a
subjects performance after successive units
practice
 In plotting a learning curve, the units of practice are
presented as distance the baseline graph, while the
amount of performance is plotted along the vertical
axis. Both errors and correct responses are placed.
When errors are plotted, the curve fails, when
correct response are plotted the curve is arises.
 The shape of the learning curve depends on the
skill learned and type of performance measure
being employed. In interpreting the curves, it is
important to note what aspect of performance being
recorded.
EXAMPLE:
 A person who is successfully acquiring a new habits
likely to have curve of decreasing errors and curve
and a curve increasing correct responses.
 If he or she performing more and more poorly. The
graph will show a curve of increasing energy cost and
decreasing speed of responses.
 Any curve depicting learning will show chance
fluctuations, moving upward and downward at
different parts of its course. To prevent these from
confusing the final result, it is common practice to
combine the results of a large number of subjects into
one curve, on the assumption that the subjects will
not be distracted all the same moment or will have the
same difficulty with a particular item.
 Learning has ups and downs, it is not always
manifested by good performance.
 Learning is faster during the first trials and slows
down as the final trial is reached.
 When the plateau is reached, learning slows down. At
this point rest is vital to overcome fatigue or boredom.
Two (2) types of Learning Curve
1. Positively Accelerated
 Were performance increases in every trial
2. Negatively Accelerated
 Were performance slowdowns or decreased
every trial.
What Do We Learn?
1. Simple response
 this is when behavior is established in the
presence of a new stimulus
2. Muscular response
 Over the years, we developed highly coordinated
skills and sequences of behavior. When such
learning involve mainly the use of muscles, it
called motor learning.it is possible to learn more
complex motor habits through simple form of
conditioning
3. Perceptual response
 symbolic interpretation involves past
experience's, interpretation is a product of what is
already stored in its brain
4. Motives
 although some motives are inherited at birth,
others are learned in the process of contending
with the world in which we were born
 even the basic psychological drive (hunger and
thirst)are learned through experiences –the time,
place and number which motives are
appropriately and successfully expressed

5. Attitudes
 as we go through life, we learn to respond readily
to select aspects of environment

6. Emotional response
 we learn what to fear and what we love

7. Problem solving
 Thinking perhaps is the most impressive kind of
learning human being are capable of. It involves
the complex applications of old experiences and
new and different situations

8. Language
 We learn words and word combinations. We learn
mathematical symbols and learn to present the
world in terms of words and symbols and to
describe this words to others.

9. Personality
 We viewed personality as the pattern of
characteristics of the whole organism, then it
follows that much of personality is learned.
Although some characteristics of the human
system are based clearly in heredity and reach
their mature
 State through the biological processes, most
behavioral traits, such as extroversion or
sociability are largely result in learning.