Psychological

Foundation
 f. The Learning
Process

01. Nature and Types 02. Theories of Learning

03. Transfer of Learning &

Related Theories
One

1 The Nature of
Learning
“Learning is the acquisition, through maturation and experience, of ne
w and more knowledge, skills, and attitudes that will enable the learner
to make better and more adequate reactions, responses, and adjustme
nt to new situations and condition”

“There is no end to education. It is not that you read a book, pass an examination,
and finish with education. The whole of life, from the moment you are born to the
moment you die, is a process of learning.” – Jiddu Krishnamurti
TYPES OF LEARNING

1. Cognitive Learning
This is the acquisition of knowledge, fact and information, principles, ideas, concepts,
understanding, reasoning, etc.

2. Attitudinal or Affective Learning

This type of learning is the formation of good and acceptable attitudes, judgements,
appreciations and values. It is the acquisition or development of sound moral and
spiritual values

3. Psychomotor Learning
This involves the use of the muscles in bodily movement.
 01. Cognitive Learning
Associative Learning
• Establishing the relationship b
etween words or ideas and me
anings.
• A type of learning in which a b
ehavior is linked to a new stim
ulus.
Problem Solving Learning
• Overcoming difficulties that hi
nder the attainment of a goal b
y using knowledge and skills ga
ined by associative learning.
• In this type of learning, reflecti
ve, analytical, and constructive
thinking are very much needed
.
 02. Attitudinal or Affective Learning

Aesthetic Learning intelectual Learning

• The appreciation of what is go • This may be developed by read

od and abhorrence of what is ing good and classical literary p
bad. ieces and other similar activitie
• Appreciatio of the good includ s.
es noble traits of people, good
music and other expressions o
f art.
• “beauty”
Two

Theories of
2 Learning
02. Theories of Learning

a) Trial and Error

b) Association or Stimulus- Response Theories

c) Cognitive Field Theories of Learning

A 02. Theories of Learning

TRIAL AND ERROR

A series of responses are conducted until the correct
response is acchieved.
B 02. Theories of Learning

Association or Stimulus- Response Theories

I. Thorndike’s Connectionism II. Condition Theories

Theory

i. Classical
conditioning
theory
Thorndike’s Law of
ii. Operant
Learning
conditioning
 Law of Readiness
theory
 Law of Exercise
iii. Social learning
 Law of Effect
Thories
I. Thorndike’s Connectionism Theory
• It is based on the association between stimuli and responses.

• For every stimulus there is a corresponding response and the connecti

on between the stimulus and the response is called the S-R Bond.
I. Thorndike’s Laws of Learning

1. Law of Readiness
 Physical, mental and emotional state of the learner
 Deals with attitudes and focus, “Why should I do this?”

2. Law of Exercise
 Reinforcement strengthens the S-R Bond
 Encourage repetition to acquire skills
 Practice makes perfect

3. Law of Effect
 Repetition strengthens the S-R Bond
 Emotional reaction of the learning
 II. Condition Theories

Classical conditioning theory Operant conditioning theory

• It was introduced by Ivan Pavlov i • This theory was developed by

n early 1900s
• Based on involuntary reflexive beh
avior
• Studies individual’s behavior in rel
ation to various internal or externa
l stimuli
• Pavlov’s world famous dog experi
ment helped to establish the theor
y lped to prove this theory
Skinner.
• Involves voluntary behavioral o
utcomes
• Studies behavioral patterns tha
t take place in response to num
erous rewards and outcomes
• Skinner’s rat box experiment he
 III. Social Learning Theory
this is the theory of Bandura and Wallace.

1) Attention The behavior or value desired has caught

the attention and interest of the learner.

2) Retention The learner retains the behavior or value

to be learned.

3) Motoric reproduction The learner now imitates or emulates his

model.

4) Reinforcement The learner ow practices what he has

imitated.
C 02. Theories of Learning

COGNITIVE FIELD THEORIES

OF LEARNING
According to these theories, insight and understanding are
utilized in discovering the logical relationship of things and
situations which are then organized into a meaningful whole
to solve a problem or difficulty
C 02. Theories of Learning

Three Cognitive Field Learning Theories

1. Kohler’s Theory

2. Lewin’s Theory

3. Bruner’s Theory
Kohler’s Theory
Lewin’s Theory
3 Process of Bruner’s Theory of Learning
The process of obtaining and assimilating
a) Acquisition with undrstanding new information better
that a previously learned one.

b) Transformation The process of manipulating or utilizing the

information gained to remove a difficulty or
to solve a problem to which it is suited - is
an application of learning.

c) Evaluation The process of finding out whether the

information acquired is appropriately
utilized
According to Bruner, there are four basic concerns to any learn
ing situation; otherwise no learning takes place.

a) Understanding

b) Readiness

c) Independenced

d) Motivation
Three

THEORIES OF THE
3 TRANSFER OF
LEARNING
 TRANSFER OF LEARNING
• Transfer of learning is the application of skills and knowledge leaned i
n one context being applied in another context. (Cormier & Hagman,
1987)

• Acquired knowledge, skills, concepts, ideas, understandings, insights,

attitudes, and values aid in obtaining the same in study of another su
bject matter.
Transfer of learning occurs when the learner
 recognizes common featres among concepts, skills, or principles
links the information in memory
sees the value of utilizing what was learned in one situation in anothe
r
Why is it Important?
• If there wereno transfer, students would need to be taught every act
that they would ever perform in any situation.

• All new learning involves transfer based on previous learning.

• If we did not transfer some of our prior knowledge, then each new lea
rning situation would start from scratch.
THEORIES OF THE TRANSFER OF LEARNING
I. Theory of Mental Discipline
II. Theory of Identical Elements
III. Theory of Generalization
IV. Theory of Configuration
 I. Theory of Mental Discipline
• also known as the Faculty Theory

• tells that education is a matter of training in the mind or disciplining t

he mind.
 Theory of Identical Element
• was formulated by Thorndikes maintains that the amount of transfer
depends upon the identical elements that are common in both situati
on.

Identical elements such as:

content
method
aim
attittude present in both situations facilitate learning
 Theory of Generalization
• was formulated by Charle H. Judd

• it means that experiences obtained in one situation are applicable to

other situation.

• it puts emphasis upon the value to understand, organize and generaliz

e specific experiences.
 Theory of Configuration
• based on Gestalt theory of learning

• transfer implies that what is learned in one situation san be shifted dir
ectly to another situation only when similarity (in content, method, or
attitude) of the two situations is perceived by the learner.
 Factors Affecting the Transfer of Learning
1. Mental abilitty The higher the metal abilit of the learner, the more
transfer of learning will take place.

2. Similarities between subject matter The more similarities that exist between two
subjects, the more transfer will take place.

3. Motivation and effort-making capacity The more motivated a learner is and more effort he
exerts, the more transfer will take place.

4. Method of teaching The more effective a method of teaching is, the

more transfer will take place.

5. Facilities The more adequate and superior the facilities in the

teaching-learning situation are, the more transfer
will take place.
6. Background The learner with a superior or richer background or
environment can have more transfer of learning or
training than one with a poorer envvironment.
“the more understanding, the be
tter the transfer.”
 The end of the course

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