Psychological

Foundations of education
Theories of Learning
 What is Psychology?
- Is the scientific study of
mental functions and behavior
including:
a. Percepti e. Personal
on ity
b. Cognitio f. Interper
n sonal
c. Behavior relation
d. Emotion ships
 So Why Psychology?

The
The The Learning
Teacher Learner Environm
ent
Learning is a result
of a change in
behavior.
 The System of
Schools of
Psychology
All consciousness of
facts and phenomena
of experiences are
based upon the
Structura operation of the
(Wundt and Titchener)
lism nervous system.
 The System of
Schools of
Psychology
How organisms make
adjustment to its
environment, to
either it changes or
Functiona make adaptations to
(Dewey and Carr)
lism it.
 The System of
Schools of
Psychology

A stimuli, physical
or not, creates a
response.
Behaviori
(Watson)
sm
 The System of
Schools of
Psychology
The whole is more
than the sum of its
parts.

Gestalt
(Kohler and Koffka)
Psychology
 Classifications
Of psychological foundations of educ
 Behavioral
Psychology

Learning =
Timeline of
Development
Timeline of
Development
Theory of Classical
Conditioning
Ivan
Pavlov
A Russian
Psychologist now
known as the Father
of Classical
Conditioning.
 Theory of Classical
Conditioning
Involves learning to
associate an
Classical unconditioned
stimulus that
Condition already brings about
ing a particular
response (i.e.,
reflex) with a new
(conditioned)
Theory of Classical
Conditioning
Theory of Classical
Conditioning
Theory of Classical
Conditioning
Theory of Classical
Conditioning
John
Watson
An American
psychologist whois
considered as the
Father of
Behaviorism
 Theory of Classical
Conditioning
The Three Inherited
Emotions

Anger Fear Love

Theory of Classical
Conditioning

The Little Albert

Experiment
 Theory of Classical
Conditioning
The more often a
Law of close of succession
Contigu of events happen,
the stronger the
ity bond or association
between events.
 Terms and Conditions
Related
An organism
that has been
Generaliz condition to respond
ation to a particular
stimulus (CS) also
responds to similar
or
related stimuli
 Terms and Conditions
Related
Being able to
distinguish one
Discrimin stimulus from
ation others. Here the
organism is able to
tell the difference
between the stimuli
and others that are
similar.
 Terms and Conditions
Related
The weakening of a
conditioned
Extinctio response. When the
n CS becomes absent
from the UCS the UCR
disappears.
 Terms and Conditions
Related
This is a method to
System reduce
Desensitizat anxiety by getting
ion people to associate
comforting or happy
thoughts with
stressful situation
that
 Implications to
Teaching
1
Establishing classroom
routines.
2 Improving teaching
styles and crafting
better teaching
designs..
 Theory of
Connectionism
Edward Lee
Thorndike
An American
psychologist known
as theinfather
Famous of
psychology
Connectionism.
for his work on
learning theory that
lead to the development
of operant
conditioning.
 Theory of
Connectionism
Individuals learn
best when they are
physically,
mentally, and
emotionally ready to
learn and they do
Law of not if they see no
Readiness reason for learning.
 Theory of
Connectionism

The things most

often repeated are
best remembered.

Law of
Exercise
 Theory of
Connectionism
Any behavior that is
followed by pleasant
consequences is
likely to be
repeated, and any
behavior followed by
unpleasant
Law of Effect consequences is
likely to be
 Theory of
Connectionism
Increased stimulation of the
senses → Behaviour change

Law of Makes full use of the senses

-Lecture to hands on
Intensity
Students will learn more from
real life/world examples
-Perform task rather than
just reading about it
 Conditions of the
Theory
1
Behaviorism does not account
for all kinds of learning,
since it disregards the
activities of the mind.

2
Behaviorism does not explain
some learning–such as the
recognition of new language
patterns by young children–
for which there is no
reinforcement mechanism.
 Conditions of the
Theory
Research has shown that
animals adapt their
reinforced patterns to new
3
information. For instance, a
rat can shift its behavior to
respond to changes in the
layout of a maze it had
previously mastered through
reinforcements.
 Implications to
Motivational activities 1
Teaching
Develop a system of rewards
and reinforcement 2
Use toys to aid in children 3
learning

student centered methods are 4

Drills, role play and varying

to be included in the lessons

Theory of Operant
Conditioning
B.F. Skinner
An American
psychologist known
as the father of
Operant that
He believed
Conditioning.
behavior is
sustained by
reinforcements or
rewards, not by free
 Theory of Operant
Conditioning
This involves
conditioning
Operant voluntary,
Conditioning controllable
behaviors, not the
automatic
physiological
responses in
 Theory of Operant
Conditioning
With Operant
Conditioning the
Operant Response comes
Conditioning before the Stimulus
(the opposite of CC)

R
 Theory of Operant
Conditioning
The Four Different
Consequences

Positive Negative Positive Negative

Reinforce Reinforce Punishmen Punishmen
ment ment t t
 Four Different
Consequences

Encouraging a
behavior through
positive
consequences.
Positive
Reinforcement
 Four Different
Consequences
Removing a negative
stimulus as reward
for certain
Ex. behavior.
No homework if
everybody perfects the
quiz.
Negative
Reinforcement
 Four Different
Consequences
Discouraging
behavior through
negative
consequences.
Ex. Doing extra
exercises and
worksheets as a
Positive punishment for being
Punishment late
 Four Different
Consequences
Discouraging
behavior through
removal of positive
Ex. stimulus.
No treats for
unfinished work.
Negative
Punishment
 Implications to
Teaching
treatments for human
disorders including autism, 1
anxiety disorders and
antisocial behavior
often used by teachers who
reward or punish student 2
behaviors.
 Theory of
Psychoanalysis
Sigmund Freud
An Austrian
neurologist and
known as the Father
of Psychoanalysis.
 Three Components of
Personality
Ego
Supere Id
go
 Three Components of
Personality
Largely according to
the pleasure
principal where by
its tow main goals
are the seeking of
pleasure and the
Id avoidance of pain.
Three Components of
Personality
where of reality and
operates the reality
principal, it
recognizes what is
real and the
behaviors have
consciences and it
controls higher
mental process of
 Three Components of
Personality
Contains our are
values and social
morals.
They come from
the rules of right
and wrong from our
childhood that our
Superego parents taught us.
Three Components of
Personality
 The Psychosexual
Stages
Pleasure source:
Mouth (sucking, biting,
swallowing)
Conflict:
Weaning away from
mother’s breast
Oral Stage
O – 2 Years Old
 The Psychosexual
Stages
Pleasure source:
Anus (defecating, or
retaining feces)
Conflict:
Toilet Training

Anal Stage
2 – 4 Years Old
 The Psychosexual
Stages
Pleasure source:
Genitals

Conflict:
Oedipus (boys)
Electra (girls)
Phallic Stage
4 - 5Years Old
 The Psychosexual
Stages
Pleasure source:
Sexual Urges sublimated
into sports
and hobbies.
Girl groups vs. Boy
Conflict:
groups
Oedipus (boys)
Latency Stage Electra (girls)
6 – Puberty Age
 The Psychosexual
Stages
Pleasure source:
Physical sexual changes
reawaken
repressed needs.
Direct sexual feelings
towards
Conflict:others
Genital Stage leadRules
Social to sexual
Puberty - onward gratification.
 Implications to
Teaching
Conflicts arises if not
addressed at specific stage. 1
Our role as teachers
therefore, is to assist our
pupils/students solve or go
through their inner conflicts
Discussing topics
on these
sexuality
about
stages.
and answering 2
questions of curiosity.
 Cognitive
Psychology
It is the study
of mental
processes.
Also called as
cognition.
 Cognitive
Three BasicPsychology
Steps of
Cognition

Perception Selective Memory

Attention
Theory of Cognitive
Development

Jean Piaget
A Swiss psychologist
known as the father
of Developmental
Psychology.
Theory of Cognitive
Development
Schema Theory
“a cohesive,
repeatable action
sequence possessing
component actions
that are tightly
interconnected and
governed by a core
The Adaptation Processes

Assimilation
Which is using an
existing schema to
deal with a new
object or situation.
The Adaptation Processes

Accommodation
This happens when
the existing schema
(knowledge) does not
work, and needs to
be changed to deal
with a new object or
situation.
The Adaptation Processes

Equilibrium
Equilibrium occurs when a
child's schemas can deal with
most new information through
assimilation. However, an
unpleasant state of
disequilibrium occurs when new
information cannot be fitted
into existing schemas
(assimilation).
The Adaptation Processes
Equilibration
the force which drives the
learning process as we do not
like to be frustrated and will
seek to restore balance by
mastering the new challenge
(accommodation). Once the new
information is acquired the
process of assimilation with
the new schema will continue
until the next time we need to
 The Stages of Cognitive
Development
Coordination of senses
with motor response,
sensory curiosity about
the world. Language used
for demands and
cataloguing. Object
Sensorimotor permanence developed.
0 – 2Stage
Years Old
 The Stages of Cognitive
Development
Symbolic Thinking, use of
proper syntax, and grammar
to express full concepts.
Imagination and intuition
are strong, but complex
abstract thought is still
difficult. Conservation
Preoperationa
2 –l7 Stage
Years Old developed.
 The Stages of Cognitive
Development
Concepts attached to
concrete situations. Time,
space, and quantity are
understood and can be
applied, but not as
independent concepts.
Concrete
7 – 11 Years Stage
Operational Old
 The Stages of Cognitive
Development
Theoretical, hypothetical,
and counterfactual
thinking. Abstract logic
and reasoning. Strategy
and planning become
possible. Concepts learned
Formal in one context can be
11 years oldStage
Operational - applied to another.
onwards
 Implications to
Teaching
Discovery Learning 1
Children should not be
taught certain concepts 2
until they have reached
the appropriate stage of
cognitive development.
Socio-Cultural
Theory
Lev Vygotsky
A Soviet
psychologist known
of his works on
Socio-Cultural
Social interaction
plays Theory.
a fundamental
role in the
development of
 Socio-Cultural
Theory
Through interaction with others, and then
integrated into the individual’s mental
structure.
Every function in the child’s cultural
development appears twice: first, on the
social level, and later, on the
individual level; first, between people
(interpsychological) and then inside the
child (intrapsychological).
 Zone of Proximal
Development (ZPD)
 Implications to
Teaching
The fundamental functions
played by social cultural 1
factors influences the
processes of learning and
development.
Learning can be passed
through imitative learning, 2
instructed learning and
collaborative learning.
Theory of Information
Processing

George Miller
An American
psychologist who was
one of the founders
of cognitive
psychology.
 Theory of Information
Processing
Individuals manipulate information,
monitor it, and strategize about it.

Focuses on the idea that humans process

the information they receive from the
environment, in the manner of a computer,
rather than merely responding to stimuli.
The student's brain brings information
in, manipulates it, and stores it ready
 Implications to
Teaching
Teachers with a greater
understanding of the theory
1
and how it is formed to,
select learning strategies in
order to improve the
retention and retrieval of
learning.