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LEARNING AND THINKING Example: A baby learns that raising a bottle to his or her

mouth (the response) brings milk (the consequence)


What is LEARNING?
3. Insight Learning
It is a relatively permanent change in behavior
that occurs as a result of prior experience. A problem is solved not by trial and error but by
perceiving the relationships essential to solution.
- Ernest R. Hilgard and R. Atkinson,
Example: Using your knowledge of simple addition,
Introduction to Psychology subtraction, multiplication, and division to solve a more
complex math problem
What is LEARNING?
TYPES OF LEARNING
It is a concept describing changes in behavior,
which results from reinforced practice. 1. Rational
- David C. Edwards, - Involves judgement, reasoning and reflective
thinking. The outcome is knowledge
General Psychology
Example: Discovering the meaning of a scientific law or
What is LEARNING?
principle and formation of concepts.
It is more or less permanent modification of
2. Motor
behavior which results from activity, special training and
observation. - Involves coordinated movements and muscular
responses. The outcome is skill.
- Norman L. Munn,
Example: Typing, playing a musical instrument, painting,
Psychology, The Fundamentals of Human Adjustment
sewing, etc.
How learning takes place?
3. Associative
Learning takes place through a purposeful
- Involves the process of memory and
effort. Exposure alone is not sufficient if this is only a
association which bring about retention
passive activity.
Example: Spelling, memorizing a poem, dates and events
The learner takes place through self-activity or
self-involvement. 4. Appreciative

PROCESSES OF LEARNING - Involve feelings and emotions, attitudes, values


and ideals.
1. Classical Conditioning
Example: Enjoyment of music, art work and other fine
An organism learns that 2 stimuli tend to go together.
arts
Example: A baby learns that the sight of a nursing bottle
LAWS OF LEARNING
is associated with the taste of milk.
Edward Lee Thorndike
2. Instrumental/Operant Conditioning
-Americas most productive psychologist
An organism learns that some responses it makes, leads -Father of modern day educational
to a particular consequence psychology
-Founder of laws of learning
1. Law of Readiness 6. Primacy (Watson)

This law is related to maturation. It also states Based on the law of primacy, students retain
that other things being equal when the individual is information they learn for the first time longer than
ready to act, to do so is satisfying, and not to do so is they retain information they must relearn.
annoying
7. Forgetting
2. Law of Exercise
Is the difference between what we have learned
This involves the strengthening of connections and what we have retained.
with practice. The law has two aspects called use and
disuse. FACTORS AFFECTING LEARNING

3. Law of Effect a.) Maturation / Readiness

This law states that connections which are b.) Intelligence


pleasant tend to be repeated and strengthened, and c.) Opportunities for learning
those that are unpleasant tend to be avoided or
weakened. d.) Environmental Conditions

OTHER LAWS OF LEARNING e.) Health of the learner

1. Apperception (Herbart) f.) Emotional Factor

Herbart contends that in order to learn a THINKING


concept, a person needs to relate (by assimilation) that
What is THINKING?
concept to what he already knows.
- refers to the mental manipulation and
2. Association (Kant)
combination of images that use symbols as inner
A new connection is formed through the representation of objects and events.
association of the past and the new situations.
THEORIES OF THINKING
3. Disuse (Gates)
a.) Piagets Theory
- asserts that, other things being equal, when a
-describes the stages in the development of adult
modifiable connection between a situation and response
thinking.
is not used over a period of time, the strength of that
connection weakened. -states that each individual perceives
4. Frequency (Watson) -structures reality according to our available mental
tools or thinking processes.
The more frequently a stimulus and response
occur in association with each other, the stronger that S- 3 Influences on the Development of Thinking
R habit will become.
1.) Motivation is the unfolding of the biological changes
5. Intensity that are genetically programmed in each human being at
conception.
The principle of intensity states that if the stimulus
(experience) is real, the more likely there is to be a 2.) Activity is the increasing ability to act on the
change in behavior (learning). environment and learn from it.
3.) Social transmission is interacting with the people 6. Reasoning
around us and leaving from them.
This is the kind of problem-solving that requires the
b.) Vygotskys Zone of Provincial Development most thinking. When rules are followed, thinking can be
called reasoning.
-states that cognitive development depends
much more on the people in the childs world. 7. Creative Thinking

-childrens knowledge, ideas, attitudes, and This is the kind of thinking involves extraordinary,
values develop through interaction with others. instead of conventional solutions. The important bases
of creative solution-making is imagination.
-major factor in learning is language.
MEMORY AND FORGETTING
-Language does not only provide a means for
expressing ideas and asking questions but it also What is MEMORY?
provides the categories and concepts for thinking.
- is a term used to label the way facts and past
TYPES OF THINKING experiences are impressed, retained and later recalled.

1. Conceptual Thinking DIFFERENT TASKS OF MEMORY

The thinking people engage in, in which 1. Recall


concepts are the mediating processes is called the
conceptual thinking. - a measure of explicit memory that involves
bringing from memory information that has previously
According to Morgan (1986), concept is a been remembered
symbolic construction that represents some common
and general feature, or attribute of objects. Example:

2. Verbal Thinking Making a reaction paper / Identification exam

For most people, thinking is a verbal matter. It 2. Recognition


involves the words as well as the concepts for which the - a measure of explicit memory that involves
words stand. determining whether information has been seen or
3. Convergent Thinking learned before

The information leads to one right answer or to Example:


a recognized best or conventional answer. Answering a multiple-choice examination
4. Divergent Thinking 3. Relearning
Thinking in different directions, sometimes searching, - assess how much more quickly information is
sometimes seeking variety of responses. processed or learned when it is studied again after it has
- trial-and-error thinking already been learned but then forgotten

5. Problem-Solving TYPES OF MEMORY

It is considered as the highest type of our mental 1. Episodic Memory


functions. It revolves around meanings and conceptions- This is any memory of specific event happened while you
abstractions rather than images of concrete things. were present.
Example: THEORIES OF FORGETTING

What was your lesson in Psychology with Maam Silva 1. Disuse or Fading Theory
last Friday?
With the passage of time, the normal metabolic
2. Semantic Memory processes of the brain cause fading or decay of the
memory trace which results to learned material
This contains generalized knowledge of the world that disintegrates and disappears altogether.
does not involve memory of a specific event.
2. Theory of Interference
Example:
This theory suggests that the new and old learning
How do you define languge? compete or interfere with each other so that the ability
3. Procedural Memory to retain or remember both, is limited.

This involves how to do things. This is also called as skill Two Types of Interference
memory. It is consists of a complicated sequence of
a. Retroactive Inhibitation
movements that cannot be described adequately in
words. b. Proactive Inhibitation

Example: 3. Absence of Adequate Stimulation

How do you start a computer? In this theory, some events are unable to recall in the
past because of the absence of the appropriate stimuli.
CLASSIFICATION OF MEMORY Then suddenly, we are able to recall the same event
1. Sensory Memory because of a particular color, name or other stimuli.

This is the first stage of processing wherein information 4. Obliteration of the Memory Trace
from the senses sight, hearing, smelling is held in the The fourth cause of forgetting is the obliteration of
sensory register for a fraction of a second. memory trace because of certain conditions other than
2. Short-term Memory time. One is the effect of emotional shock. In this
theory, the engram is disrupted before consolidation has
This is the second stage of processing. If the information taken place.
in sensory memory is perceived, then it can enter this
stage but the information will disappear in twenty 5. Motivated or Repressive Forgetting
seconds if not put in use. This occurs without any effort of an individual.
3. Long-term Memory Repression is the unconscious process of excluding
unwanted thoughts from awareness. Motivated
If the information in short-term memory is further forgetting is evident when we try to forget an
processed, it may be encoded into long-term memory, unpleasant experience but are not completely
where it may stay indefinitely. successful.

FORGETTING FACTORS IN FORGETTING

What is FORGETTING? a. People think of emotionally laden information


than neutral ones.
- refers to the inability to recall a particular piece
of information accurately. b. Negative emotions may hinder retrieval of
information.
c. Memory is best recalled if the context and mood INTELLIGENCE
at encoding is the same as the context and
mood at retrieval. What is INTELLIGENCE?

d. Traumatic experiences during childhood may - refers to the variations in the ability to learn, to
enter consciousness years later. get along in society, and behave according to
contemporary social expectations
STRATEGIES TO IMPROVE MEMORY
- used in attempts to evaluate and measure
1. Metamemory actual or potential ability to perform selected task by
complex learning and thinking
This refers to the knowledge about how ones own
memory works. KINDS OF INTELLIGENCE TESTS

a. It includes the understanding of ones abilities 1. Binet-Simon Intelligence Scale


and limitations.
-First efforts to measure intelligence
b. It involves knowledge about different types of
tasks. -Introduced by Alfred Binet, a French physician
with the collaboration of Theodore Simon
c. It involves knowledge of what types of strategies
are most effective in remembering new -Uses the term mental age
information. -Series of questions or simple task that a
2. Mnemonics average child could answer (in terms of age)

These are strategies for placing information in an -Appear like a game or informal talk
organized context in order to remember it. These -Items were based on minimum essentials in
incorporate visual and verbal forms of elaboration every school child presumably had been exposed to or
processing ensuring their effectiveness. things the child should be able to pick up from everyday
Devices: experience

a. Rhymes 2. Standford-Binet Scale

b. Acronyms and acrostics -Revised from the original Binet-Simon Scale

c. Organization -Named after the Standford University

2. Imagery -Devised by Professor Lewis m. Terman

Thinking consists of imagining things: we form -used to diagnose developmental or intellectual


images of situations. People vary remarkably in how deficiencies in young children
much they use images. A few people report that -measures five weighted factors (knowledge,
they have very little imagery. On the other hand, quantitative reasoning, visual-spatial
there are some individuals who have complete processing, working memory, and fluid reasoning)
pictorial images of things. Such people are said to
have a photographic memory. -consists of both verbal and nonverbal subtests
3. Wechsler Intelligence Scale for Children (WISC) vocalist, and sensitive listeners. Young adults with this
kind of intelligence are usually singing or drumming to
-developed in 1949 themselves. They are usually quite aware of sounds
-administered to determine cognitive function in others may miss.
children aged 5 to 15 3. Logical-Mathematical Intelligence
-measures two aspects of intelligence in - is the ability to calculate, quantify, consider
children: propositions and hypotheses, and carry out complete
*verbal vocabulary and comprehension mathematical operations. It enables us to perceive
relationships and connections and to use abstract,
*performance intelligence - matrix reasoning symbolic thought; sequential reasoning skills; and
and picture completion inductive and deductive thinking patterns. Young adults
with lots of logical intelligence are interested in
-requires between 65 80 minutes for
patterns, categories, and relationships. They are drawn
administration
to arithmetic problems, strategy games and
4. Wechsler Adult Intelligence Scale (WAIS) experiments.

-introduced in 1955 4. Existential Intelligence

-alternative to the Binet Scale - Sensitivity and capacity to tackle deep


questions about human existence, such as the meaning
-Early version measured only verbal and of life, why we die, and how did we get here.
nonverbal intelligence
5. Interpersonal Intelligence
-WAIS-IV included ten sub-tests that examined
many facets of human intellect (memory) - is the ability to understand and interact
effectively with others. It involves effective verbal and
-potentially useful instrument in the early nonverbal communication, the ability to note
diagnosis of Alzheimer's Disease distinctions among others, sensitivity to the moods and
temperaments of others, and the ability to entertain
-can help with career counseling and aptitude
multiple perspectives. Young adults with this kind of
KINDS OF INTELLIGENCE intelligence are leaders among their peers, are good at
communicating, and seem to understand others
1. Naturalist Intelligence feelings and motives.

- designates the human ability to discriminate 6. Bodily-Kinesthetic Intelligence


among living things (plants, animals) as well as
sensitivity to other features of the natural world (clouds, - is the capacity to manipulate objects and use a
rock configurations). This ability was clearly of value in variety of physical skills. This intelligence also involves a
our evolutionary past as hunters, gatherers, and sense of timing and the perfection of skills through
farmers; it continues to be central in such roles as mindbody union. Athletes, dancers, surgeons, and
botanist or chef. crafts people exhibit well-developed bodily kinesthetic
intelligence.
2. Musical Intelligence
7. Linguistic Intelligence
- is the capacity to discern pitch, rhythm,
timbre, and tone. This intelligence enables us to - is the ability to think in words and to use
recognize, create, reproduce, and reflect on music, as language to express and appreciate complex meanings.
demonstrated by composers, conductors, musicians, Linguistic intelligence allows us to understand the order
and meaning of words and to apply meta-linguistic skills IQ of 20 to 34 severe retardation (imbeciles)
to reflect on our use of language. Young adults with this
kind of intelligence enjoy writing, reading, telling stories - may learn rudimentary language and work skills,
or doing crossword puzzles. unable to care for themselves

8. Intrapersonal Intelligence IQ below 20 profound retardation (idiot)

- is the capacity to understand oneself and - spend their lives in institution that provides custodial
ones thoughts and feelings, and to use such knowledge care, not capable of true interaction
in planning and directioning ones life. Intra-personal INTELLIGENCE QUOTIENT (IQ)
intelligence involves not only an appreciation of the self,
but also of the human condition. These young adults What is Intelligence Quotient ?
may be shy. They are very aware of their own feelings
- Intelligence Quotient (IQ) is a single score
and are self-motivated.
which indicates the individuals general intellectual level.
9. Spatial Intelligence
- Anastassi (1990) defines an IQ as an
- is the ability to think in three dimensions. Core expression of an individuals ability level at a given point
capacities include mental imagery, spatial reasoning, in time, in relation to his age norms.
image manipulation, graphic and artistic skills, and an
active imagination. Young adults with this kind of What is Mental Age?
intelligence may be fascinated with mazes or jigsaw - Mental Age (MA) refers to the degree of
puzzles, or spend free time drawing or daydreaming mental development of an individual as compared with
LEVELS OF RETARDATION the average person of a particular chronological age.

Mental Retardation What is Chronological Age?

- refers to hundreds of conditions that share - Chronological Age (CA) is the actual age of a
common symptoms of subnormal intellectual person
functioning and impaired adaptive behavior that seem
How to measure Intelligence Quotient ?
to originate during the development period of the
individual. Intelligence Quotient (IQ)

LEVEL OF MENTAL RETARDATION / CHARACTERISTICS ()


= () x 100
IQ of 50 to 70 mild retardation (moron)
Example:
- able to care for themselves, finish elementary and high
If a child has a mental age of 8 and a chronological age
school, holds responsible semi-skilled jobs, can be
of 10, his IQ is computed thus:
married and serve as adequate parents

IQ of 35 to 49 moderate retardation (imbeciles) IQ= x 100

- maybe trained to care for themselves, reach primary IQ= 80 or below average
level of education, hold mental jobs often in sheltered
workshop, difficulty in maintaining social relationships,
rarely marry
INTELLIGENCE LEVELS b) Self-confidence - Sureness about your self-worth
and capabilities.
LEVEL IQ RANGE
2. Self-Regulation
Severe Mental Retardation or Custodial Below 25
- You often have little control over when you
Moderate Mental Retardation or Trainable 25-50 experience emotions. Self-regulation involves

Mild Mental Retardation or Educable 50-70 a) Self-control - Managing disruptive impulses.

Borderline Defective 70-80 b) Trustworthiness - Maintaining standards of


honesty and integrity.
Low Average 80-90
c) Conscientiousness - Taking responsibility for
Normal or Average 90-110 your own performance.

High Average 110-120 d) Adaptability - Handling change with flexibility.

Superior 120-130 e) Innovation - Being open to new ideas.

Very Superior 130-140 3. Motivation

Genius 140 or greater - This requires clear goals and a positive


attitude. If you catch negative thoughts, you can
reframe them in more positive terms which will help
EMOTIONAL QUOTIENT (EQ) you achieve your goals. Motivation is made up of:

What is Emotional Intelligence (EQ)? a) Achievement drive - Your constant striving to


improve or to meet a standard of excellence.
- refers to the ability to motivate oneself and to
persist in facing frustrations b) Commitment - Aligning with the goals of the
group or organization.
- being able to control impulse and delay
gratification c) Initiative - Readying yourself to act on
opportunities.
- being able to regulate ones mood and keep
the stress from swamping the ability to think, d) Optimism - Pursuing goals persistently despite
communicate well obstacles and setbacks.

- being able to empathize and to hope 4. Empathy

COMPONENTS OF EMOTIONAL INTELLIGENCE - The ability to recognize how people feel is


important to success in your life and career. The more
1. Self-Awareness skillful you are at discerning the feelings behind others
signals the better you can control the signals you send
- The ability to recognize an emotion as it
them. An empathetic person excels at:
happens is the key to your EQ. Developing self-
awareness requires tuning in to your true feelings. a) Service orientation - Anticipating, recognizing
and meeting clients needs.
Two Major Elements:
b) Developing others - Sensing what others need to
a) Emotional awareness - ability to recognize your
progress and bolstering their abilities.
own emotions and their effects.
c) Leveraging diversity - Cultivating opportunities
through diverse people.

d) Political awareness - Reading a groups


emotional currents and power relationships.

e) Understanding others - Discerning the feelings


behind the needs and wants of others.

5. Social Skills

- people skills are even more important now


because you must possess a high EQ to better
understand, empathize and negotiate with others in a
global economy. Among the most useful skills are:

a) Influence - Wielding effective persuasion tactics.

b) Communication - Sending clear messages.

c) Leadership - Inspiring and guiding groups and


people.

d) Change catalyst - Initiating or managing change.

e) Conflict management - Understanding,


negotiating and resolving disagreements.

f) Building bonds - Nurturing instrumental


relationships.

g) Collaboration and cooperation - Working with


others toward shared goals.

h) Team capabilities - Creating group synergy in


pursuing collective goals.

High IQ makes you a sociologist of marriage; high EQ


makes you happily married. High IQ lets you write a
psychiatric theory; high EQ means you dont need a
psychiatrist.

- Daniel Goleman

Presented by: BORLONGAN, Joyce Crystal

ORGIL, Angel Justine T.

V23

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