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DE CHAVEZ, Michaela P. | 1NUR5 | UST BSN 5.

CONTIGUITY THEORY (EDWIN RAY GUTHRIE)


- Combination of stimuli which has accompanied a movement
THEORIES OF TEACHING + LEARNING will on its recurrence tend to be followed by that movement.

ASPECTS OF CONTIGUITY THEORY


BEHAVIORISM TEAM
1. In order for conditioning to occur, the organism must
1. CLASSICAL CONDITIONING (IVAN PAVLOV) actively respond.
- Learning process that occurs through associations of a 2. Instruction must present very specific tasks.
neutral stimulus with something and the response would 3. Exposure to many variations in stimulus patterns is
come out. desirable in order to produce a generalized response.
4. Last response in a learning situation should be correct
2. CONNECTIONISM THEORY (EDWARD since it is the one that will be associated.
THORNDIKE)
CLASSICAL CONDITIONING = Simple signal learning
- Trial + Error BEHAVIORISM = explains only simple behavior
- Relationship between stimulus and response. FOR BEHAVIORIST: LEARNING PROCESS = very simple
LEARNING: Drill Practice Memorization
CONNECTIONISM AND ITS 3 LAWS Behaviors that are rewarded are more likely to occur.
1. LAW OF EFFECT
- Satisfying results = increase in certain response CLASSICAL CONDITIONING
- Unsatisfying results = decrease in response - Involuntary responses can be achieved by conditioning.

2. LAW OF READINESS CONNECTIONISM


- Ready to learn = satisfied in learning - Trial and error relationship between stimulus and response.
- Ready to learn but does not learn = ANNOYED STUDENT
- Not ready to learn and does not learn = ANNOYED OPERANT CONDITIONING
STUDENT - Learning is reinforced by rewards or punishments.

3. LAW OF EXERCISE BEHAVIORISM THEORY


- If you don’t use it, you lose it. - New behavior is acquired based on environmental
conditions.
ROLE OF THE TEACHER
1. Respond with reinforcement CONTIGUITY THEORY
2. Motivate student to learn - Learning will occur regardless of whether reinforcement is
3. Repeat + Emphasize given, so long as the conditioned stimulus and the response
occur together.

3. OPERANT CONDITIONING (BF SKINNER)


- Method of learning that occurs through rewards and
punishments for behavior.
- Specific consequences are associated with voluntary
behavior.

4. BEHAVIORISM THEORY (JOHN WATSON)


- Series of activites for one response
- Acquisition of new behavior based on environmental
condition.
- Behavior can be CONTROLLED or MODIFIED based on
antecedents and consequences of a behavior.
BEHAVIOR
- Was obvious and practical
- Was muscle movement
- Results of a series of conditioned reflexes all emotion and
thought is a result of behavior learned through conditioning

ASPECTS OF BEHAVIORISM
1. Anyone can be trained for a task
2. Behavior is acquired by conditioning
3. Behavior is OBSERVABLE and MEASURABLE
II. COGNITIVE
COGNITIVE PSYCHOLOGY 4. INFORMATION ANALYSIS AND INTERPRETATION
- Study of HOW OUR BRAINS WORK in the process of - Discovery learning is process-oriented and not content-
perceiving, thinking, remembering, and learning (BREUR, oriented.
1993) 5. FAILURE AND FEEDBACK
- Learning doesnt only occur when we find the right answers.
INFORMATION PROCESSING It also occurs through failure.
- Sometimes used to describe this field of study.
ADVANTAGES
FOCUS OF CT: MENTAL PROCESS that are responsible for - Encourages motivation, involvement and creativity
behavior and its meaning. - Learner’s pace is priority
- Promotes autonomy and independence
1. INSIGHT LEARNING (Wolfgang Kohler) - Ensures higher levels of retention
- Sudden realization of the solution of any problem without
repeated trials or continuous practices. 4. SCHEMA THEORY (David Rumelhart)
- Chimpanzee named sultan - Active strategy coding technique necessary for facilitating
the recall if knowledge.
CHARACTERISTICS OF INSIGHT LEARNING
1. Insight represents seeing CLEARLY into the essence of a SCHEMA/SCHEMATA
situation. - Knowledge structures that are stored in memory.
2. NOT a step by step process but partially by unconscious ALL KNOWLEDGE IS PACKAGED INTO UNITS
process. units = schemata tall dark handsome

STAGES OF INSIGHT LEARNING 5. ASSIMILATION THEORY (David Ausubel)


1. PREPARATION - People learn best when they can link, or assimilate new
- Problem cannot be solved information with previous knowledge.
- Data gathering
2. INCUBATION PRINCIPLES OF ASSIMILATION THEORY
- Problem is put on hold 1. SUBSUMPTION - new material is related to relevant ideas
- Problem work on unconsciously in existing cognitive structure on substansive non verbatim
3. INSIGHT basis .
- Suddenly there’s a mental representation of solution or 2. SUPERORDINATE LEARNING - new information on top
eureka or AHA moment of already known info. Connecting new info to already learned
4. VERIFICATION info.
- Solution checked 3. PROGRESIVE DIFFERENTATION- increases the stability
and clarity.
2. FIELD THEORY (Kurt Lewin) 4. INTEGRATIVE RECONCILIATION - new concepts and
- Learning is a process of perceptual organization of one’s life relationship and similarities and difference are substantively
space involving insight incorporated into cognitive structure.
- Examines patterns of interaction between the individual and 5. OBLITERATIVE SUBSUMPTION - meaningfully learned
the total field (ENVIRONMENT) material cannot be recalled in the precise form in which it was
originally learned due to the subsuption if the new mateial
Overcome the barrier and pass the restraining force to under a broader class or concept.
achieve goal. Psychological, you versus you. 6. ADVANCED ORGANIZERS - big picture before going on
into details. Statements made at the begining of class to help
3. DISCOVERY THEORY (Jerome Bruner) students activate prior knowledge.
- Learners are encouraged to build on past experiences and
knowledge. COMMON CONCEPT
- Learning makes use of INTUITION, IMAGINATION, - Learning is acquisition of knowlege.
CREATIVITY to search for new information to discover, facts, - Learning is the process whereby novices become experts.
correlations, and new truths. - Metacognition is thinking about one’s thinking. A process
learners use to gauge their thinking while reading, studying,
PRINCIPLES OF DISCOVER LEARNING MODEL trying to learn, or problem solving.
1. PROBLEM SOLVING - Memory: the more we connect new info to old, the more we
- Instructors should guide and motivate learners to seek for ruminate over the new info
solutions. - Transfer is the ability to take info learned in one situation
2. LEARNER MANAGEMENT and apply it to another.
- Instructors should allow participation to work either alone or - Cognitive learning theories are the predominant basis for
with others and learn at their own pace. approaches in learning.
3. INTEGRATING AND CONNECTING Learning active application .
- Instructors should teach learners how to combine prior
knowledge with new and encourage them to connect to the Old thought: behaviorism
real world. New learning: cognitive

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