learning

PsychologyLEARNINGB.Ed. 2015-16

M.VijayalakshmiGuest Lecturer

Unit IIILEARNING

Learning: Concept, principles and factors affecting learning – Theories of learning: Thorndike’s Connectionism, Pavlov’s Classical and Skinners Operant Conditioning, Learning by Insight, Hull’s Reinforcement theory – Transfer of training and its theories and their educational implications – Metacognition: Meaning, Elements and its Instructional strategies – Learning Styles: Audio, Visual and Kinesthetic – Teacher’s role in changing, strengthening and sustaining learning styles.

Learning - MeaningA relatively permanent change in behaviour, which occurs as a result of activity, training, practice or experience

Definition • Gardner Murphy -“The term Learning comes

every modification of behaviour to meet environment requirements”

Characteristics of LearningUniversal

Continuous

Improved performance

Purposive

Multiple and integrative

Contingent upon experience

Factors affecting Learning

Learner

Type of Learning Experiences

Men and Material Resources

Factors Associated with Learner

Learner’s physical and mental healthThe basic potential of the learnerThe level of aspiration and achievement

motivationGoals of lifeReadiness and well power

Factors Associated with the Type of Learning Experiences

• Nature of learning experience• Methodology of learningi. Linking the recent learnings with those of the pastii. Correlating learning in one area with that of

anotheriii. Utilization of maximum number of senseiv. Revision and practicev. Provision of proper feedback and reinforcementvi. The selection of the suitable learning methods

and teaching

Factors Associated with the Men and Material Resources

• Quality of the teacher• Socio-emotional climate • Availability of learning material and

facilities• Availability of conducive environment

Factors influencing Learning

• Motivation• Needs• Maturation• Feedback• The level of intelligence• Attention• Use of audio-visual aids

• Field of learning suits one’s aptitude• Guidance• Positive and Negative attitudes• Distributed practice• Perception• Correlate present and past

knowledge• Rewards and punishments

Rate of Learning

Amount of learning proficiency achieved=

--------------------------------------------------------------Time taken to achieve the amount of learning

Types of LearningMotor learning or skill learning

Perceptual learning

Conceptual learning

Learning of attitudes and interest

Imitational learning

Observational learning

Classification of Learning Theories

Learning Theories

Association Theories

Field Theories

Association Theories

Thorndike’s

Connectionism

Pavlov’s Classical Conditio

ning

Skinner’s Operant Conditio

ning

Hull’s Drive

Reduction Theory

Guthrie’s Theory

of Contiguit

y

Field Theories

Gestalt Theory of

Kohler

Topological Theory

of Kurt Lewin

Sign Gestalt

Theory of Tolman

Trial and Error Learning Theory

• E.L. Thorndike• Association Learning Theory• Theory of Connectionism• Puzzle Box, Hungry Cat, Fish

Thorndike’s Laws of Learning

Law of Readiness

Law of Effect

Law of Exercise

Revised Law of Exercise

Law of multiple response or varied reactions

Law of attitudeLaw of analogyLaw of associative shifting

Educational Significance of the Theory

• Childhood level – trial and error method of learning• Motivation• Working of Arithmetic problems• Rewards and punishments• Practice or periodical review is must• Specialized courses – Entry behaviour – Interest

Inventories and Aptitude tests• Continuous feedback• Bad habits – disuse – Atrophy or forgetting• Success leads to further success

Classical Conditioning Learning Theory

• Ivan Petrovich Pavlov • Hungry Dog, Food, Bell, Saliva

Classical Conditioning Learning Theory

Classical Conditioning Learning Theory

Educational Significance of the Theoryo Language learning by associating words with

pictures or meanings and audio-visual aidso To develop favorable attitude towards learning,

teachers, subjects, school etco Developing good habitso Breaking of bad habits – deconditioning processo Montessori system o New experiences – associate with past

experienceso Emphasizes the idea of continuity, similarity and

contrast

Operant Conditioning Theory

B.F.Skinner Popularly accepted theory of learning Reinforcement theory Operant Conditioning or Instrumental

Conditioning Theory Puzzle box, Rats, Pigeons, Pellets

Operant Conditioning Theory

Educational Significance of the TheoryIndividualization of instruction

- Programmed learning, teaching machines, CAI etc

Behaviour modification techniques - Use of instructional objectives - Performance contracting - Teacher Effective Training (T.E.T.)Positive Reinforcement Each step – ReinforcedDesired behaviours of students - reinforced

Learning by Insight

• Gestalt Psychologists• Wolfgang Kohler, Kurt Koffka and Max

Wertheimer• Gestalt – German Word – Whole, Pattern or

Configuration – (Human Face)• Wolfgang Kohler – Tenerife Islands – Experiment

– Chimpanzees• Chimpanzee, Banana, Stick and Wooden box• Sudden Insight – Brain wave - Flash of Idea -

Intelligence

Learning by Insight

Learning by Insight

Learning by Insight

Educational Significance of the Theory

• Learning and Teaching – in total – not in parts• Inter-disciplinary approach• Intelligent form – not mechanical form• Result of meaning experience• Exhibited by higher intelligence organisms• Reorganization of the field of perception

Reinforcement Theory

• Clark L. Hull• Systematic Behaviour Theory• Original orientation - Pavlovian• Based on

- Association theory of Stimulus – Response- Survival mode of life- Biological needs and their fulfilment

Hull’s Reinforcement Theory

• Change in the traditional S-R notion• The concept of reinforcement

and drive-stimuli reduction

Organism

External Situation

External Response

RS s rSHR

Response tendencyStimulus

trace

Association bond = Habit strength

Educational Significance of the Theory

• Amended S-O-R formula• Gives important to needs, drives, incentives,

reinforcement and adequate motivation• Extend the concept of reinforcement • Laid emphasis on the formation of good habits• Focus the fact that individuals have different

capacities• Emphasized the need for proper rest• Stood against any inhibition-causing obstacle in the

path of learning• Advocated chain sequence – drive, cue, response

and reward

Definition• Application or carry over of knowledge,

skills, habits, attitudes etc. acquired in one situation to some other situation for which they were not specially learnt

• Carry over of experiences obtained in a learning situation to the learning of an another task is termed as ‘Transfer of learning’ or ‘Transfer of Training’

Profound learning system

Theories of Transfer

• Theory or Mental Discipline/Formal Discipline

• Theory of Identical Elements or Components

• Theory of Generalization• Theory of Transposition• Theory of Ideals

Theory or Mental Discipline/Formal Discipline

• Oldest theory• Mental Faculties• Improved by constant practice and exercise• Western Countries Latin Language• To improve memory power• Objected by William James

Theory of Identical Elements or Components

• Profounder – E.L.Thorndike• Common or identical elements• Maths and Physics – symbols,

formulae and equations• Accepted by all

Theory of Generalization

• Profounder – Charles H. Judd• Generalization – principle, law or rule• Two group of students – Control and

experiment• Group A and B• Group A – proper training – perform better• Group B – no training – poor performance

Theory of Transposition

• Gestalt Psychologists – environment related

• Kohler – Hen – Darker paper – food• Gagne – • Lateral Transfer – same type• Vertical Transfer – for new type – Ex:

L.C.M.

Theory of Ideals

• W.C. Bagley• Ideas and are desirable• Ex: Neatness – Arithmetic sums -

followed in other subjects

Educational Significance of the Theory

• Suitable curriculum• Methods of instruction• Preparation of the part of the

learner• Preparation on the part of the

teacher

Metacognition

•Higher order thinking• Thinking about thinking or

learning to learn

Elements of Metacognition

Metacognitive Knowledge

Metacognitive experiences or regulation

Metacognition

Metacognitive knowledge

Of perso

n variab

les

Of task

variables

Of strate

gy variab

les

Metacognitive Experiences

Developing a plan

of action

Monitoring of the plan

Evaluating the plan

Credit Sources

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