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PsychologyLEARNINGB.Ed. 2015-16
M.VijayalakshmiGuest Lecturer
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Unit IIILEARNING
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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.
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Learning - MeaningA relatively permanent change in behaviour, which occurs as a result of activity, training, practice or experience
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Definition • Gardner Murphy -“The term Learning comes
every modification of behaviour to meet environment requirements”
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Characteristics of LearningUniversal
Continuous
Improved performance
Purposive
Multiple and integrative
Contingent upon experience
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Factors affecting Learning
Learner
Type of Learning Experiences
Men and Material Resources
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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
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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
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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
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Factors influencing Learning
• Motivation• Needs• Maturation• Feedback• The level of intelligence• Attention• Use of audio-visual aids
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• Field of learning suits one’s aptitude• Guidance• Positive and Negative attitudes• Distributed practice• Perception• Correlate present and past
knowledge• Rewards and punishments
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Rate of Learning
Amount of learning proficiency achieved=
--------------------------------------------------------------Time taken to achieve the amount of learning
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Types of LearningMotor learning or skill learning
Perceptual learning
Conceptual learning
Learning of attitudes and interest
Imitational learning
Observational learning
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Classification of Learning Theories
Learning Theories
Association Theories
Field Theories
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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
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Field Theories
Gestalt Theory of
Kohler
Topological Theory
of Kurt Lewin
Sign Gestalt
Theory of Tolman
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Trial and Error Learning Theory
• E.L. Thorndike• Association Learning Theory• Theory of Connectionism• Puzzle Box, Hungry Cat, Fish
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Thorndike’s Laws of Learning
Law of Readiness
Law of Effect
Law of Exercise
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Revised Law of Exercise
Law of multiple response or varied reactions
Law of attitudeLaw of analogyLaw of associative shifting
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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
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Classical Conditioning Learning Theory
• Ivan Petrovich Pavlov • Hungry Dog, Food, Bell, Saliva
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Classical Conditioning Learning Theory
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Classical Conditioning Learning Theory
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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
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Operant Conditioning Theory
B.F.Skinner Popularly accepted theory of learning Reinforcement theory Operant Conditioning or Instrumental
Conditioning Theory Puzzle box, Rats, Pigeons, Pellets
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Operant Conditioning Theory
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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
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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
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Learning by Insight
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Learning by Insight
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Learning by Insight
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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
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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
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Hull’s Reinforcement Theory
• Change in the traditional S-R notion• The concept of reinforcement
and drive-stimuli reduction
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Organism
External Situation
External Response
RS s rSHR
Response tendencyStimulus
trace
Association bond = Habit strength
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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
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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’
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Profound learning system
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Theories of Transfer
• Theory or Mental Discipline/Formal Discipline
• Theory of Identical Elements or Components
• Theory of Generalization• Theory of Transposition• Theory of Ideals
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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
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Theory of Identical Elements or Components
• Profounder – E.L.Thorndike• Common or identical elements• Maths and Physics – symbols,
formulae and equations• Accepted by all
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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
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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.
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Theory of Ideals
• W.C. Bagley• Ideas and are desirable• Ex: Neatness – Arithmetic sums -
followed in other subjects
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Educational Significance of the Theory
• Suitable curriculum• Methods of instruction• Preparation of the part of the
learner• Preparation on the part of the
teacher
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Metacognition
•Higher order thinking• Thinking about thinking or
learning to learn
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Elements of Metacognition
Metacognitive Knowledge
Metacognitive experiences or regulation
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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
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Credit Sources
Images are taken from INTERNET Sources
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