CLASSICAL CONDITIONING – IVAN PAVLOV Law of effect – when modifiable connection is

made between a situation and a response and

Unconditioned Stimulus – something that accompanied by satisfying effect or affairs the
automatically elicits a response strength of connection is increased.
Unconditioned Response – naturally occurring
reaction or response

Neutral Stimulus – something that does not

elicit any response OPERANT CONDITIONING – JOHN WATSON
(blank slate) BF SKINNER
Conditioned Stimulus – something that elicits a
response after conditioning -voluntary responses are strengthened or
weakened as a result of consequences
Conditioned Response – learned response
Skinner box experiment

Reinforcement – giving reward (+) increasing

Generalization – reacting the same way to punishment (+)
similar stimuli
 Increase desirable /pleasant behavior
Discrimination – reacting differently to similar
stimuli Punishment – removing unpleasant things (-)
removing pleasant things (-)
Extinction – loss of the learned behavior
 Decrease undesirable behavior

CONNECTIONISM – EDWARD THORNDIKE

Stimuli – Response Connection – learning is

forming of bonds between S & R. These bonds SOCIAL LEARNING THEORY – ALBERT
connections are formed through T & E. BANDURA

Eg. Cat in the box The bobo doll experiment

Law of Readiness – when any conclusion unit is Observational learning / limitation – people
not readiness to conduct for it conducting is learn much by simply watching those around
annoying. When the conduction unit is in them
readiness to conduct for not to do so if
annoying Self-efficacy - people’s belief about their own
abilities & talents
Law of Exercise – learning takes place by doing
or by actively participating or by exercising any
work.
4 MODELING PROCESS

1. Attention Discovery Learning Model Techniques – well

2. Retention designed, highly interactive, experiential
3. Motor reproduction
4. Motivation Goal – reach end result by their own.

Moods of Representation
TYPES OF MODELING

1. Direct 1. Enactive – Action based

2. Iconic – Image based
2. Symbolic
3. Synthesize 3. Symbolic – language based
4. Abstract
 Inferred rules based on actions of
others

COGNITIVE DEVELOPMENT CONSTRUCTION –

JEAN PIAGET

 Progressive reorganization of mental

MEANINGFUL LEARNING – DAVID AUSUBEL processes as a result of biological
Rote Learning – memorization, repetition takes maturation and environmental
experience.
place when link new ideas to old ideas

1. Derrivative Subsumption Schema – building blocks of knowledge, set of

linked mental representation of the world
2. Correlative Subsumption
3. Superorownate learning which we used to both understand respond to
situations.
4. Combinational learning
Assimilation – existing schema to deal with new
situations

Accommodation – when existing schema does

DISCOVERY LEARNING – JEROME BRUNER not work need to change to adapt

 Based on the students finding things for Assimilation – Equilibrium – New situation –
themselves looking into problem Disequilibrium

5 Principles Equilibrium – when the child schema can deal

with the situation
1. Problem Solving
2. Leaner Management 4 Stages of Cognitive Development
3. Integrating & Connecting
Sensorimotor – knowledge is based on senses &
4. Information Analysis and Interpretation
motor skills
5. Failure and Feedback
Pre-operational thought – symbols (words & INTELLIGENCE
numbers) to represent aspect of the world
 Capacity to acquire knowledge
Concrete operational thought – child
understands & applies logical operations to Intelligence Test – series of tasks designed to
experiences measure the capacity to make abstractions, to
learn & to deal with situations
Formal operational thought – can think
abstractly, deals with hypothetical situations IQ – ratio of a person’s mental age to his
chronological (physical age) multiplied by 100.

e.g. (12/10) 100 = 120

Stanford binet intelligence

CUMULATIVE LEARNING – ROBERT GAGNE
-normal distribution
 Gradual development of knowledge &
skills that improves overtime

Hierarchy of Learning TRIARCHIC THEORY OF INTELLIGENCE –

ROBERT STERNBERG

STOMA

A. Academic (Componential) – abstract

thinking & logical reasoning
B. Creative (Experential) – divergent
thinking (generating new ideas)
 Ability to deal with novel situations
C. Practical (contextual) – ability to apply
knowledge to the real world
9 Instructional Events  Ability to shape one’s environment
(choose)
1. Gaining attention
2. Informing the learner of the objective
3. Stimulation recall of prior knowledge
4. Presenting information INFORMATION PROCESSING MODEL
5. Providing guidance
 A theoretical framework of how
6. Eliciting performance
humans think, reason & learn. Views
7. Assessing performance
human cognitive functioning or
8. Enhancing & transfer
analogous to the operation of
1-3 Preparation Stage computer.

4-6 – Instruction & Practice Contributors:

7-9 – Retention & Assessment 1. George A. Miller

 2. Arkinson & Shriffin
3. Craik & Lockhart
4. Bransford
5. Rumelhart & McClessant

3 Stage Processing Model

Stimulus – Sensory Image – Short Term Memory

– Long Term Memory

Major Theoretical Concepts in Cognitive Psych

 Attention
 Active learning
 Meaningfulness
 Organization
 Advance organizers
 Memory aids
 Overlearning
 Automacity

Structural – how it looks

Phonemic – how it sounds

Graphenic – letters contained in a word

Orthographic – slope of something