YEAR OF THE FIGHT AGAINST CORRUPTION AND IMPUNITY

FACULTY OF LAW AND POLITICAL SCIENCE

PROFESSIONAL SCHOOL OF LAW

THEME:
LEARNING
COURSE : APPLIED PSYCHOLOGY TO LAW

CYCLE : I TURN: NIGHT

STUDENTS: IBARRA GAMARRA, Anthony Edward

JOAO JHERSO LINARES VIENA
Marcos Manuel Rengifo Salazar
SIFUENTES SALDAÑA, Ernesto Fabio

TEACHER : Mg. Psych. José Nelton ROMERO CHUQUIPIONDO

PUCALLPA–2019
PERU
 DEDICATION

To our colleagues, for being part of

this beautiful story of personal growth and
professional. To them with all my affection.

2
 INDEX

CONTENT PAGE.

COVER 1
DEDICATION 2
INDEX 3
INTRODUCTION 4

LEARNING 5
I. DEFINITION: 5

II. FACTORS THAT INTERVENE IN LEARNING: 5

III. MAIN THEORIES OF LEARNING: 8

3.1. BEHAVIORISM: 7
GESTALTISM: 9
3.3. COGNITIVISM 11

IV. PSYCHOLOGY OF LEARNING: 11

4.1. CHARACTERISTICS: 12
4.2. LEARNING AND EDUCATION 13
4.3. TYPES OF LEARNING ACCORDING TO PSYCHOLOGY:
14

CONCLUSIONS 24
RECOMMENDATIONS 25
BIBLIOGRAPHY 26
ANNEXES 27

3
 INTRODUCTION

The study of learning has been of great importance to psychologists of the

different schools since the late 19th century since education and
psychology are closely interrelated. Before the 20th century we can
highlight the mentalist theory, which considers that learning is a process
of mind training that helps to develop imagination, the
memory and thought, and the theory of natural development which argues that
Man is good by nature and tends towards perfection.

Hoping that this work meets the teacher's requirements,

we leave it to your evaluation.

4
 LEARNING

I. DEFINITION:
According to Robbins, learning is any change in behavior.
relatively permanent, which occurs as a consequence of a
experience.

According to Kolb, learning would be the acquisition of new knowledge.

a degree of generating new behaviors.

Hergenhahn (1976) defines learning as 'a relatively change'

permanent in behavior or in its potential that occurs from
from experience and cannot be attributed to a temporary state
somatic induced by the disease, fatigue or drugs.

This definition encompasses 'experience as the essential condition

for learning and includes the changes in the possibilities of the
behavior.” Thus, from the point of view of the student’s development, he will go
integrating their knowledge and skills throughout life, in a
process in which natural abilities, the level of
maturity and the level of interaction with the environment.

II. FACTORS THAT INTERVENE IN LEARNING:

Education (and therefore learning) and Psychology are closely related.
interrelated. Through the learning process, the
education, a concept closely linked to that of schooling, although in the
in the educational center, not only formal learning takes place, but it also has
place a hidden curriculum.

The complex process of learning revolves around three factors.

fundamentals: teacher, student and knowledge; although there are more
factors to consider since each component of the educational reality

5
it has distinct social and psychological stories, which influences both in the
group as to what is to be demanded from each subject.

N. Entwistle reflects these social and psychological realities in his model

learning heuristic in the classroom, in which it adds another factor
fundamental: the family.

The main ones are reflected in N. Entwistle's scheme.

qualities we must have as teachers to achieve a good
learning by the students:

Aptitude for teaching, that is, a series of physical qualities,

regarding the character and psychological aspects that will allow us to convey

adequately the knowledge and develop an optimal task of

tutoring.
Quality explanations, since this will impact the interest of
our students and in the construction of meaningful learning
from these.
Organization of the group, we will achieve this by proposing tasks.
suitable and stimulating, controlling the possible incidents that occur
they can produce and create a space for dialogue in which it is maintained
the order.
Use teaching methods that help stimulate the
learning, through the interleaving of presentations with debates,
readings with computer media, theory and practice, etc.
Evaluate students taking into account not only exams
writings, but also their daily attitude in class, their abilities and
learning rhythms, etc. trying to give the maximum opportunities
to recover in order to achieve positive results.

6
 Regarding the student, we must take into account the factors
differentials of these (physical factors, age, sex) and the factors
psychological (memory, intelligence):
The optimal age to start a certain learning will depend not
not just from the level of maturity or the physiological age of the student.
also of their chronological age. The theses of J. Piaget deal with the
stages of cognitive development.
The reference to sex appears in adolescence, which
it concerns physical development. This does not influence the ability of
learning, although in our society, does have effects
discriminatory. Our job is to provide equality of
educational opportunities.
Psychological factors refer to psychic processes.
that the students carry out when processing the information they receive.
They involve factors such as memory, intelligence, or the
imagination. Each student has, in addition to an intellectual capacity
general, an intelligence factor in which he stands out (spatial,
mathematical, verbal, etc.). We must try to cultivate the
practical intelligence and creativity. As we see, fortunately, today
the day a student does not excel in a certain subject like
It can be mathematics, it is not synonymous with failure.

In the classroom, there are a number of factors that significantly influence

learning, such as the level of difficulty of the materials, their
organization, the establishment of a motivating climate, etc. Learning
is based on a series of psychological variables of a social nature
affective among those that include the student seeing the institution and the process
of learning as something valuable, the one who considers the teacher as a
ally and not as an enemy, etc.

The family is an essential factor regarding psychological support that

provides, or does not, to the student. We must take this into account in our

7
 labor tutorial, since the behavior of the students is directly
influenced by the affective climate they experience and by the stability (or lack thereof) of

family group. We need to communicate with the student's family

to carry out a joint educational action.

III. MAIN THEORIES OF LEARNING:

As we mentioned in the introduction, starting from the beginnings of the
the 20th century sees the emergence of a series of psychological schools that contribute to the

explanation of the concept of learning:

[Link]: Sees learning as a reaction

conditioned.

Betcherev stands out within the Russian school of this movement.

Pavlov, who enunciated the Theory of conditioned reflex, by the
what is a stimulus that acts on an organism while it
executing an activity can become a stimulus
conditioned (learning) of that activity and replace the stimulus
natural.

J. Watson will also focus on animal psychology, which he will apply.

to humans, manipulating the environment (stimuli) and
determining their effects on behavior (response), without
reference to consciousness. E. Thorndike (1874-1949)
developed Pavlovian theses and stated the Theory of learning
by trial and error.

Thus, he studied the learning process by experimenting with

animals, through the checking of the time they took
these in solving the problems I raised and giving as
resulting in a stimulus-response connection (association) that created
that the animal recalled what it had to do.

8
 E. Thorndike stated the laws of learning (the law of the...
disposition, the law of exercise and the law of effect), whose
Educational recognition has been widely acknowledged.
With the laws of effect (Stimulus-Response connection followed by
a positive or negative reinforcement) and of the disposition (preparation of
the basic neurological conduits in the formation of the
Stimulus-Response connections become the first psychologist.
that realizes the importance of motivation in the
learning. He also stated the concept of transfer, that is
the application of acquired knowledge in one situation to new ones
situations: a student will be more willing to face new
problems if they contain elements similar to those that have
previously dominated. This similarity of content facilitates the
learning and, on the contrary, contradiction distorts the
learning. Many of the problems related to the
Learning difficulties occur due to not taking this into account.
concept.

The deficiencies of E. Thorndike's theory are addressed by B.

F. Skinner, who distinguishes between reaction behavior and
operant behavior. The latter is not limited to reacting to
stimuli, but acts spontaneously on the environment
causing in him consequences that determine special forms
of behavior, that is to say, a reinforcement of learning through success
and feedback. This double interaction entails new types of
teaching.

[Link]: At the beginning of the 20th century, gestalt psychologists

they intend to address the deficiencies present in the theories
behaviorists and therefore arrive at the concept of Einsicht, insight
comprehensive, a theory that asserts that human intelligence can

9
to intervene spontaneously in the face of a difficulty, without the need for
effective stimulus-behavior association. Gestalt theory
It is considered that things are understood through the perception of their

totality, not by the study of its constituent parts.

Wertheimer formulated a series of laws of perception (pregnance,

similarity, proximity, closure, good continuity, and character of
member) that constitute a learning by understanding.

The advantages that this comprehension-based learning presents over

Behaviorist learning at the secondary education level includes:

Replacement of the external trial-and-error approach with a vision of

the situation much faster, preceded by its contemplation
internalized.

In this way, the student takes charge of the problem and organizes.
mentally its elements, giving meaning to the information
objective
what he/she receives.

This learning requires much fewer exercises, no

needs to be machined and is much easier to reproduce. It
intuitively seen by the student and clearly understood
it is more readily available to you than if you had learned it
mechanically, by heart and without understanding it.

Transfer of the solution from some problems to others is more

easy, as it can discover common elements. The student
will solve new problems more easily, the more
similar are the situations and the greater the number

10
 of situations already resolved. In this sense, the use of
examples in teaching.

[Link]: studies the processes of knowledge of the

subjects, which include all the multiple functions of the
mind, as it raises two fundamental problems:
The development of a representative model of complexity
the mind.
The description of each of its components.

The models applicable to Cognitive Psychology come from the

Information Processing Theory. Starting from this,
meaningful learning is "the mental processing of new
information that leads to its relationship with knowledge
previously acquired

In this way, the student's mind has the ability to process

the information you receive follows an order that begins in the
what one sees and hears and ends with mental assimilation and memorization.

D. Ausubel and J. Bruner are the main theorists of this system

with their proposals for meaningful verbal learning and learning
by discovery.

IV. PSYCHOLOGY OF LEARNING:

The psychology of learning is a branch of psychology that studies the
human learning process, where changes are observed
behavioral characteristics that are transient or permanent. It also focuses on
the continuous process by which the subject acquires new knowledge.

11
CHARACTERISTICS:
Within the approaches in psychology that have defined or determined
The ways in which one learns are: behavioral and cognitive.

a) The behavioral approach.

It is the study of the observable functional relationship between stimuli and

responses; it is a movement in psychology inaugurated by John

B. Watson (1878-1958) and initially based on the
discoveries related to classical conditioning, that
defend the use of the scientific method and procedures
strictly experimental to study the behavior of the
organisms and denies any possibility of using the methods
subjective like introspection.

There is a range of authors who have dedicated themselves to the study of the

learning psychology from the behavioral perspective, among

the most important are B.F. Skinner who contributed to
conductism the operant conditioning, while on the other hand,
Albert Bandura created the theory of observational learning.

b) The cognitive approach.

On its part, it is based on the processes that take place behind.
of behavior. Observable changes that allow for understanding and
understand what is happening in the person's mind
that is learning. It is dedicated to conceptualization
of the learning processes and are responsible for ensuring that the
information meets certain important steps, such as
be correctly received, then be organized and
stored and then linked.

For Piaget, intellectual development is a process that follows a

ordered, systematic, and sequential path.

12
 From the cognitive approach, in the psychology of education, David
Ausubel is the author of the theory of meaningful learning and
Jerome Bruner is the author of the theory of learning by
discovery.

4.2. LEARNING AND EDUCATION

In the psychology of education and pedagogy, the theories that are most
acceptance they have conceived the act of learning from a
integrative perspective that involves modifying the cognitive system, to
through behavioral changes, generally permanent.

In addition to this feature, it plays a guiding role.

within the teaching and learning process, which is equivalent to
to say that it influences the development of the other elements
of this process, for this reason it fulfills the following functions:

It is the didactic element in which it is reflected and materialized

educational intent.
Influences the behavior of the other components and these
subordination and coordination relationships influence the
same.
It guides the activity of teachers and students, as it
specifying the goal to achieve guides the structuring of the process for
achieve it and up to what level to reach in the planned development.

It constitutes a criterion for assessing the effectiveness or quality of the

process, as it allows, in conjunction with other determinations
based on practice, assess the actions achieved in the
students, the activity of the teacher itself and the programming
previously planned in its implementation process and compare the
difference achieved between the entry and exit level of the
students.

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4.3. TYPES OF LEARNING ACCORDING TO PSYCHOLOGY:
The types of learning are of interest to Psychology because
we usually assume that all behavior (or at least, in its
majority) is learned or acquired. Therefore, it can also be
Unlearning if it has a pathological or maladaptive nature.

Perhaps it is in pedagogical literature and from Psychology of the

education where more emphasis has been placed on the ways of
educational learning.

Even though it's something we don't usually stop to think about,

if it weren't for the fact that we continuously learn new things and because

We retain that learned information, we would not have survived.

as a species.

And not only us as humans, but all beings that inhabit

the face of the earth would have totally lost the ability to
adaptation and, therefore, overcoming the ups and downs of the
evolution. Therefore, all living beings have different types of
learning that allows them to survive.

To begin, we must immerse ourselves in the world of psychology.

of learning by defining what this word means.
Technically, learning is any behavior that an organism
incorporates into its behavioral repertoire.

In other words, everything we do is the result of learning:

from walking, to tying our shoes, to talking.
It can also be defined as any change that an organism
produce in his behavior.

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With this we want to say that from the most ridiculous or elementary to
the most intricate has gone through a learning process that is
product of a network of connections both neural
as environmental.

These networks constitute sequences of actions and serve the ultimate purpose.
phylogenetic: to maintain and perpetuate the species through the
survival or adaptation to an environment.

There are many different disciplines that address the issue of

learning and both experts in animal and human behavior
they have been interested from one perspective or another in how organisms

they learn certain behaviors and what their usefulness is.

It is mainly about the psychopedagogical approach that we are going to

center this article.

a) Non-associative learning: habituation and sensitization

Non-associative learning is the simplest and most basic.
of all, as only one element is necessary for the subject
learn something: a stimulus.

The change in behavior occurs here thanks to experience.

repeated from a single stimulus in which it is not associated with
nothing (unlike what happens in associative learning,
about which we will speak next)

1. Habituation
Habituation is the decrease in response that a
an organism emits in response to a stimulus to which it is exposed

numerous rehearsals or occasions. This decrease in the rate

15
 the response is presumably due to the little
biological relevance of the stimulus in question.

A clear and everyday example of this phenomenon is that

that we will all have experienced when we are too much
time in a room with a wall clock: at first, the
the tick-tock of the hands will bother us, but after a while
we will simply stop paying attention to the clock and
we will be so used to it that we practically won't
We will notice that noise.

2. Awareness
Awareness can be understood as the phenomenon
opposite to habituation; that is, due to exposure
repeated by a subject in response to a stimulus, this will increase its rate

of response.

As examples, there are some types of drugs that, instead

to create tolerance, it sensitizes the individual who consumes them: it is
the case of cocaine.

Awareness-raising processes are especially necessary.

to stimuli of great biological relevance, especially in
situations in which there is danger or are aversive.

b) Associative learning
Associative learning forms the second major block of
types of learning and it is called this because the subject that
learning should associate two or more elements.

The clearest examples that many of us will have heard

talking is, in its most basic form, Pavlovian learning or

16
classical conditioning and, in its most complex form, the
instrumental or operant conditioning by Thorndike, Watson or
Skinner.

However, associative learning cannot be reduced solely to

the classical theories of the authors we have just mentioned.

The new trends in disciplines such as Pedagogy or

Psychopedagogy broadens the spectrum much more and introduces
new terms that are extremely useful when it comes to
apply them, especially in educational contexts, such as a
class, or therapeutic.

Meaningful learning
Surely we have heard about this type of
learning, so fashionable (and not in vain) in the classroom.

Significant learning is, according to the American theorist

David Ausubel, the type of learning in which a student
relate the new information to what you already have,
readjusting and reconstructing both pieces of information in this

process.

Meaningful learning occurs when a new

information connects with a preexisting relevant concept
in the cognitive structure.

This implies that new ideas, concepts, and propositions

they can be significantly learned to the extent that
other ideas, concepts or relevant propositions are
clear enough, and that serve as a point of
anchoring of the first ones.

17
 For example, it will be much easier for us to understand how it

solve a variable in an equation if we already know how to handle

the basic mathematical operations, just as we will be
capable of building a web page if we already have
solid knowledge of computational language.

The information being learned is constantly

subject to a recycling process. That is, in learning
significant are not excluded the preconceptions, but
just the opposite: it is, to some extent, about going too.
dismantling these based on the new information we are going to
collecting and we are seeing the sense and logic in it.

In other words, this learning highlights the

importance of knowing how to relate concepts, instead of
to memorize.

2. Cooperative learning
It is an interactive learning experience that organizes the
activities within the classroom to turn them into a
social and academic experience.

The students work in teams to complete the tasks of

collectively, so that the different ones converge
synergies and each member makes their particular contribution.

Special emphasis is placed here on exchanges of

information as a way to enrich the work and to the
confluence of ideas.

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 One of the pioneers of this new educational model was the
American pedagogue John Dewey, who promoted the
importance of building knowledge within the classroom based on
of interaction and the so-called peer help.

Cooperative learning consists of three elements.

crucial:

─The formation of heterogeneous groups, where it is necessary

promote the creation of a group identity derived from the

mutual aid.

Positive interdependence, promoting communication

effective and the feedback among the group members.

Individual responsibility, understood as the value of

each member of the group separately.

3. Emotional learning
As can be derived from its own name,
emotional learning uses stimuli with great load
affective to produce some change in the subject's behavior.
More than in teaching materials or in the classroom, this specific type

learning becomes especially useful in the clinic.

A clear example of emotional learning is therapy against

phobias, more specifically systematic desensitization.

In it, the subject, through directed imagination, is gradually...

posing situations that hold special significance for him
affective and heavy emotional burden, all with the aim of
enhance learning in the most effective way possible.

19
 Of course, it is not the only example of this type of
learning and this is often implicit. Without going
further away, it is likely that the songs we associate
emotionally to a specific context will remain
burned into our heads.

4. Vicarious or observational learning

This learning was first promulgated by the

archiconocido Albert Bandura and, in summary, it comes
to tell us that another way of learning a behavior is
observing another subject doing it.

If the observer notices that the task the observed is

doing it is beneficial or has positive consequences, it will be
more likely that it will issue it.

We all learn observationally in our day-to-day lives and

almost without us realizing it, and this type of learning also
it is referred to as social since the relationship between
two people for this to be triggered.

Very clear examples of observational learning would be the

cases of abuse or domestic violence within
families with small children and teenagers.

It is most likely that the child will learn the patterns of

relational violence that their parents continue, and that this in
your future life imitates such behaviors, even more so if these
they are repeated and reinforced.

20
 That is why it is extremely important to lead by example
In the case we just discussed, the tendency to imitate
behaviors and following models by children is
imminent, inevitable and certain that we have been able to verify it

on numerous occasions in our daily lives.

5. Discovery learning
It was the psychologist and educator Jerome Bruner who, throughout
from the 1960s, took as its hallmark the
promulgation of the so-called discovery learning.

It is a new way of learning in which the student,

As its name indicates, I did not receive any further instructions about

how to perform a task that he/she dictated himself/herself

curiosity.

In other words, the subject learned by himself, in a way

progressive and without mediation to the extent possible of
directions to carry out the activity. In this way, the
Learning became much more meaningful.

From here we can derive an important message that

Bruner wanted to guide education professionals on
to all teachers: the role of the teacher should be nothing more than
to encourage students to take an interest in the subject, to
make it interesting and useful for your life.

For this educator, the fundamental motivation to learn

must necessarily be born intrinsically and must be
driven by curiosity, the interest in exploring and discovering

21
 novel and surprising issues (let us not forget that
what surprises us marks us more

This trend is part of the new methodologies of

alternative education that is gaining more and more ground
for the results it offers and for having benefits
tested, such as:

The promotion of creative problem solving.

─Learning by successive approximations as the opposite

to implosive learning

The enhancement of metacognitions or, in other words,

learning to learn.

6. Memorization learning
Visual learning relies on graphics like the one used by the
master
Memorization learning is that which we do based on
store information through repetitions normally or
the so-called mnemonic rules.

Almost everyone can think of examples such as the topic of

the periodic table or the multiplication tables, which in school
we learned practically without understanding the underlying logic
to that.

Even though there are many who reject learning

mnemonic, in certain occasions it is necessary and, in fact,
we will also have been able to verify that there are issues that
it is impossible to learn if it is not in this way.

22
Let them tell us, if not, how we learn the capitals of
Europe or the different drugs that belong to the same
family of medications.

Memorization learning goes through different phases of

information storage process and to understand it more
that a constructivist approach like in cutting-edge theories
pedagogical, we must consider them from a perspective
cognitive.

Quickly, the information, until it reaches the warehouse of

memory goes through various phases according to the Atkinson model
by Shiffrin (1968), these are the following:

─ First we perceive the stimulus to store. If we do not pay attention

attention, there will be no learning.

That information goes to short-term storage.

If it is useful or valuable, we will keep it.

If we retain it, it will go to long-term storage and will be

available to be recovered according to its relevance
and the everyday use that we give to that information.

23
 CONCLUSIONS

It could be concluded that learning is the modification and acquisition of

skills, abilities, knowledge, and values that tend to influence the
human behavior, as a result of study, experience, reasoning and
observation; through different methods applied for the study, such as:
the summary, conceptual maps, double-entry table, etc.

It naturally follows that each subject will require a specific approach.

different and the promotion of a different learning, especially if we are talking about

learning in educational contexts.

Each framework must be adapted to the general and curricular objectives that
we want to pursue, and this is precisely where the importance of creating derives from

awareness among teachers themselves of the alternatives that currently exist to

traditional teaching methods.

Considering that each individual has an intelligence different from another,

we can conclude that teaching for optimal learning must have
Account form of acquiring skills, abilities, knowledge, and values
of each student.

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 RECOMMENDATIONS

The learning approach in Peru in previous years was behaviorism; the

which is characterized by memorization, causing the student not to
develop cognitive and deductive ability. Currently, it is recommended
use the different study methods hand in hand with technology,
making the study more practical, educational, and fun,
which will aid in emotional, behavioral, and cognitive development, during the
student learning.

The learning of the present at first glance by some critics of technology

it is mutilating the learning abilities of the student and of society, due to
what is requested as a recommendation from the course instructor,
an informative talk about the causes of the misuse of technology and the problems
psychological effects that come with total dependence on them.

25
 BIBLIOGRAPHY

1. University of Alicante. 'Introduction to Psychology.' Consulted on the 11th of

September 2014.
2. Network of teachers. "Psychology of learning". Retrieved on the 11th of
September 2014.
3. Romero, A and Jara, P. 'Concept of learning'. Accessed on 11 of
September 2014.
4. ADDINE, F. F., et al. (1998): Didactics and optimization of the process of
teaching learning. IPLAC. Light printing. C. de La Habana.

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ANNEXES

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