psychological perspectives in learning
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8/3/2019 Psychological Perspectives in Learning
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PSYCHOLOGICAL
PERSPECTIVES IN
LEARNING
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Learning without thought
is labor lost;thought without
learning isperilous. -Confucius
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The 4 Factors That Form
The Definition of Learning:
1) learning is inferred from a
change in behavior/performance
2) learning results in an inferred
change in memory
3) learning is the result of
experience
4) learning is relatively
permanent
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Intelligence Latin verb-to understand
Capacity of learning, reasoning, understanding
and similar forms of mental activity
Ability to reason out, solve problems, think
abstractly, use of language and the like
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So, how do we learn?
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Spearman’s Two-Factor Theory of
Intelligence
Charles Edward Spearman,
September 10, 1863 –
September 7, 1945.
Dr. Jan Strelau, the Associate Editor of
the European Psychologist, was asked :
What were the three to four most significant
developments in scientific or professional
psychology in the 20th century?Part of his answer was:
“ There is no doubt that Spearman’s g construct
was the catalyst for most intelligence theories
(both in supportive and contradictory versions)
developed over the past century. And g became
one of the major concepts underlying the
construction of many intelligence tests, without
which professional psychology would be
strongly mutilated..” (Tele-Interviews, 2000)
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• Charles Spearman created the firstpsychometric theory of intelligence
It states that any cognitive
performance is a function of two‘factors’---the general ability common
to most cognitive performances or the
“g” factor and an ability specific to a
particular factor.”
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Cattells’ Two Types of
Intelligence
intelligence is
composed of a
number of different
abilities that interact
and work together to
produce overallindividual
intelligence.Raymond Bernard Cattell
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CrystallizedKnowledge
Acquired skills andknowledge
Increasescontinuously as wegrow old
Fluid Intelligence
The power to reasonand use information
Peaked at around
20y/o until old ageand declines
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Knox’s Seven Modifiers of Adult
Learning 1.Condition- physical state of
learner
2.Adjustment- how an adultlearner can adjust
(personally& socially) to the
learning environment 3.Relevance-
meaningfulness of task to
learners
Allan B. Knoxx
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4.Speed- learners can proceed attheir own pace
5. Status- socio-economic status
and formal education
achievement
6. Age- as adult grow older they,
learn less (Thorndike, 1932)
7. Outlook- open/close minded
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Gagne’s Hierarchical Model
There are eight kindsof learning whichdiffer in the quality
and quantity of stimulus-responseinvolved, from the
simplest to the mostcomplex.
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ProblemSolving
Rule Learning
Concept Learning
Discrimination Learning
Verbal Association
Chaining
Stimulus Response
Signal Learning
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1.Signal Learning – stimulus
serves as a cue for the onsetof appropriate response
2. Stimulus Response –
learning takes place
gradually w/ repeatedassociation of the stimulus
3. Chaining – connecting two or
more responses in sequence
4. Verbal Association – associating sets of words toother set of words to deliver aresponse
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5. Discrimination Learning – learning to respond
individually to similarconcept after assorting onesthought
6. Concept Learning-responses are not due to one
specific stimulus7. Rule Learning – learningdifferent laws, principles thatshould be applied in problemsolving
8. Problem Solving –acquiredthe rules and applies in solvingproblems
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-William Edwards Deming
"Experience byitself teaches
nothing."
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thank youand