WELCOME

THE CHILD AND ADOLESCENT

LEARNERS AND LEARNING
PRINCIPLES

Prepared By: Elisabeth Donato

 PRAYE

💭
😇 😇
👨👩
R
‍🏫‍
ATTENDANCE
NAME PRESENT ABSENT EXCUSE
1.Nicole Amoranto ☺
2.Jesus Astrera ☺
3.Jammy Cabaldo ☺
4.John mark Umali ☺
5.Kavin Benitez ☺
6.Freddie Villas ☺
7.Marvin Caracter ☺
8.Madel Montanez ☺
9.Stephenie Ochoa ☺
10.Lealyn Salazar ☺
11.Geralyn Cansi ☺
12.Angela Pogoso ☺
13.ElisabethDonato ☺
14Gigilyn Delapena ☺
15.Joilian Donato ☺
16. Maribel ulleras ☺
17. Jerry Palermo ☺
ENERGIZER
REVIEW
Enumerate the 10 factors affecting
the physical growth and development
of learners
 FACTORS AFFECTING THE PHYSICAL GROWTH AND
DEVELOPMENT OF LEARNERS

1.Heredity
2.Environment
3.Gender
4.Exercise and overall health
5.Hormones
6.Nutrition
7.Sleep
8.Familial Influence
9.Geographical Influence
10.Socio economic status
Motivation:

(The class will be divided into 2 groups. Each

group will spend 5 minutes to answer each
question posted on the wall. At a signal, each
group will move on to the next questions until
all questions are answered.
Group's answer to each question will be
posted below the question
GROUP 1:
The first group will re-arrange the
jumbled words and guess what will be our
topic for today.

GROUP 2: 4pc’s 1 word.

Consider the photos presented below
and try to predict a word connected to
that pictures. After doing the activity, try
to guess what will be our topic for today.
 UNIT II:
COGNITIVE
DEVELOPMENT
COGNITION
is the process by which we acquire knowledge and
understanding through experience, and our
senses.
It includes knowing, remembering, understanding,
communicating, learning.
COGNITIVE DEVELOPMENT
Includes neurological and psychological
development, or the growth in one’s ability to think
and to reason.
LESSON 1: BEHAVIORISM

Objectives:

after studying this lesson, you will be able t

o:
• explain different kinds of behaviorism
• compare the different kinds of behaviorism
with one another; and
• analyze the application of behaviorism in te
aching.
 BEHAVIORISM ( 1897- 1902)

- WHO YOU ARE IS BECAUSE OF YOUR ENVIRONMENT.

- CONTROL OF BEHAVIOR IS IN THE ENVIRONMENT, AND LE
ARNING OCCURS WHEN THERE IS A CHANGE OF BEHAVIOR.

- BEHAVIORISM ASSUMES THAT THE LEARNER IS ESSENTIA

LLY PASSIVE AND, LIKE A BLANK SLATE, SIMPLY RESPO
NDS TO ENVIRONMENTAL STIMULI.
- BEHAVIORISM DEALS WITH MEASURABLE ,
OBSERVABLE BEHAVIOR.
- BEHAVIORISM INVOLVES REPETITION OF
ACTIONS, VERBAL REINFORCEMENTS, OR TOKENS
FOR INCENTIVES TO PARTICIPATE.
1.1 CLASSICAL CONDITIONING.

- CLASSICAL CONDITIONING INVOLVES ASSOCIATION OR

PAIRING OF STIMULI AND INVOLUNTARY BEHAVIOR.
- DISCOVERED BY RUSSIAN PHYSIOLOGIST
IVAN PAVLOV, CLASSICAL CONDITIONING IS A TYPE OF
UNCONSCIOUS OR AUTOMATIC LEARNING. THIS
LEARNING PROCESS CREATES A CONDITIONED RESPONSE
THROUGH ASSOCIATIONS BETWEEN AN UNCONDITIONED
STIMULUS AND A NEUTRAL STIMULUS.
IVAN PAVLOV (1897).

• THE WORK OF IVAN PAVLOV

CONTRIBUTED TO THE
BEHAVIORIST SCHOOL OF
THOUGHT, WHICH IS AN
EMPIRICALLY RIGOROUS SCIENCE FOCUSED ON OBSERVABLE
BEHAVIORS.
• LEARNING IS DEFINED AS THE PROCESS OF ACQUIRING,
VIA EXPERIENCE, NEW AND ENDURING INFORMATION OR
BEHAVIORS. THIS CAN BE DONE THROUGH ASSOCIATION,
OBSERVATION, OR THINKING. THIS ALLOW US TO ADAPT
TO OUR ENVIRONMENT AND TO SURVIVE.
✔PAVLOV PAIRED THE SMELL OF FOOD
(UNCONDITIONED STIMULUS), WHICH DOGS
NORMALLY INVOLUNTARILY SALIVATE TO
(UNCONDITIONED RESPONSE), WITH THINGS THAT DO
NOT CAUSE SALIVATION LIKE THE SOUND OF A BELL,
SINCE IT DOESN'T MEAN ANYTHING TO THE DOG
(NEUTRAL STIMULUS).

✔AFTER SEVERAL PAIRINGS OF THE SMELL OF FOOD

WITH THE
SOUND OF A BELL, THE DOG WOULD SALIVATE
(CONDITIONED
RESPONSE) JUST WITH THE SOUND OF THE BELL
(CONDITIONED
STIMULUS), EVEN WHEN THERE WAS NO FOOD
PRESENT.
✔ THE DOG WILL EVENTUALLY LEARN TO EXPECT FOOD
WHEN IT HEARS A BELL SOUND AND THIS IS CALLED TH
E
"ACQUISITION PHASE."

✔IN THE "AFTER CONDITIONING PHASE," THE OLD

NEUTRAL STIMULUS ( BELL) BECOMES A
CONDITION STIMULUS, BECAUSE IT IS NOW
ELICITS [GET RESPONSE FROM OTHER] THE
CONDITIONED RESPONSE OF SALIVATION.
- An unconditioned stimulus is a stimulus or trigger that leads to
an automatic response. If a cold breeze makes you shiver, for
instance, the cold breeze is an unconditioned stimulus; it
produces an involuntary response (the shivering).
- A neutral stimulus is a stimulus that doesn't initially trigger a
response on its own. If you hear the sound of a fan but don't feel
the breeze, for example, it wouldn't necessarily trigger a
response. That would make it a neutral stimulus.
- An unconditioned response is an automatic response or a
response that occurs without thought when an unconditioned
stimulus is present. If you smell your favorite food and your
mouth starts watering, the watering is an unconditioned
response.
- A conditioned response is a learned response or a response
that is created where no response existed before. Going back to
the example of being bit by a dog, the fear you experience after
the bite is a conditioned response.
There are three basic phases of this process.

Phase 1: Before Conditioning

The first part of the classical conditioning process requires a
naturally occurring stimulus that will automatically elicit a
response. Salivating in response to the smell of food is a good
example of a naturally occurring stimulus.

During this phase of the process, the unconditioned stimulus

(UCS) results in an unconditioned response (UCR).4
Presenting food (the UCS) naturally and automatically triggers
a salivation response (the UCR).

At this point, there is also a neutral stimulus that produces no

effect—yet. It isn't until the neutral stimulus is paired with the
UCS that it will come to evoke a response.
Let's take a closer look at the two critical components of this
phase of classical conditioning:

The unconditioned stimulus is one that unconditionally,

naturally, and automatically triggers a response.4 For
example, when you smell one of your favorite foods, you may
immediately feel hungry. In this example, the smell of the
food is the unconditioned stimulus.
The unconditioned response is the unlearned response that
occurs naturally in response to the unconditioned stimulus.4
In our example, the feeling of hunger in response to the smell
of food is the unconditioned response.
In the before conditioning phase, an unconditioned stimulus is
paired with an unconditioned response. A neutral stimulus is
then introduced.
Phase 2: During Conditioning
During the second phase of the classical conditioning
process, the previously neutral stimulus is repeatedly
paired with the unconditioned stimulus. As a result of
this pairing, an association between the previously
neutral stimulus and the UCS is formed.

At this point, the once neutral stimulus becomes

known as the conditioned stimulus (CS). The subject
has now been conditioned to respond to this
stimulus. The conditioned stimulus is a previously
neutral stimulus that, after becoming associated with
the unconditioned stimulus, eventually comes to
trigger a conditioned response.
.
In our earlier example, suppose that when you
smelled your favorite food, you also heard the
sound of a whistle. While the whistle is unrelated to
the smell of the food, if the sound of the whistle was
paired multiple times with the smell, the whistle
sound would eventually trigger the conditioned
response. In this case, the sound of the whistle is
the conditioned stimulus.

The during conditioning phase involves repeatedly

pairing a neutral stimulus with an unconditioned
stimulus. Eventually, the neutral stimulus becomes
the conditioned stimulus
Phase 3: After Conditioning

The conditioned response is the learned response to

the previously neutral stimulus. In our example, the
conditioned response would be feeling hungry when
you heard the sound of the whistle.

In the after conditioning phase, the conditioned

stimulus alone triggers the conditioned response.
five key principles of classical conditioning.
1. Acquisition is the initial stage of learning, when a response is
first established and gradually strengthened. During the
acquisition phase of classical conditioning, a neutral stimulus is
repeatedly paired with an unconditioned stimulus.

As you may recall, an unconditioned stimulus is something that

naturally and automatically triggers a response without any
learning. After an association is made, the subject will begin to
emit a behavior in response to the previously neutral stimulus,
which is now known as a conditioned stimulus. It is at this point
that we can say that the response has been acquired.

Once the response has been established, you can gradually

reinforce the response to make sure the behavior is well learned.
2. Extinction is when the occurrences of a conditioned response decrease or
disappear. In classical conditioning, this happens when a conditioned stimulus
is no longer paired with an unconditioned stimulus.6

For example, if the smell of food (the unconditioned stimulus) had been paired
with the sound of a whistle (the conditioned stimulus), the sound of the whistle
would eventually come to evoke the conditioned response of hunger.

However, if the smell of food were no longer paired with the whistle, eventually
the conditioned response (hunger) would disappear.

3. Spontaneous Recovery
Sometimes a learned response can suddenly reemerge, even after a period of
extinction. This is called spontaneous recovery.7

For example, imagine that after training a dog to salivate to the sound of a bell,
you stop reinforcing the behavior and the response becomes extinct. After a
rest period during which the conditioned stimulus is not presented, you ring the
bell and the animal spontaneously recovers the previously learned response.

If the conditioned stimulus and unconditioned stimulus are no longer

associated, extinction will return very rapidly after a spontaneous recovery.
4. Generalization
Stimulus generalization is the tendency for a conditioned stimulus to evoke
similar responses after the response has been conditioned.8 For example, if a
dog has been conditioned to salivate at the sound of a bell, the animal may also
exhibit the same response to a sound that's similar to the bell.

In John B. Watson's famous Little Albert Experiment, for example, a small child
was conditioned to fear a white rat. The child demonstrated stimulus
generalization by also exhibiting fear in response to other fuzzy white objects,
including stuffed toys and Watson's own hair.

5. Discrimination is the ability to differentiate between a conditioned stimulus

and other stimuli that have not been paired with an unconditioned stimulus.9

For example, if a bell tone were the conditioned stimulus, discrimination would
involve being able to tell the difference between the bell tone and other similar
sounds. Because the subject is able to distinguish between these stimuli, they
will only respond when the conditioned stimulus is presented.
✔CLASSICAL CONDITIONING IS AN ADOPTIVE FORM OF L
EARNING THAT HELPS HUMANS AND ANIMALS SURVIVE.
✔ THIS HAPPENS WHEN THE ANIMAL CHANGES BEHAVIOR
TO ADOPT TO ITS ENVIRONMENT.
✔ THIS MEANS THAT WE CAN STUDY HOW A PERSON LEAR
NS THROUGH OBJECTIVE OBSERVABLE BEHAVIOR.
JOHN B. WATSON ( 1920).
✔ HE BELIEVES THAT HUMAN BEHAVIOR IS PROMPTED B
Y SPECIFIC STIMULI.
✔PHOBIA
Classical Conditioning Examples
It can be helpful to look at a few examples of how the classical conditioning process
operates both in experimental and real-world settings.

Fear Response
John B. Watson's experiment with Little Albert is an example of the fear response. The
child initially showed no fear of a white rat, but after the rat was paired repeatedly with
loud, scary sounds, the child began to cry when the rat was present.

Prior to the conditioning, the white rat was a neutral stimulus. The unconditioned
stimulus was the loud, clanging sounds, and the unconditioned response was the fear
response created by the noise.

By repeatedly pairing the rat with the unconditioned stimulus, the white rat (now the
conditioned stimulus) came to evoke the fear response (now the conditioned
response).

This experiment illustrates how phobias can form through classical conditioning. In
many cases, a single pairing of a neutral stimulus (a dog, for example) and a
frightening experience (being bitten by the dog) can lead to a lasting phobia (being
afraid of dogs).
FREQUENTLY ASKED QUESTIONS

1. Who discovered classical conditioning?

Ivan Pavlov discovered classical conditioning.
Pavlov was passionate about physiology, even
earning gold medals for his work in this field. It
was in his position as director of a physiological
laboratory that he began to connect
physiological research with reflex response and
regulation.
What is the difference between
operant and classical conditioning?
What is the difference between operant and
classical conditioning?
Operant conditioning is a learning method in
which a specific behavior is associated with
either a positive or negative consequence. This
form of learning links voluntary actions with
receiving either a reward or punishment, often to
strengthen or weaken those voluntary behaviors.
Why is classical conditioning considered a
form of implicit memory?
Why is classical conditioning considered a
form of implicit memory?
Implicit memory is a memory that you can
recall effortlessly or without thought. Classical
conditioning uses this automatic memory to
create associations with a neutral stimulus.
The association is learned without conscious
awareness.
1.2 OPERANT
CONDITIONING.

THIS TYPE OF
CONDITIONING INVOLVES
VOLUNTARY BEHAVIOR.
B.F. SKINNER (1948)
✔PROPOSED THAT CHILDREN "OPERATE" IN THEIR
ENVIRONMENT, SEEK OUT REWARDS , AND AVOID
PUNISHMENT.
✔OPERANT CONDITIONING IS A TYPE OF
ASSOCIATIVE LEARNING THAT IS ABOUT
ASSOCIATING OUR OWN BEHAVIOR WITH
CONSEQUENCES.
✔ SKINNER BELIEVED THAT BEHAVIORS ARE
GOAL-DRIVEN, SEEKING REWARDS.
 SITUATION BEHAVIOR CONSEQUENCE

REIN

Punish
ORCF

me
EME

nt
NT
SITUATION BEHAVIOR SITUATION 🚫 BEHAVIOR

Operant Conditioning
REINFORCEMENT INCREASES BEHAVIOR.

POSITIVE REINFORCEMENT. IS A STIMULUS THAT,

WHEN PRESENTED AFTER A RESPONSE,
STRENGTHENS THE RESPONSE LIKE GIVING THE
CHILD A COOKIE WHEN HE/SHE SAYS "PLEASE.“
NEGATIVE REINFORCEMENT IS ANY STIMULUS
THAT, WHEN REMOVED AFTER A RESPONSE,
STRENGTHENS THE RESPONSE. THIS MEANS
TAKING AWAY OR REMOVING AN UPSET
STIMULUS, LIKE WHEN YOU TAKE PUBLIC
TRANSPORTATION AND YOU WANT TO AVOID
THE CROWDS AND AVOID BEING LATE IN
SCHOOL OR FOR WORK, YOU START LEAVING
THE HOUSE EARLIER THAN YOU NORMALLY
WOULD. CONSEQUENTLY, YOU WILL ALSO NOT
GET CAUGHT IN ANY TRAFFIC JAM.
TAKE NOTE THAT NEGATIVE
REINFORCEMENT IS NOT PUNISHMENT.
NEGATIVE REINFORCEMENT REMOVES THE
AVERSIVE OR ANNOYING EVENT TO
INCREASE DESIRED BEHAVIOR
PUNISHMENT DECREASES BEHAVIOR.

POSITIVE PUNISHMENT IS LIKE WHEN TRAFFIC

POLICE GIVES YOU A SPEEDING TICKET, OR
WHEN YOU ARE GIVEN A SPANKING OR A
SCOLDING WHEN YOU DO SOMETHING BAD.
NEGATIVE PUNISHMENT IS LIKE WHEN THE
TRAFFIC POLICE REMOVES OR TAKE AWAY
YOUR DRIVER'S LICENSE WHEN YOU DID SOME
TRAFFIC VIOLATION, WHEN AN ADULT TAKES
AWAY YOUR FAVORITE TOY, WHEN YOU GO TO
SLEEP WITHOUT DINNER, OR WHEN YOUR
PRIVILEGE TO GO OUT AND PLAY IS REMOVED
BECAUSE YOU BROKE SOME RULE OR DID
SOMETHING BAD.
THE SALARY OF A WORKING PERSON IS A
CONDITIONED REINFORCER, WHICH GAINS ITS
EFFECTIVENESS AS A REINFORCER THROUGH ITS
ASSOCIATION WITH A PRIMARY REINFORCER.
WE LEARNED TO WANT MONEY BECAUSE WE
NEED FOOD, CLOTHING, AND SHELTER.
A PRIMARY REINFORCER IS AN
INNATELY REINFORCING STIMULUS; IT
OCCURS NATURALLY, LIKE SALIVATION IN
THE SIGHT OF FOOD. THIS DOES NOT HAVE
TO BE LEARNED. IT IS SOMETHING THAT
WOULD SATISFY A BIOLOGICAL NEED.
THERE ARE OTHER REINFORCES THAT WE
RECOGNIZE ONLY WHEN WE LEARN TO
ASSOCIATE THEM WITH PRIMARY
REINFORCES.
SHAPING IS A PROCEDURE IN OPERANT
CONDITIONING IN WHICH REINFORCERS GUIDE
BEHAVIORS CLOSER AND CLOSER TO SUCCESSIVE
APPROXIMATIONS OF THE DESIRED BEHAVIOR.
LIKE WHEN YOU GIVE THE RAT A LITTLE FOOD
WHEN IT GETS CLOSER AND CLOSER TO THE BAR,
THEN ONLY WHEN TOUCHES THE BAR, UNTIL
YOU ONLY GIVE IT A REWARD WHEN IT DOES
THE BEHAVIOR YOU'RE TRYING TO SHAPE IT TO
DO. IN OUR DAILY LIFE, WE SHAPE EACH OTHER'S
BEHAVIOR CONSCIOUSLY OR UNCONSCIOUSLY.
EXTINCTION IS WHEN THE CONDITIONED
STIMULUS AND THE UNCONDITIONED STIMULUS
ARE REPEATEDLY NOT PAIRED UNTIL THE
CONDITIONED STIMULUS NO LONGER ELICITS
THE CONDITIONED RESPONSE. LIKE WHEN THE
RAT DOES NOT RECEIVE FOOD EACH TIME IT
PRESSES THE BUTTON.
PARTIAL OR INTERMITTENT
REINFORCEMENT
• WHEN REINFORCEMENT IS GIVEN ONLY PART OF TH
E TIME.
• FOR EXAMPLE, YOU CAN GET A FREE CUP OF COFF
EE FOR EVERY 10 CUPS YOU BUY, OR YOU GET A FRE
E PLANNER AFTERA CERTAIN NUMBER OF COFFEE CUPS
YOU BUY OVER A PERIOD OF SEVERAL MONTHS.
LEE CANTER (1976).
• HE EXPLAINS HOW TO IMPLEMENT A BEHAVIOR MANA
GEMENT CYCLE IN THE CLASSROOM.
• THE FOLLOWING SHOWS HOW TO USE STRATEGIES OF
THE BEHAVIOR MANAGEMENT CYCLE.
 Give clear directions

Behavioral narration

Corrective Action
Student Model
if behavior is not
if behavior is appropriate
appropriate

Figure 24. Behavior Management Cycle

ACCORDING TO CANTER, TEACHERS CAN
EFFECTIVELY TEACH IF THEY USE THREE
LEVELS OF STRUCTURE.
LEVEL 1. IS " TEACHER-MANAGED LEVEL"
AT THIS LEVEL, THE TEACHER WILL
NARRATE STUDENT BEHAVIOR EVERY
MINUTE, AND, WHEN APPROPRIATE, WILL
USE CLASS-WIDE REINFORCEMENT
PROGRAMS. IF ANY STUDENT DISRUPTS
THE CLASS, THE TEACHER WILL STOP THE
LESSON AND PROVIDE CONSEQUENCES TO
DISCIPLINE THE STUDENT.
LEVEL 2 IS " TRANSITIONING TO STUDENT
SELF-MANAGEMENT. "
THIS IS DONE WHEN 90% OF THE CLASS
HAVE MASTERED THE TEACHER'S
BEHAVIORAL EXPECTATIONS FOR
APPROPRIATE BEHAVIOUR. BY THIS TIME,
TEACHERS CAN FOCUS ON BOTH TEACHING
BEHAVIOR AND ACADEMIC ACHIEVEMENT.
LEVEL 3 IS " STUDENT SELF-MANAGEMENT
LEVEL",
AT THIS LEVEL, STUDENTS RARELY NEED
BEHAVIORAL DIRECTION, AND THE TEACHERS
CAN NOW FOCUS ONLY ON TEACHING
ACADEMIC CONTENT.
BEHAVIOR MODIFICATION OPERANT
CONDITIONING IS USED TO CHANGE HUMAN
BEHAVIOR. THIS IS COMMONLY APPLIED IN
PSYCHOTHERAPY AND IN SPECIAL EDUCATION
CLASSROOMS. IF THE REINFORCEMENT IS NOT
INTERESTING OR DESIRABLE TO THE SUBJECT,
THE DESIRED BEHAVIOR WILL NOT BE ELICITED.
IN CLASSROOM, CHILDREN MAY BE GIVEN
CHIPS, STARS, PRIVILEGES, OR OTHER REWARD
FOR READING A BOOK, FOR STAYING ON TASK,
AND SO ON.
1.3 COGNITIVE BEHAVIORISM. EDWARD C.
TOLMAN ( 1929, 1930, 1948) IS BEST KNOWN FOR
COGNITIVE BEHAVIORISM. HE SUGGESTED THAT
THE EFFECT OF REINFORCEMENT IS NOT ON
LEARNING BUT ON THE MOTIVATION TO ENGAGE IN
A CERTAIN BEHAVIOR, WHICH WAS LEARNED BY
LATENT LEARNING, WHERE RATS WERE
PLACED IN A MAZE (LABYRINTH), IN WHICH
THEY SEEMINGLY MEMORIZED WHERE TO
GO AND NOT TO GO, IN ORDER TO GET THE
FOOD AT THE END OF THE MAZE.
• THE RATS THAT GIVEN FOOD EACH TIME THEY
GO THROUGH THE MAZE WERE MOVING THROUGH THE
MAZE FASTER THAN THOSE WHO WERE NOT REWARDE
D AT ALL.
• HOWEVER, WHEN TOLMAN STARTED GIVING FOO
D AT THE END OF THE MAZE TO THOSE RATS WHO
WEREN'T REWARDED BEFORE, BUT SPENT MORE TIM
E IN THE MAZE, THEY STARTED GOING THROUGH
THE MAZE MUCH FASTER THAN THE RATS WHO WERE
REWARDED ALL THE TIME.
1.4 IMPLICATIONS OF BEHAVIORISM FOR
TEACHING.
TEACHERS COULD SET CLEAR BOUNDARIES,
OFFER INCENTIVES, USE TOKEN ECONOMIES,
TICKETS, STARS, POINTS, AND SO ON FOR
READING BOOKS, CLASS PARTICIPATION, OR
OTHER DESIRED BEHAVIORS. TEACHERS SHOULD
CONSISTENTLY USE CONSEQUENCES OR
CORRECTIONS WHEN STUDENTS ARE NOT DOING
TASKS OR NOT DOING THEM CORRECTLY. NOTE
THAT YOUNGER CHILDREN AND THOSE WITH
SHORTER ATTENTION SPAN MAY NEED REWARDS
MORE OFTEN.
What is the difference between
operant and classical conditioning?
What is the difference between operant
and classical conditioning?
- Operant conditioning is a learning
method in which a specific behavior is
associated with either a positive or
negative consequence. This form of
learning links voluntary actions with
receiving either a reward or punishment,
often to strengthen or weaken those
voluntary behaviors.
 LET’S PLAY THE GAME RAISING FLAG.
DIRECTION:
Modified true or false: Raise Pinkflag if the
statement is correct. If false, Raise Yellow flag
and say the word that renders it wrong and write
the correct answer on the black board.
Q1. Discovered by Russian Physiologist
B.F. SKINNER, classical conditioning is a type of
unconscious or automatic learning. This learning
process creates a conditioned response through
associations between an unconditioned stimulus
and a neutral stimulus.

IVAN PAVLOV

ANSWER
Q2. EXTINCTION
Is a procedure in operant
conditioning in which reinforcers
guide behaviours closer and closer
to successive approximations of the
desired behaviour.

SHAPING
Q3. PARTIAL OR INTERMITTENT
REINFORCEMENT Is when the conditioned
stimulus and the unconditioned stimulus are
repeatedly not paired until the conditioned stimulus
no longer elicits the conditioned response.

EXTINCTION
Q4. PARTIAL OR INTERMITTENT REINFORCEMENT
is when reinforcement is given only part of the time. This
results in a slower acquisition of a response or behaviour.

PARTIAL OR INTERMITTENT
REINFORCEMENT
Q5. IVAN PAVLOV SUGGESTED THAT THE
EFFECT OF REINFORCEMENT IS NOT ON
LEARNING BUT ON MOTIVATION TO
ENGGAGE IN A CERTAIN BEHAVIOR, WHICH
WAS LEARNED BY OTHER MEANS.

EDWARD C. TOLMAN
ENERGIZER
My BONY lies over the ocean
My BONY lies over the sea
My BONY lies over the ocean
BRING BACK
BRING BACK
BRING BACK
my BONY to me
to me
EVALUATION 1:
ORAL RECITATION
 FREDDIE
COGNITION Q1. is the process by which we acquire
knowledge and understanding through experience, and our senses. It
includes knowing, remembering, understanding, communicating, learning.
MARVIN
COGNITIVE DEVELOPMENT Q2. Includes neurological and psychological
development, or the growth in one’s ability to think and to reason.
BEHAVIORISM
JOHN MARK
Q3. Deals with measurable , observable behavior.
ASSOCIATIVE LEARNING Q4. when a subject associates or links certain
JERRY
stimuli, events, or behaviors together in the process of conditioning.
CLASSICAL CONDITIONING Q5. This involves association or pairing of
stimuli and involuntary behavior.
JESUS
OPERANT CONDITIONING Q6. This type of conditioning involves voluntary
behaviour.
KAVIN
POSITIVE REINFORCEMENT Q7. Is a stimulus that, when presented after a
response, strengthens the response.
JAMMY
NEGATIVE NICHOLE
REINFORCEMENT Q8. Is any stimulus that, when removed after a response,
strengthens the response
LEALYN
LATENT LEARNING Q9. Is learning shows up later. This means you can know things
without
MADEacting upon them.
TOLMAN
L Q10. He suggested that the effect of reinforcement is not on learning but on the
motivation to engage in a certain behaviour , which was learned by other means.
BEHAVIORISM Q11. Involves repetition of actions, verbal reinforcements, or tokens for
MARIBEL
incentives to participate.
LEVEL 1 Q12. At this level, the teacher gives explicit directions on how to behave and
JOY
he/she checks if the students understand that.
LEVEL 2 Q13. Is the transitioning to students self management level.
GI
LEVEL 2 Q14. At this level, teachers can focus on both teaching behavior, and academic
STEPH
achievement.
LEVEL 2 Q15. This is done when around 90% of the class have mastered the teacher’s
ANGELA
behavioral expectations for appropriate behavior.
LEVEL 3 Q16. At this level, students rarely need behavioral directions, and the teachers
GERALYN
can now focus on only on teaching academic content.
EVALUATION 2:
FACE REVEAL
Q1

DISCOVERED BY RUSSIAN PHYSIOLOGIST ---------------------------, CLASSICAL

CONDITIONING IS A TYPE OF UNCONSCIOUS OR AUTOMATIC LEARNING. THIS
LEARNING PROCESS CREATES A CONDITIONED RESPONSE THROUGH ASSOCIATIONS
BETWEEN AN UNCONDITIONED STIMULUS AND A NEUTRAL STIMULUS.
IVAN PAVLOV
Q2

----------------. HE BELIEVES THAT HUMAN BEHAVIOR IS

PROMPTED BY SPECIFIC STIMULI.
JOHN B. WATSON
Q3

--------------. HE proposed that children "operate" in

their environment, seek out rewards , and avoid
punishment.
B.F. SKINNER
Q4

He explains how to implement a behavior

management cycle in the classroom.
LEE CANTER
Q5

-------------. IS BEST KNOWN FOR COGNITIVE BEHAVIORISM. HE SUGGESTED

THAT THE EFFECT OF REINFORCEMENT IS NOT ON LEARNING BUT ON THE
MOTIVATION TO ENGAGE IN A CERTAIN BEHAVIOR, WHICH WAS LEARNED
BY OTHER MEANS.
EDWARD C. TOLMAN
Thank you!