Lecture 1-2
Lecture 1-2
1ST LECTURE – DEFINITION AND NATURE OF ORIGIN, NATURE, AND MEANING OF COGNITIVE
LEARNING: PSYCHOLOGY:
Apruebo (2009) defined learning as “relatively permanent • ‘Cognitive’ comes from the Latin verb ‘cognoscere’
change” in behavior as a result of practice;
which means ‘knowing’ and ‘information’
• Learning is a result of conditioning • Evolved from ‘Cognitivism’
• ‘Change’ is an important factor in behavior as it • Cognitive Psychology as modern approach considers
facilitates learning and development; “no one is mental processing such as:
permanent except change” Memory
o Change may be relatively good or bad in the Learning
individual; Comprehension
o Behavior change may be due to maturation Problem Solving
(natural growth process – characteristics & Creativity
development of behavior) rather than • It has been evolved from developments of the ff:
practice or to temporary states of organism; (Hayes, 1978)
o However, other individuals have high Philosophy – study of man
resistance to change Psychology
o Behavior modification and/or conditioning Language
therefore, an intervention necessary to Computer Science
reshape from negative to positive of one’s Information Technology
attitude and behavior; • Information processing psychology – derived in
• Conversely, Feldman explained that ‘relatively’ portion from earlier traditions of investigation of
word is critical in definition of learning as some thought/mental process and problem solving
behavior modification are NOT retained (failure to
qualify as example of learning)
Perhaps, behaviorists considered existence of thinking,
HOWEVER recognized it only as a behavior.
JOHN B. WATSON (1878-1958) – Behaviorism:
→ Behavior in terms of observable events (overt)
Cognitivists claimed that the way people think impacted
on their behavior are therefore CANNOT be a behavior in
• Learning affects behavior or is a change in
its context (Lilienfield, et al, 2010)
behavior
• Learning involves association between stimulus
and response and individuals’ response Meaning of Cognitive Psychology:
• Conditioning – involves forming associations;
learning that certain events go together • Branch of psychology that focuses on mental/internal
• Habituation – simplest kind of learning state (human mental processes) and their role in
o Stimulus is discarded that has become thinking, feeling, and behaving
familiar and has no serious consequences • Specifically concerns the ff areas:
e.g., learning to ignore noise of motor Consciousness
vehicle at night time Perception
Memory
NOTE: Research on learning has been greatly influenced Thinking
by behaviorism. Learning
Intelligence
EMERGING BEHAVIORAL PSYCHOLOGY AND
Acquisition of knowledge and expertise
COGNITIVE PSYCHOLOGY:
Comprehension and production of language
→ The emergence of Behavioral psychology evolved Problem-solving
from Behaviorism. Decision-making
Reasoning
BEHAVIORAL COGNITIVE Creativity
PSYCHOLOGY PSYCHOLOGY
Deals with theories of Experimental method – highly employed and conducted
Deals with active mental (by cognitive psychologists) the investigation under
learning; all behaviors are
processing of laboratory conditions to arrive at conclusion about
acquired through
information behaviors and mental processes
conditioning
We synthesize, analyze,
Behavioral techniques are
interpret, and form
employed for counseling,
concepts/ideas resulting
therapy, education, etc.
learning
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There was There were Hartley and 5. John Broadus Watson (1878-1958)
bankruptcy of the James’ systematic appeals to → ‘Father of Behaviorism’
introspective neural level of explanation for o First American psychologist to apply
methodology itself psychological phenomena Pavlov’s ideas on reflex conditioning
→ Work was similar with Pavlov and Thorndike
o Watson was originally involved in animal
research; specifically to behavior of birds
1. Wilhelm Wundt (1832-1920) and rats in his laboratory and learning
→ After the establishment of Wundt’s (1st experiments
psychological) laboratory in Leipzig, Germany, o Studied man’s learning behavior in terms of
psychology was becoming a science stimulus and response (S-R) pattern,
→ He mainly studied sensations and feelings using habit formation, and habit integration
experimental methods
→ Focused also on learning, memory, thinking and 6. Vladimir Mikhailovich Bekhterev (1857-1927)
perception – lead to the development of the → Work on ‘associated reflex’ and ‘human
principles and theories on animal/human reflexology’ = conditioned reflex to men and
learning and cognitive psychology today animals
2. Herman Ebbinghaus (1850-1909) → Aside from studying salivations and digestive
→ Work on the association of stimulus and response secretions, he focused on motor responses
in learning nonsense syllables; → Maintained notion of psychology based on
o Nonsense syllables: flashcards with physiology, but rejected subjective approach
three (3) letter consonants with seven (7) to psychology (by Wundt and other structuralists);
vowels (remembering) o His idea became forerunner of behaviorism
o One of the first laboratory applications as he rejected subjective or mentalistic
of associationist principles; explanations
o One of the first steps in creation of o He believed that thinking, learning, and
experimental psychology (investigating) motivation could be reduced to mechanistic
related to learning, memory, and thought functions
3. Ivan P. Pavlov (1849-1936) → A contemporary but a rival of Pavlov
→ Work on neural and glandular bases of o Physiological and psychological process
digestion in dog’s experiment, which won the involves same neural energy and;
Nobel Prize in 1904 o The observable reflexes (inherited or
→ Like Ebbinghaus, Pavlov used Associationism in acquired) are governed by lawful relations
his laboratory experiment on conditioned with internal and external stimulation
reflex;
o Associative Conditioning (Learning): 7. Edwin Ray Guthrie (1886-1959)
he developed a device that he implanted → Work on simple law of learning (associative
in the cheek of his dog subject, which contiguity), now known as ‘Guthrie Contiguity
collected saliva as a measure of digestive Theory’
processes under investigation → Viewed behavior in terms of movement rather
than a response; (see next page)
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2ND LECTURE – STIMULUS-RESPONSE THEORY 4. Conditioned Stimulus (CS) – stimulus that will elicit
a predictable response as of its previous pairing with
STIMULUS-RESPONSE THEORY: previously occurring reflex
• A psychological concept that explains behavior as a 5. Conditioned Response (CR) – predictable response
direct reaction to stimuli to stimulus that has an influence as of its previous
• Emphasizes connection between environmental pairing with previously occurring reflex
stimuli and behavioral responses Elements of Classical Conditioning:
Stimulus – any event, situation, or object that triggers a 1. Higher-Order Conditioning
response
1ST PHASE – neutral stimulus becomes conditioned
Response – behavior or action that follows the stimulus stimulus that elicits the response originally evoked by
the unconditioned stimulus
e.g., sunlight & blinking
THEORIES:
CLASSICAL CONDITIONING:
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BEHAVIORISM:
WATSON
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Comparative Psychology:
Law of Connectionism:
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