SOCIATIONIST

AS
THEORIES
By Jaramillo Pamela, Tapie Mikaela,
Valencia Estefania, Steven Vásquez
ASSOCIATIONIST THEORIES
BEHAVIORISM

PAVLOV WATSON THORNDIKE SKINNER

Behaviorism
Predict and
TO manipulate behavior

USING
MA N
HU VIOR
HA
BE

Stimulus-response
Conceives training as a strategy mechanics
WATSON - FATHER OF BEHAVIORISM
LITTLE ALBERT'S EXPERIMENT:
Programming a baby to fear a rat.
¡Idea
genial!
Conclusions:

1 The behavior is sustained and

pervasive (Generalized).

2 The behavior is a reflex caused

by a stimulus.

3 Intelligence, temperament, and

personality are determined by
the social environment of
rearing.
How it works? PAVLOV - CLASSICAL CONDITIONING
1 Acquisition: NS + US
NS = CS

2 Generalization: The dog hears a

beep and salivates. The
Unconditioned stimulus Unconditioned response
conditioned stimulus was
extended to other similar stimuli.
(By nature)

3 Discrimination: the dog only

salivates at the sound of the bell
and not at other similar sounds.

4 Extinction: The food is taken US + neutral stimulus

away and after several trials, the
dog no longer salivates and
stops associating the sound with
the food.

5 Spontaneous recovery: after

two weeks the dog starts
salivating again.
Conditioned stimulus Conditioned response
SKINNER - OPERANT CONDITIONING

Positive Prize
Reinforcement
Negative Remove aversive
stimulus

Positive Apply aversive

Punishment stimulus
Negative Remove desired
stimulus
Negative = remove something
Positive = Give something
THORNDIKE
Reasoning Trial and error
=
Trial and error
Learning

Law of effect
Behavior with a successful consequence = consolidated
Behavior with useless effect = eliminated
COGNITIVISM
LEARNING THEORY
What is it?
This is a current that assumes students as
active entity of processing information. It is
based on observable changes that allows to
know how the information is processed in
the brain. This theory appeared at 50's as a
criticism to the conductive theory.
Motivation Phases of cognitivism
learning theory
Retention
Performance

Apprehension

Recovery
Feedback

Acquisition
PRACTICE+INTERACTION+EXPIRIENCE = LEARNING

Prepares and organizes Active entity that learns

didactic experiences. significantly.
He is a Protagonist of learning.
mediator/facilitator Can learn to learn and
between knowledge and think.
the student.
WHO?

Lev Vigostky Albert Bandura

Sociocultural Theory Social Learning Theory
WHO?

Jean Pieaget David Ausbel Jerome Bruner

Stages of cognitive Learning Theory Learning Theory
development
SOCIOCULTURAL
THEORY Roll of teacher is being a guide
and facilator to child can
How environment impact Learner previous
1 in the learning process develop an activity by himself
knowledge but can't
2 Child is an active entity do it
Children leanr through social
3 interaction and it allows them
getting new and improved
skills Learner can do
Bulding knowledge is made by
4 child and his socio-cultural ZPD it by himself
environment
ZPD
5 The gap between what he are
capable of doing and what he
cannot yet achieve on his
own
BANDURA SOCIAL LEARNING THEORY
(LEARNING BY OBSERVATION OR MODELING) when someone
observes the behavior
Learning by of another individual
observation and it produces a
change in the
observer's behavior.
Learning doesn't imply Personal mental Learning is a constant
a change in beahavior states interaction between
environmental, personal
and behavioral factors.
BANDURA SOCIAL LEARNING THEORY (LEARNING BY OBSERVATION OR
MODELING)
3 types
Live model= an individual
Learning by Symbolic model= real/ficcional character
observation Instructional verbal model=write/verbal explanation
4 internal states
1-Attention.
Personal
2-Retention.
mental states
3-Reproduction.
4-Motivation.
Learning doesn't
Vicarious reinforcement= Rewarded/punished
imply a change in
Intrinscic reinforcement =Satisfaction/ pride
beahavior
/sense of complishment
Jeromer Bruner David Ausubel
Cognitive discovery theory.
Thought processes and cognitive structures.
Build knowledge through problem It gives importance to the previous knowledge that
situations so that the student learns by students have
Predisposition= attitude to learn
discovering
Interaction with the object= presentation of
1-activate. significant material.
you learn by doing, acting or
manipulating things. This has three phases.
1- exploration of previous knowledge.
2-iconic.
With metal or graphic images 2- Assimilates, relates and organizes
without movement, the brain the new information.

stores the information.

3 - knowledge is solidly
3-symbolic. integrated and applied.
uses the written or spoken
word
-Biologically based cognitive processes that develop with
maturation and biological growth.
Jean Piaget -Active learning (put into action, interact, investigate, create,
and autonomy)
Sensorimotor 0-2 years interacts with Preoperational 2-7 years creates mental
the world through innate reflexes. images of reality. Symbolic game.

Formal operations 13 hypothetical

Concrete operations 8-12 uses logic to infer.
deductive reasoning.
CONSTRUCTIVISM
Affected by the
context "Learners actively
construct
knowledge for
LEARNING themeselves as he or
she learns"
Result of
EXPERIENCES
Mental Reality. STUDENTS
construction Construct
knowledge and New information
meaning. +
Students have their What they already
own unique
experiences. know
Dynamic Construct
Learning = process
knowledge:
creating & testing
JEAN PIAGET their own theories

EQUILIBRATION

ASSIMILATION ACCOMODATION
New information + New cognitive
old experiences structures

STAGES OF COGNITIVE What is important

DEVELOPMENT OF CHILDREN Culture & society
Experiences
1. Sensoriomotor Previous
2. Preoperational knowledge
3. Concrete operational Teacher's role:
4. Formal operational Facilitator
DAVID AUSUBEL JEROME BRUNER
Construction of Observation
Learner New ideas
knowledge Recognition Active role and concepts

Reception rather than Discovery learning

MODES OF
Meaningful rather than Rote learning Capable of learning
REPRESENTATION
any material
MEANINGFUL LEARNING

Integrate new Existing knowledge 1. Enactive

structures (action based) Instruction is organized
information
appropriately
2. Iconic
ADVANCE ORGANIZERS (image based)
THE SPIRAL
Mechanism: 3. Symbolic CURRICULUM
Comparative
new learning material + (language based)
Expository existing related ideas
Knowledge
LEARNING LEV VYGOTSKY
Internalization Through interaction with others.
of social activity Individual's mental structure.

Mediation Zone of Proximal

Development
ITEMS & TOOLS Person's Independently
Environment and actual --> solve problems
themeselves
competence
Gain Individual
Modify the
specific Solve problems potential
environment
benefits + adult <--
development
guidance
DEVELOPERS OF THE HUMANISTIC LEARNING THEORY
HUMANISM
Middle Ages
20th century

Carl Rogers James F. T. Bugental Abraham Maslow

FOCUSES ON:
Freedom "Humanistic education
Choice assigns your learners as
Learner potential the source of authority"
Authority
Yes No

CHARACTERISTICS
Stresses the importance of
human factors rather than STUDENT'S ROLE TEACHER'S ROLE
looking at religious, divine or
spiritual matters. Active Facilitator
individual Role model
Your learners themselves Coach
determine their learning needs,
methods, and materials. Explorer Mentor

Focuses on individuals’
potential.
ADVANTAGES
Emphasizes Individuals DISADVANTAGES
Learner-Centered Offers Limited Solutions
Holistic Approach
Lack of empirical evidence
Promotes Applicable
Too much positivity
Knowledge
Not too realistic in some
Promotes Self Actualization
parts
Encourages learners to build on past
experiences and knowledge
To discover Through the use of:
DISCOVERY facts, Intuition,
1961 correlations and Imagination
LEARNING new truths. Creativity
New information
search
Five principles
1.Problem solving 2.Learner 3. Integrating and
management Connecting

5. Failure and feedback 4. Information analysis

and interpretation
Jerome Brunner
Emphasizes the importance of observing, modeling, and
imitating the behaviors, attitudes, and emotional reactions
of others.
SOCIAL
1961
LEARNING

Considers
HOW

Cognitive factors
Environmental factors
Albert Bandura

Interact to influence human

learning and behavior
MEANINGUL LEARNING
1963
DAVID AUSUBEL
through a
meaningful process

Relating new events

to already existing
concepts.

Representation
Concept Learning Proposition Learning
Learning
By gathering Perceiving regularities Knowing concept
vocabulary. in events or objects meaning

They are singing

Interactions with their peers, teachers,
and parents
learn primarily
SOCIAL through
Take place
Abilities like: through the
CONSTRUCTIVISM Memory role of culture
1989-1995 Learning as a mediator
Problem-solving
Attention

Characteristics
Learning should be Child-Centered
Learners should be active
Social interactions are important
Lev Vygotsky Challenging tasks must be included
Development of Learners must be fostered
Have different ways in which they
process data, each being
independent
THEORY OF
MULTIPLE 1979
INTELLEGENCES

Howard Gardner In 2009:

Existential
Moral
LEARNING
STYLES
PERCEPTION
INPUT
Percieve
or take
SENSING OR VISUAL OR Information to

information
INTUITIVE VERBAL be presented

FELDER &
SILVERMAN
MODEL
SEQUENTIAL UNDERSTANDING
PROCESSING
Process
ACTIVE OR OR GLOBAL Organize and

information
REFLECTIVE progress toward
understanding
information
EXPERIENTIAL LEARNING
DAVID KOLB The assumption that people
1984 Based on learn by doing or from direct
experience

This theory works on two

levels:
4 cyclical stages
4 separate learning
styles
Abstract Active
Concrete Experience Reflective Observation
Conceptualization Experimentation
Logical approaches
Shows Take a
Th
personal Understand situations as eo practical
de rie
and ideas from I s approach
different points of view
Involvement with others
in everyday situations. Rather than simply
observing a situation.
Tends to
Instead of:
interpersonal issues or
Depend more on feelings, feelings
open-mindedness, and
adaptivity to change

Rather than Create an opinion on Active learning

basis of their feelings to understand experience by
on a systematic and thoughts. situations or
approach to situations experimenting with
and problems problems different situations
LEARNING STYLES
Diverging Assimilating Converging Accommodating
(feeling and watching) (watching and thinking) (doing and thinking) (doing and feeling)
Ideas and concepts Can solve problems
Different perspectives Relies on intuition
are more important Use their learning to
Sensitive rather than logic
than people find solutions to
Watch rather than do New challenges
practical issues Experiences
Carrying out plans.

Use imagination to
solve problems Require good clear Less concerned with Use other people’s
Best at viewing explanations rather people and analysis and prefer to
concrete situations than a practical interpersonal aspects take a practical,
from several viewpoints opportunity experiential approach
+30 Dominant Left Henmisphere
10 TO30 Incomplete Dominat Left Henmisphere
-10 T0 10 Imcomplete Dominant Right Henmisphere

-10 TO LESS Dominant Right Henmisphere

Brain quadrants Brain hemispheres
Ned Herrman Roger W. Sperry
Takes care of analyzing details. Intuitive.
Things on words/numbers. Things on images/feelings.
Capacity of reading/writing/maths. Takes care of artistic/musical/physical skills.

R
L
I
E G
F H
T T
Left cortical quadrant Right cortical quadrant
It has a needs for facts It needs a openness
and priorizes the and lorg term vision.
content *Lack of rigor,
structure and get
disperse.

Faithful, Emotional, Adheres to

introvert behavior. communication
*Conservative, routine. *Gets block and
misleads easily
Left limbic quadrant Right limbic quadrant
References
Main, P. (2022, 14 marzo). Kolb’s Learning Cycle. Structural Learning.
https://www.structural-learning.com/post/kolbs-learning-cycle
Mcleod, S., PhD. (2023, 16 febrero). Albert Bandura&#039;s Social Learning
Theory. Simply Psychology. https://simplypsychology.org/bandura.html
Pappas, C. (2021, 12 mayo). Instructional Design Models and Theories: The
Discovery Learning Model. eLearning Industry.
https://elearningindustry.com/discovery-learning-model
SlideModel. (2021, 4 mayo). Gardner’s Theory of Multiple Intelligences (8 Types
of Intelligences). https://slidemodel.com/gardners-theory-8-multiple-
intelligences/
Social Constructivism. (2017). ScienceDirect. Recuperado 7 de abril de 2023, de
https://www.sciencedirect.com/topics/psychology/social-constructivism
References
Social Constructivist Theory of Vygotsky with Diagram. (2022, 19 enero).
Education Summary. https://educationsummary.com/lesson/social-
constructivist-perspective-by-vygotsky/
Virtanen, A. (2022, 23 noviembre). Humanism: Your Guide To Humanistic
Learning Theory. Growth Engineering.
https://www.growthengineering.co.uk/humanism-your-guide-to-humanistic-
learning-theory/