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Skinner
Features
Cues for Teaching
Behavior Reinforced + = reoccur
Practice; questions and answer
Info  Small Amounts
Requirement: Learner makes a response
and receives immediate feedback
(responses can be reinforced)
Stimulus Generalization = Secondary
Conditioning
Arrange difficulty of questions - response
is always correct = positive reinforcement
Watson
Features
Cues for Teaching
Stimulus-response connections
• Expose learner to variety of stimulus
(e.g. Something they feared of or
unsolicited exercise).
• Let them do an observation.
• Then, accompany them with pleasing
words.
NS
↓
US→UR
↓
CS →CR
Result :
• Conditioning anyone by turning it to
anything you want.
Eliminate students apprehension by
turning it into something they want not
something they fear of.
Thorndike
Features
Cues for Teaching
Stimuli ( + , - )
Law of Effect
Possible consequences motivate progress
Law of Exercise
Practice + feedback = enhanced
performance
Law of Readiness
Awareness means better performance
Prepare students for lesson
Bandura
Features
Cues for Teaching
Social + Cognitive = Learning
Group Sharing / Interaction – individual
experience
Observation + Selection = Imitation
Tolman
Features
Cues for Teaching
S1 + S2 + S3 + S4  Response
Purposive – connect to the real world
Previous
Experience
Assessments – test latent learning,
whether the child connected the
“significate” with the “sign”
Current Stimulus
Significate + Sign  Learning
(PE)
(CS) (R)
Tasking
Degamo
Beduya
Embalsado
Villanueva
Cabig
 Skinner
 Watson
 Thorndike
 Bandura
 Tolman
Resources
• Facilitating Learning: A Metacognitive Process;
Lucas, M. R. & Corpuz, B.; 2007
• Evans, Richard I. Dialogue with B.F. Skinner.
Praeger, 1981. Life and ideas. Originally published
as B. F. Skinner (Dutton, 1968
• Bjork, Daniel W. B. F. Skinner: A Life. Basic Books,
1993. American Psychological Association, 1997.
Life and work
• http://www.springerlink.com/content/g1j72j1000
01tn7k/