Theories of Learning in Children and Animals.docx

SOAFER

1. Theories of Learning in Children and
Animals
Prepared by: Diane Libres
Course: BTVTED FSM 2A
?????? Objectives
At the end of this lesson, the learners will be able to:
1.Define and explain the three major theories of learning: Classical Conditioning, Operant
Conditioning, and Connectionism.
2.Differentiate the principles behind each theory and how they apply to both children and
animals.
3.Illustrate the theories with multiple examples, from simple everyday cases to classroom
and training situations.
4.Analyze real-life situations through case studies and explain how the theories of learning
are demonstrated.
5.Apply the theories through interactive role play, group discussions, and activities that
show how people and animals learn.
6.Assess understanding by answering quizzes and reflecting on personal learning
experiences.
1. Classical Conditioning (Ivan Pavlov)
Classical Conditioning is a process of learning by association. It was discovered by Ivan
Pavlov, a Russian physiologist, in the early 1900s. Pavlov was originally studying the digestion
of dogs when he noticed something surprising:
The dogs began to salivate not only when food was presented but also when they heard
the footsteps of the lab assistant or the sound of the food container.
Pavlov realized that the dogs had associated the sound (a neutral stimulus) with the
arrival of food (an unconditioned stimulus).
Eventually, the sound alone caused the dogs to salivate, even without food.
Steps in Classical Conditioning:

2. 1.Unconditioned Stimulus (US): Something that naturally triggers a response (food).
2.Unconditioned Response (UR): The natural reaction (salivation).
3.Conditioned Stimulus (CS): A previously neutral stimulus that becomes meaningful
(bell).
4.Conditioned Response (CR): The learned reaction (salivation at bell).
Examples
Animals:
oPavlov’s dogs salivate when hearing a bell, even if no food is present.
oA cat comes running when it hears the sound of the can opener.
oA horse gets nervous when it hears the sound of a whip, because it associates it
with pain.
Children:
oA baby smiles when hearing a lullaby because it’s linked to comfort and sleep.
oA child feels scared when seeing a syringe because they associate it with the pain
of injections.
oA student feels happy when they hear the recess bell, because it’s linked with
playtime.
oA child fears dogs after being bitten once.
Basic Everyday Example:
oYou feel hungry when you smell your favorite food.
oYou feel sleepy when you hear soft rain sounds if you’ve always fallen asleep
during rainy nights.
Case Study – Anna’s Fear of Dogs
Anna, a 5-year-old girl, visited her neighbor’s house where a large dog barked loudly and
jumped toward her. The experience frightened her so much that she cried and ran away.
Unconditioned Stimulus (US): The loud barking
Unconditioned Response (UR): Fear and crying
Conditioned Stimulus (CS): The sight of any dog
Conditioned Response (CR): Fear
From that day on, Anna became scared of all dogs, even small puppies. She would cry whenever
she saw one, even if the dog was calm. This demonstrates how classical conditioning can
create long-lasting fears and phobias.
Role Play Activity

3. Characters: Teacher, Student (Anna), Dog (played by a student making barking sound).
Script:
1.Anna is playing happily in the yard.
2.Suddenly, the dog barks loudly. Anna gets frightened and cries.
3.The next day, Anna sees a different dog and immediately cries, even though it did
not bark.
Lesson: The teacher explains to the audience: “Anna learned to associate all dogs with
the fear she felt from the barking dog. This is classical conditioning.”
Group Discussion Questions
1.Have you ever developed a fear or habit because of one strong experience? Share it.
2.Can classical conditioning also be used to create positive habits (e.g., listening to relaxing
music to fall asleep)?
3.As a teacher, how can you help a child overcome negative conditioning like fear of
school or exams?
2. Operant Conditioning (B.F. Skinner)
?????? Lecture / Explanation
B.F. Skinner, an American psychologist, expanded on the work of behaviorism. He believed
that learning happens through consequences—our behaviors are shaped by what happens after
we do them.
He used a special device called the Skinner Box, where rats or pigeons were placed:
When a rat pressed a lever, it received food.
Over time, the rat learned to press the lever whenever it was hungry.
Key Principles of Operant Conditioning:
1.Positive Reinforcement: Adding something pleasant to increase behavior (e.g., giving
candy for good behavior).
2.Negative Reinforcement: Removing something unpleasant to increase behavior (e.g.,
stopping nagging when chores are done).
3.Punishment: Adding something unpleasant or removing something pleasant to decrease
behavior.
4.Extinction: If reinforcement stops, the behavior will eventually stop too.

4. Examples
Animals:
oRat presses lever to get food (positive reinforcement).
oPigeon pecks button to avoid electric shock (negative reinforcement).
oDog learns tricks for treats.
Children:
oStudent gets a gold star for doing homework (positive reinforcement).
oTeen cleans room to stop nagging (negative reinforcement).
oChild loses TV time for misbehavior (punishment).
oStudent stops cheating when caught and scolded.
Everyday:
oWorkers perform better when given a bonus.
oDrivers follow rules to avoid tickets (negative reinforcement).
Case Study – Mark’s Homework Problem
Mark, a Grade 2 student, often forgot his homework. His teacher decided to apply operant
conditioning:
For every homework submitted, Mark received a star sticker.
After 10 stars, he could exchange them for a small toy.
At first, Mark was motivated by the toy. Later, he developed the habit of doing
homework regularly.
This case shows how positive reinforcement can shape behavior. On the other hand, another
student who constantly forgot homework had to stay inside during recess to complete it
(punishment), which also improved his behavior.
Role Play Activity
Characters: Teacher, 2 Students.
Script:
1.Teacher: “Who finished their homework?”
2.Student A submits homework → Teacher gives star. Student A feels happy.
3.Student B did not submit → Teacher asks them to stay during recess. Student B
feels regretful.
Lesson: Rewards encourage repetition of good behavior, while punishment discourages
bad behavior.

5. Group Discussion Questions
1.Which motivates you more: praise, prizes, or punishments? Why?
2.Can punishment sometimes do more harm than good? Explain.
3.What are some classroom reward systems you think would work well?
3. Connectionism (Edward Thorndike)
Lecture / Explanation
Edward Thorndike, another psychologist, studied how animals learn through trial and error.
He is famous for his puzzle box experiments with cats:
Cats were placed inside boxes with a lever.
At first, they tried random actions—scratching, meowing, pawing.
Eventually, they accidentally pressed the lever and escaped.
Over repeated trials, they learned to press the lever faster.
This led to his Law of Effect:
Behaviors followed by satisfaction are likely to be repeated.
Behaviors followed by discomfort are less likely to happen again.
Examples
Animals:
oCat learns to escape a box by pressing lever.
oDog finds a way to open a gate after several tries.
oChicken learns to get food by pecking correct area.
Children:
oToddler learns to fit shapes into a toy by trying different holes.
oStudent learns correct spelling after making mistakes.
oChild learns to ride a bike after many falls.
oBasketball player improves shooting after repeated practice.
Case Study – Maria Learns to Ride a Bike

6. Maria, a 7-year-old, wanted to ride her bike. At first, she couldn’t balance and fell several times.
She scraped her knees and almost gave up. But her parents encouraged her to keep trying. Each
time, she balanced for a little longer. Finally, she rode smoothly and proudly showed her friends.
This shows trial-and-error learning: mistakes were necessary, but the satisfaction of success
strengthened her ability.
Role Play Activity
Characters: Child (Maria), Parent.
Script:
1.Maria tries to ride the bike → falls.
2.Parent encourages her: “Don’t give up, try again!”
3.Maria keeps trying and finally balances.
Lesson: Success is the result of persistence and learning from failure.
?????? Group Discussion Questions
1.Have you learned something important through trial and error? Share your story.
2.Why is failure sometimes necessary for learning?
3.How can teachers encourage students who struggle with mistakes?
Summary Table
Theory Scientist Key Idea Child Example
Animal
Example
Classical
Conditioning
Ivan Pavlov
Learning by
association
Child fears dentist
chair
Dog salivates at
bell
Operant
Conditioning
B.F. Skinner
Rewards &
punishments shape acts
Student gets stars for
homework
Rat presses lever
for food
Connectionism
Edward
Thorndike
Trial-and-error (Law
of Effect)
Child learns to ride a
bike
Cat escapes
puzzle box
Quiz
1.Who discovered classical conditioning?

7. oa) Thorndike
ob) Pavlov ✅
oc) Skinner
od) Bandura
2.Which learning theory is based on trial and error?
oa) Classical Conditioning
ob) Operant Conditioning
oc) Connectionism ✅
od) Social Learning
3.A student studies harder after receiving a star. This is an example of:
oa) Positive reinforcement ✅
ob) Negative reinforcement
oc) Punishment
od) Association
4.A child avoids fire after being burned once. This shows:
oa) Trial and error
ob) Punishment ✅
oc) Positive reinforcement
od) Association
5.Which learning theory is best shown by Pavlov’s dog salivating at the bell?
oa) Operant Conditioning
ob) Connectionism
oc) Classical Conditioning ✅
od) Punishment
Conclusion
The three theories of learning—Pavlov’s Classical Conditioning, Skinner’s Operant
Conditioning, and Thorndike’s Connectionism—demonstrate different ways that children and
animals acquire new behaviors.
Pavlov shows us that associations can create strong emotional responses, both positive
and negative.
Skinner proves that consequences (rewards and punishments) are powerful in shaping
behavior.
Thorndike reminds us that trial and error and the Law of Effect are essential for
growth, and that failure can be a stepping stone to success.
Together, these theories help teachers, parents, and trainers guide learning effectively.

8. At the end of this lesson, the learners will be able to:
1.Explain the three theories of learning (Classical Conditioning, Operant Conditioning,
Connectionism) and their key principles.
2.Differentiate and apply these theories through real-life examples involving both
children and animals.
3.Demonstrate understanding of the theories through case studies, role play, and
interactive classroom activities.
At the end of this lesson, the learners will be able to:
1.Explain the three theories of learning (Classical Conditioning, Operant Conditioning,
Connectionism) and their key principles.
2.Differentiate and apply these theories through real-life examples involving both
children and animals.
3.Demonstrate understanding of the theories through case studies, role play, and
interactive classroom activities.
Compare and contrast the three theories of learning by identifying their similarities and differences.