MATRIX OF PSYCHOLOGICAL FOUNDATIONS OF EDUCATION

Pyschological Foundation Proponent/s Definition/Concepts Fundamental Assumptions

a method of analyzing psychic phenomena and treating emotional disorders that involves treatment sessions during which the patient is e
Unconscious factors motivate our
behavior

Experiences or events of first 6 years of

Structure of Personality our life are deeterminants of later
development of personality

Unconscous motives and conflicts are

Id- pleasure principle
central

Later personality problems will have its

Superego- moral principles roots on early repressed childhood
conflicts

Ego- rational level of personality

Defenses mechanism- a denial or a distortion of

Psychoanalysis/ reality to resolve the conflict between id and
Sigmund Freud superego to reduce or cope up with stress
Psychoanalytic Theory

Repression- unpleasant experiences are stored

deep in the subconscious mind and can't be
accessed by the the conscious mind
 Displacement- redirecting feelings of hostility
and violent action from self to another that is
less threatening from original source
Emphasize unconscious motivation- the
Rationalization- providing a reasonable main cause lie in unconscious mind
explanation to make an undesirable behavior
appear logical

Denial- reality is distorted to make it suit to the

individual's wishes

Regression- returning to a behavior pattern

characteristic of an earlier stage of development
Reaction formation- thinking or behaving in a
way that is the opposite to those that are of real
intention
Projection-attribution of one's unacceptable
urges to qualities to others
An approach to psychology based on the belief that Learning is described in terms of
all human actions and responses can be explained in relationships among observable events
John B. Watson terms of reflexes conditioned by reward and (stimuli and responses)
punishment

Learning is most likely to take place when

Ivan Pavlov Idea that behavior is acquired through conditioning stimuli and responses occur close together in
time

People's behaviors are largely the results of

Edward Thorndike Two types of Conditioning experiences in their environment

Classical conditioning- a naturally occuring stimulus

Behaviorism B.F. Skinner is paired with a response

Operant conditioning- method of learning that

occurs through rewards and punishments for
behavior
Many species of animals (including humans)
learn in similar ways

Clark Hull
 Many species of animals (including humans)
Types of Reinforcement learn in similar ways

Clark Hull
Negative reinforcement- removing a negative
stimulus as reward for certain behavior

Positive reinforcement- encouraging behavior

through positive consequences

Humanistic, humanism and humanist are terms

in psychology relating to an approach which
Abraham Maslow (Father of Humans have free will; not all behavior is
Humanistic Psychology) studies the whole person, and the uniqueness of determined
each individual. Essentially, these terms refer
the same approach in psychology.

All individuals are unique and have an innate

Human motivation is based on the heirarchy of (inborn) drive to achieve their maximum
needs potential

Humanism A proper understanding of human behavior

Physiological needs- bioligical needs such as food, can only be achieved by studying humans-
oxygen and water not animals
Carl Rogers
Safety needs or the need for security

Needs of love, affection and belongingness

Psychology should study the individual case
rather than the average performance of
groups (idiographic-nomothetic)
Needs for esteem
 Needs for self-actualization

Human behavior can be understood by

scientific processes

Cognitive psychology is the scientific

Cognitive Theory Approach
Piaget, Bloom, Bruner study of the mind as an information Human behavior isa series of responses to
external stimuli migitated by our thoughts,
processor. perceptions, moods and desires.
Learning results from internal mental activity
and not internally imposed stimuli

Refers to the belief that behavior manifests as a

Stimulus-Response Theory result of the interplay between stimulus and Making a positive behavior more frequent
Approach B.F. Skinner response and make an unwanted behavior extinct

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https://www.slideshare.net/kinaa1/psychoanalytic-theory-sigmund-freud
https://www.slideshare.net/kathbautista98/behaviorism-theory-47355157
https://www.funderstanding.com/theory/behaviorism/
https://www.slideshare.net/anjunair8211/psychoanalytic-theory
https://www.simplypsychology.org/psychoanalysis.html
https://www.merriam-webster.com/dictionary/psychoanalysis
https://www.slideshare.net/jvirwin/behaviorism-12944192
https://www.slideshare.net/sroushandel/behaviorism-12326955
https://www.simplypsychology.org/humanistic.html
https://www.slideshare.net/claudineaireen/humanism-powerpoint
https://www.slideshare.net/imbiaa/humanistic-psychology-47385877
https://www.slideshare.net/markleen/humanism-in-education
https://www.slideshare.net/syllwia05/cognitive-approach-14736618?next_slideshow=1
https://www.slideshare.net/Kholekha/cognitive-learning-theory-5953309
https://sites.google.com/site/villageprojectsnc2011/home/learning-experiences/skinner-s-stimulus-response-theory-motivation
Implications on Teaching/Education

Activities are categorized into either behaviorism or

cognitivism

Learn about students' experiences, preconceptions,

or misconceptions by using pretests

Learning is a process of active construction

 Learning is a process of active construction

Teachers must learn the teachniques of conditioning as

well as using them effectively

All teachers use behavioral techniques of one kind of

another in their classrooms. Teacher condition students
through grades, their attitudes toward them, gestures
and in thousand other ways

Testing specific skills of students, more individual work

than group learning, using positive and negative
reinforcement

One specific way teachers could incorporate behaviorism

is using a point or sticker system to reward students'
good behavior or good academic performance

Students learn through experiences and practices

Students begin to give predicted responses to a stimulus

Teachers should compliment good behavior

Students learn best on what they want and what they

need to know

Knowing how to learn is more important than acquiring a

lot of knowledge

Students learn best in a non-threatening environment

Before a student's cognitive needs can be met, they must

fulfill their basic physiological needs

Students need to feel emotionally and physically safe and

accepted within the classroom to progress and reach
their full potential

Promote positive self-direction and independence

Promote positive self-direction and independence

Learners should be assigned tasks that are age and stage

appropriate

Use of Bloom's Taxonomy and HOTS in the class, use of

Spiral process (different level of difficulty based on
students' level)

Classroom reinforcement is used to increase the

frequency of the desired behavior of students