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Learning Objectives: 1. Define and describe key learning theories that relate to the concept of the self. 2. Analyze the differences between intelligence quotient (IQ) and emotional quotient (EQ) and their significance in personal development. 3. Examine various theories of intelligence, i...

Learning Objectives: 1. Define and describe key learning theories that relate to the concept of the self. 2. Analyze the differences between intelligence quotient (IQ) and emotional quotient (EQ) and their significance in personal development. 3. Examine various theories of intelligence, including multiple intelligences, and their implications for understanding the self.  The Self in Cognitive Aspect The cognitive aspect refers to mental processes like perception, memory, reasoning, and decision- making. The cognitive system, guided by historical distinctions between emotion and cognition, has focused on modeling cognitive aspects of behavior, initially focusing on the control system of cognitive creatures, but now also considering interactions with the external environment. The self-categorization theory developed by John Turner states that the self-concept consists of at least two "levels": a personal identity and a social one Introducing the Self in Learning Theories Learning theories are models that explain the conditions and processes through which learning occurs, providing teachers with guidelines to develop effective instruction sessions. They explain how people make sense of information and integrate it into their mental models, transforming it into new knowledge. Learning theories also examine motivations and circumstances that enable or hinder learning. Classification of Learning Theories Behaviorism Cognitivism Connectivism Constructivism BEHAVIORISM Association Theories/ Stimulus-Response Theories Associative learning is a learning principle that states that ideas and experiences reinforce each other and can be mentally linked to one another. In a nutshell, it means our brains were not designed to recall information in isolation; instead, we group information together into one associative memory.  Association Theories/ Stimulus-Response Theories Connectionism an educational philosophy, posits that learning is a product of the relationship between stimulus and response. A stimulus is something that causes a reaction, while a response is a reaction to a stimulus. Association Theories/ Stimulus-Response Theories Stimulus-response theory developed from early conceptions of conditioning, a behavioral process whereby a response becomes more frequent or more predictable in each environment as a result of reinforcement. COGNITIVISM Cognitive Learning Theory Social Cognitive Theory uses metacognition — “thinking about explores how social interaction affects thinking”— to understand how thought learning cognition. This theory overlaps processes influence learning. It’s often slightly with behavioral learning theory, contrasted against—or complemented but instead of focusing on stimulus and by—Behavioral Learning Theory, which response mechanisms grounded in focuses on the outside environment’s external behaviors, it influences on learning. By aims to modify the understanding the role of thought learner's environment processes during learning, we can guide to influence inner those thoughts to help us gain thought processes. knowledge more effectively. Concepts under Social Cognitive Theory include: Reciprocal determinism: A person, their environment, and their behavior all influence and interact with each other. Positive and negative reinforcement: A positive or negative response, such as a reward or punishment, impacts future learning behaviors. Observational learning: Learners can watch someone else perform an action and repeat that behavior themselves. Cognitive Behavioral Theory The second subset of Cognitive Learning Theory, Cognitive Behavioral Theory, examines how our thoughts influence our behavior and feelings. According to Cognitive Behavioral Theory, a person’s thoughts, feelings, and actions impact how they learn. In other words, their thought patterns and mindset affect how they pick up and retain information. Implicit and explicit learning Implicit learning refers to learning that happens without a conscious effort; explicit learning refers to learning that happens with a conscious effort. CONNECTIVISM The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura (1977) states: “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Three basic model of Social Learning Theory A live model involves an actual individual demonstrating or acting out a behavior. A symbolic model involves real or fictional characters displaying behaviors in books, films, television programs, or online media. A verbal instructional model involves descriptions and explanations of a behavior Examples of Social Learning Theory Sense of Belonging: Exposure to positive role models in education enhances a sense of belonging, especially for groups subjected to negative stereotypes like women and racial minorities in STEM Self-Efficacy: Self-efficacy, the belief in one’s abilities, greatly influences whether a person will imitate an observed behavior. Increased Achievement: Students who read about the challenges overcome by famous scientists performed better than those who read only about their achievements Perceived attainability: Role models’ successes should be achievable. If aspirants believe they can attain similar success, they’re more motivated. CONSTRUCTIVISM  Constructivist Learning Theory Constructivism is the theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre- existing knowledge (schemas). → Assimilation refers to the process of taking new information and fitting it into an existing schema. →Accommodation refers to using newly acquired information to revise and redevelop an existing schema. Examples of Constructivist Learning Theory can be: Active Engagement: Students are encouraged to brainstorm their own hypotheses and design experiments to explore how different factors like sunlight, water, or soil types affect plants. Collaboration: Students work in groups to plan, execute, and monitor their experiments. They discuss their ideas, troubleshoot problems together, and build on each other’s knowledge. Reflection: After conducting the experiment, the students reflect on their findings, comparing them with their initial hypotheses and discussing why their results may have differed from their expectations. Teacher’s Role: Rather than providing direct answers, the teacher acts as a facilitator, guiding students’ inquiry, asking probing questions, and offering support as they construct their own understanding. Insight learning refers to the sudden realization of the solution of any problem without repeated trials or continuous practices. To further elaborate on its definition, insight learning is the type of learning, in which one draws on previous experience and seems to involve a new way of perceiving logical and cause-and-effect relationship.  The four stages of insight learning: the introduction the subject the subject the subject to the problem gives up while reaches a tests the theory as well as the still breakthrough from the materials subconsciously about the breakthrough to needed to solve thinking about answer to the see if the the problem. the problem. problem. problem can be solved. What is IQ? Intelligence quotient or 1Q is score derived from one of several standardized tests designed to assess an individual's intelligence. IQ is used to determine academic abilities and identify individuals with off-the-chart intelligence or mental challenges. The test provides scores in four major areas of intelligence: a verbal comprehension scale, a perceptual reasoning scale, working memory scale, and a processing speed scale. Verbal Comprehension Scale (VCS) Measures the ability to understand and use language, assessing vocabulary, comprehension, and verbal reasoning Perceptual Reasoning Scale (PRS) Evaluates non-verbal and spatial reasoning, focusing on solving visual puzzles, pattern recognition, and interpreting visual information. Working Memory Scale (WMS) Assesses the ability to hold and manipulate information over short periods, essential for tasks like mental arithmetic and following directions. Processing Speed Scale (PSS) Measures how quickly and accurately one can perform simple cognitive tasks, reflecting efficiency in completing tasks under time pressure. What is EQ? Emotional Intelligence, or emotional quotient (EQ), is defined as an individual's ability to identify, evaluate, control, and express emotions. People with high EQ usually make great leaders and team players because of their ability to understand, empathize, and connect with the people around them. EQ (Emotional Intelligence): Coined by Daniel Goleman. EQ refers to emotional skills like self-awareness, self-regulation, empathy, and social skills. Self-Awareness Recognizing and understanding your emotions and their impact on others. It includes knowing your strengths, weaknesses, and values, guiding good decision-making. Self-Regulation Managing emotions, especially negative ones, and staying in control. It involves treating others with respect, staying calm under pressure, and holding yourself accountable. Motivation \ The drive to improve and achieve. It involves setting high goals, being proactive, and maintaining optimism and resilience even in though situations Empathy Understanding others' emotions and perspectives, respecting diversity, and effectively communicating both verbally and non- verbally. Social Skills Building strong relationships through effective communication, teamwork, leadership, conflict resolution, and motivating others, COMPARISON CHART Theories of Intelligence Main Theories of Intelligence in Psychology General Intelligence This concept, proposed by Charles Spearman, refers to a single underlying cognitive ability that influences performance across various intellectual tasks. According to this theory, individuals with high general intelligence tend to perform well across a wide range of cognitive activities, such as problem-solving and reasoning. Charles Spearman  Spearman’s Two-Factor Theory (G and S factors) Charles Spearman proposed that intelligence consists of two factors: G factor (general intelligence): A general cognitive ability that influences performance on various intellectual tasks. S factor (specific intelligence): Abilities specific to particular tasks or areas, such as math or verbal skills. Primary Mental Abilities Primary mental abilities Psychologist Louis L. Thurstone (1887-1955) focused on seven primary mental abilit rather than a single, general ability. These include: Louis L. Thurstone  Associative memory: The ability to memorize and recall Numerical ability: The ability to solve mathematical problems Perceptual speed: The ability to see differences and similarities among objects Reasoning: The ability to find rules Spatial visualization: The ability to visualize relationships Verbal comprehension: The ability to define and understand words Word fluency: The ability to produce words rapidly Multiple Intelligence Howard Gardner’s theory of multiple intelligences challenges the idea of a single general intelligence. Instead, Gardner proposed that people have different kinds of intelligences that are relatively independent of each other. This theory suggests that individuals have varying strengths in these different areas, which influence how they learn and perform in Howard Gardner different contexts. Bodily-kinesthetic intelligence: The ability to control body movements and handle objects skillfully Interpersonal intelligence: The capacity to detect and respond appropriately to the moods, motivations and desires of others Intrapersonal intelligence: The capacity to be self- aware and in tune with inner feelings, values, beliefs and thinking processes Logical-mathematical intelligence: The ability to think conceptually and abstractly, as well as discerr logical or numerical patterns. Musical intelligence: The ability to produce and appreciate rhythm, pitch, and timbre Naturalistic intelligence: The ability to recognize and categorize animals, plants, and other objects in nature Verbal-linguistic intelligence: Well-developed verbal skills and sensitivity to the sounds, meanings, and rhythms of words Visual-spatial intelligence: The capacity to think in images and visualize accurately and abstractly The Triarchic Approach to Intelligence The theory, proposed by psychologist Robert J. Sternberg, contends there are three types of intelligence; practical, creative, and analytical. The theory is also comprised of three subtherries: contextual, experiential, and componential. Each subthers corresponds to one of the thre proposed types of intelligence. Robert Sternberg Practical intelligence. This is related to the contextual sub theory. Practically intelligent people are especially adept at behaving successfully in their external environment. Contextual subtheory: The contextual sub theory says that intelligence is intertwined with the individual's environment. This deals with how people adapt to, shape, or select environments that fit their strengths Creative intelligence: The experiential subtheory is related to creative intelligence, which is one's ability to use existing knowledge to create new ways to handle new problems or cope with new situations. Experiential Subtheory: This concerns how people deal with new tasks and how well they can apply pric knowledge to new situations. Analytical intelligence: The componential subtheory is related to analytical intelligence, which essentially academic intelligence. Analytical intelligence is used to solve problems and is measured by standard 1Q test Componential Subtheory: The componential theory outlines the various mechanisms that result in intelligence. According to Sternberg, this subtheory is comprised of three kinds of mental processes or components: Meta components enable us to monitor, control, and evaluate our mental processing so we car make decisions, solve problems, and create plans. Performance components are what enable us to take action on the plans and decisions arrived at by the meta components Knowledge-acquisition components enable us to learn new information to help us carry out our plans. Thank You For Listening!!!  References For references based on Studoco or Scribd, you can explore documents such as: "Learning Theories: An Educational Perspective" on Scribd - provides an in-depth exploration of cognitive learning theories and their application in education. https://books.google.com.ph/books/about/Learning_Theories.htmlid=FZq4cQAACAAJ&redi r esc=y "Theories of Intelligence Summary" on Studoco - outlines major theories related to IQ and EQ along with their applications and criticisms. https://www.simplypsychology.org/intelligence.html "Emotional Intelligence vs. IQ" on Scribd- a comparative analysis of the impact of IQ and EQ in different aspects of life. https://www.healthline.com/health/eq-vs-ig