Educational Processes Unit 2 PDF

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Processos educatius Unit 2

UNIT 2. Contributions of the different theoretical models to the study of the educational processes and contexts

2.1 Dynamic model Psychoanalysis According to him we act in a particular way unconciones (inconscientment). Freud used h  ypnosis to assist patients in remembering repressed traumatic memories Freud supposed that u  nconscious forces were at play since patients c  onsciously

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wanted to change. He noticed that children that suffered of sexual abuse didn’t have the tools to understand the trauma and they forgot, represed the abuses. -

Forces of which the individual is unaware

He coined the term “resistance” to describe phenomenon.

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Historical context Victorian era (second half of the 19th century) -

Women’s oppression and sexual repression

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Tradition

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Conservatism

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Strict social norms

Authors Anna Freud, Alfred Adler, Erich Fromm, Melannie Klein, Sándor Ferenczi, Jacques Lacan Psychoanalytic Structure of Personality Personality is divided in three parts the id, the ego and the super-ego. A part of the super-ego and half of the ego are the parts of witch are we aware of. The more I know about my self the less.. 1. Id -

First personality structure that develops

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Characterizes our instinctual, “hard wired” responses, reactions, drives, etc.

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Primary process thinking

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Never known to us directly in consciousness

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Operates on the “pleasure principle” or a desire for immediate tension reduction

2. Ego -

The “ referee”

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Structure that balances the needs of the id against the demands and expectations of society

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Secondary process thinking

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Functions onreality principle

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Satisfy tensions id needs at times: it is safe and adaptive to do so in an appropriate manner

3. Superego -

Representation of our s  ocietal rules, morays, taboos, etc.

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Consists of two components: -

Conscience or capacity for s  elf-evaluation, criticism, and reproach. It

scolds ego, creates g  uilt when s  ocial codes are v  iolated -

Ego-ideal or an idealized self-image in the eyes of s  ocietal rules

 emands and Activity: T  ry to find an example in which the e  go tries to respond to the id d “crashes” with the superego. -

When you want to see during all night a Netflix serie but the next day you have to wake up early so you decide to watch just one chapter more.

Defense mechanisms→ No entra a examen Freud stages of development During the first three stages, the child’s personality develops as the source of its libido moves around its body and different impulses come to bear from the parents. Problems at any stage of development can result in the child getting fixated (stuck) at a stage.

Table 1.1: Freud’s stages of phychosexual development Name

Age

Oral stage

Birt

Anal stage Phallic stage Latent stage Genital stage

Questions dynamic model 1. Which one of these parts belong to the unconscious?

Principal task

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a) All of them b) Superego and ID c) Only ID d) Ego and ID 2. Which one of the following is correct? a) The superego is the structure that balances between the ego and the ID b) The ID is the structure that balances between the superego and the ego c) The ego is the structure that balances between the superego and the ID d) None of them are correct 3. Which of these persons is the father of the psychoanalysis and the dynamic model? a) Anna Freud b) Jacques Lacan c) Sigmund Freud d) Melannie Klein 4. Which one is the main characteristic of the defense mechanism of denial? a) Blocking wish or desire from consciousness b) Expressing an impulse by it’s opposite c) Refusing to believe reality d) Returning to an earlier state 5. According to Freud’s stages of psychosexual development. W  hen does the latent stage take place and which is it’s p  rincipal task? a) birth - 18 months/ Weaning b) 5-7 years to puberty/ Learning c) from puberty on/ Genital Intercourse d) 3-4 years to 5-7 years/ Sexual Identity

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Explain a situation in which the ID and the SUPEREGO might be conflicted.

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2.2 Behaviorist model Historical frame -

Early-to-mid X  Xth century (Russia - United States).

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Extreme reaction against introspection as the dominant method in psychology.

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Behaviorism, although not explaining all psychological phenomena, has contributed so much in psychology, especially with regard to the learning theories.

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For behaviorism, theobject of psychology is the study of b  ehavior.

Forefathers Ivan P. Pavlov (1849-1936) → Russian reflexology John B. Watson (1878-1958) → Classic conditioning Edward Thordnike (1974-1949) → Law of effect Burrhus F. Skinner (1904-1990) → Operant conditioning Main concepts Behavior: the response of an individual, group, or species to its environment. Stimulus: an agent that directly influences the activity of a living organism or one of its parts Response: a reaction, as that of an organism or a mechanism, to a specific stimulus. Reinforcement: a stimulus that strengthens or weakens the behavior that produced it. -

Negative reinforcement

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Positive reinforcement

Learning: more or less permanent c  hanges in individual’s b  ehavior Habit: -

a:ab  ehavior pattern acquired by frequent repetition or physiologic exposure that shows itself in regularity or increased facility of p  erformance

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b : an acquired m  ode of behavior that has become nearly or completely involuntary

Ivan Petrovich Pavlov (1849 – 1936) -

Classical conditioning (1890-1900)

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A n  eutral stimulus eventually provokes responsesas a consequence of being associated with another stimulus.

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) Dog – bell (tuning fork) (https://www.youtube.com/watch?v=bRrBsoU3PVI

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Experiment: 1. he gave food to the dog and the dog salivates -

2. He makes a tuning fork sound and the dog doesn’t salivate

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3. Every time he gives the dog food he makes the tuning fork sound

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4. Now when the dog listens the sound of the tuning fork he salivates

Activity Do you know other examples of classical conditioning in animals? And in humans?

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When we listen shht we understands that means to be silent.

John Broadus Watson (1878 – 1958) -

Objective: to p  redict and c  ontrol behavior.

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Introspection is n  ot the essential part of a s  cientific method.

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Behaviorists do n  ot recognize the d  ifference between a  nimals and h  umans.

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Watson demonstrated c  lassic conditioning with humans through an e  xperiment with a b  aby.

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Little Albert and the white ratt: h  ttps://www.youtube.com/watch?v=9hBfnXACsOI

Edward Thorndike (1874 – 1949) -

Animal and humans act through trial and error as a way of learning.

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Law of effect: a habit (pulling a ring to go out from a cage) will be learned if it is reinforced (food).

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While in c  lassical conditioning the schema is S  - R (stimulus - response) in this new model it is all the way around: -

First of all a particular behavior from an animal is expected, and if it occurs, a stimulus is presented (reinforcement).

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http://www.youtube.com/watch?v=Vk6H7Ukp6To

Thordnike’s model was reelaborated and expanded by S  kinner.

Burrhus Frederic Skinner (1904- 1990) -

Skinner further developed the theory of o  perant conditioning: individuals respond to their environment and act on it for producing certain consequences.

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As Watson, Skinner believes that the m  ind, feelings or e  motions do n  ot play a role in d  etermining behavior.

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He found out the way of c  reating behaviors in animals and humans. If a behavior is positively reinforced a relation of contingence gets established and this behavior will tend to c  onsolidate.

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Laws that regulate the learning process.

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In P  avlov’s experiments the subject has a p  assive role, but in o  perant conditioning the subject plays an a  ctive role.

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If there is n  o response there is n  o stimulus. The s  timulus d  epends on the a  nimal behavior. The relationship response-reinforcement (which is casual at first) will tend to repeat. The reinforcement makes new similar responses increase.

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The b  ehavior is followed by a c  onsequence and the nature of the consequence modifies the tendency of the o  rganism for repeating the behavior in the future.

http://www.youtube.com/watch?v=I_ctJqjlrHA

Differences

between

classical

and

operant

conditioning Classical conditioning

Operant conditioning

A signal is placed before reflex

A reinforcing or pushing stimulus is given

Developed in Russia

after a behavior

Known as “Pavlovian”

Developed in U.S.

Also called “respondent conditioning”

Known as “Skinnerian”

Works with involuntary behavior

Also called “instrumental conditioning”

Behavior is said to be “clicked”

Works with voluntary behavior

Typified by Pavlov’s dog

Behavior is said to be “emitted” Typified by Skinner Box

Questions behaviourist model 1. John B. Watson developed the: a)

Russian reflexology

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b) Classic conditioning c) Law of effect d) Operant conditioning 2. A reaction to a specific stimulus is… a) Learning b) Response c) Reinforcement d) Habit

3. What is the definition of reinforcement? a) b) c) d)

More or less permanent changes in individual’s behavior A reaction, as that of an organism or a mechanism, to a specific stimulus The response of an individual, group, or species to its environment. A stimulus that strengthens or weakens the behavior that produced it

4. Who are the forefathers of classical conditioning? a) Pavlov and Thorndike b) Skinner and Watson c) Pavlov and Watson d) Thorndike and Skinnerç 5. What did Watson use to demonstrated classical conditioning? a) Humans b) Animals c) Objects d) All the answers are correct

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Explain the Dog–bell experiment and say what did the author conclude.

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Write three differences between classical and operant conditioning.

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2.3. Humanistic Model Historical frame -

50’s – 60’s USA

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Cold war (USA – Soviet Union)

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First transplantation of kidney (1953)

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Elvis Presley, Marilyn Monroe, Andy Warhol…

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Vietnam war

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Murder of K  ennedy

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Beatles

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Neil Armstrong: first moon walk

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60’s: Germany and rest of Europe

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First humanistic association (1961)

Evolution Humanism → Third force against → psychoanalysis → behaviorism Background -

Humanism: H  uman as the c  enter

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Existentialism: philosophical thinking begins with the h  uman subject—not merely the thinking subject, but the a  cting, feeling, living human individual. The individual's starting point is characterized by what has been called "the existential attitude", or a sense of disorientation and confusion in the face of an apparently m  eaningless or absurd world.

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Phenomenology: is the study of s  ubjective experience. The e  xperiencing subject can be considered to be the person or self, for purposes of convenience. “Experience" is a considerably more c  omplex concept than it is usually taken to be in everyday use. Instead, experience is an "in-relation-to" phenomenon, and it is defined by qualities of d  irectedness, embodiment, and w  orldliness, which are evoked by the term "Being-in-the-World".

Characteristics -

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Object of study: -

Theindividual and the v  alue he/she gives to her/his e  xperience

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Motivations / metamotivation

Objectives:

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Helping individuals develop their p  otentialities (to achieveself-actualization).

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Favoring the development of a c  reative personality and c  ritical thinking.

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Therapy centered in the person (from particular experiences).

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Not interested in finding g  eneral laws applicable to everyone.

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Experiments and comparisons to animals are e  xcluded.

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Attitudes are more important than techniques.

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Main aspects: p  ersonal experience andfacts.

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Humanists believe in individuals and their p  otentialities

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Meaningful and p  ositive aspects of individuals

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Important issues ○

Emotions

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Empathy

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Self-actualization

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Humans are good by nature

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Holistic view of the person

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Human beings are free: FREE WILL

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Growth-promoting

Main authors -

Dr. Eric Berne (1910-1970) psychiatrist and founder of transactional analysis.

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Fritz Perls (1893-1970) neuropsychiatrist and psychoanalyst founder of the Gestalt therapy.

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Carl Rogers (1902-1987) psychologist and one of the founders of h  umanism.

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Abraham Maslow (1908-1970) psychologist that created the n  ecessities pyramid.

Carl Rogers (1902-1987) -

Non directive therapy: -

Client-centered therapy

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Each individual h  as enough personal resources for s  elf-comprehension and change of s  elf-concept, a  ttitudes and s  elf-directed behavior.

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Relevant aspects of his theory: -

Trusting the client

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Rejection of the d  irective role of the therapist

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The therapist must be c  ongruent, e  mpathetic and respectful.

Psychological bases:

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Listening with c  omprehension

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Favor the e  xpression of feelings

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Reflecting feelings

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Positive unconditional affection

Three attitudes/ basic conditions for personal growth: -

Unconditional acceptance: accepting each other as they are as individuals.

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Empathetic comprehension: understanding and comprehending the other form his/her own experience.

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Genuineness, congruence and coherence: capacity of being as the person truly is, without hiding (authenticity).

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https://www.youtube.com/watch?v=DjTpEL8acfo

Abraham Maslow (1908-1970) -

1943: Maslow’s hierarchy of needs

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Maslow’s pyramid

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Characteristics of Maslow’s theory: -

Physiological needs → at birth

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Rest of needs → eventually

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Only once b  asic needs can be controlled , higher needs develop progressively

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Basic needs prevail the h  igher ones

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For the h  igher needs to be s  atisfied, more time is needed.

Limitations -

Absence of e  mpiric validation of their proposals (subjective and particular results).

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Lack of o  perational definitions (directions or instructions).

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Excessive emphasis on a p  ositive and o  ptimistic view of human beings.

Questions humanistic model 1. The first humanistic association took place in … A) 1960 B) 1961 C) 1947 D) 1951 2. Humanists believe in individuals and their … A) Abilities B) Potentialities C) Weaknesses D) Preferences 3. Who was the founder of Gestalt therapy? A) Carl Rogers B) Eric Berne C) Abraham Maslow D) Fritz Perls 4. Which is the object of study of humanistic model? A) Cognition and mental processes in thinking B) The collective and the value he/she gives to her/his environment C) Cognition and mental processes in behavior D) The individual and the value he/she gives to her/his experience 5. Which is the correct order of Maslow’s pyramid? A) Esteem, love/belonging, safety, physiological, self-actualisation. B) physiological, safety, love/belonging, self-actualisation, esteem. C) Love/belonging, safety, self-actualisation, esteem, physiological. D) All of the answers are incorrect -

Explain Carl Rogers three attitudes/ basic conditions for personal growth.

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Explain Maslow’s theory and talk about his pyramide.

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2.4. Cognitive model Object of study: c  ognition and m  ental processes in behavior. It consists in a series of theories that share the idea that h  uman behavior cannot be reduced to mere o  bservable conducts and, hence, human behavior should be explained through m  ental processes.

Historical frame -

Initiated inUSA as a reaction a  gainst behaviorism ( 1956).

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This approach was influenced by C  homsky’s studies and the technological revolution in 1946.

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In S  pain it started in 1  980.

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The c  ognitive psychology has influenced decisively in linguistics, n  euroscience, information theory and information technology.

Assumptions of cognitivism -

Knowledge is n  ot only an a  ccumulation of information.

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Memory is n  ot a m  echanic device.

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Learning is n  ot a mere a  ssociation of s  timulus, nor stimulus and responses.

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Learning implies m  odifying the previous k  nowledge.

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Assimilation implies integrating contents with e  ffort.

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Learning can be m  otivating.

Mental processes -

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Mental process: -

Performance of some c  omposite cognitive activity

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An operation that a  ffects mental contents

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“The ...