Part 2: Beginnings of the Psychological Study of Learning
INTRODUCTION
The information and examples presented in PART 2 of this course (as with ALL the information organized and presented for this course) reflect broad summaries of complex ideas and constructs that, individually, are worthy of entire texts on their own. So you can think about the information presented as a recognizable image of a concept (A) above, but its fidelity to an interpretation that might represent a closer version of reality (B) is most definitely lacking.
But there is much value in a stick figure. It can easily communicate fundamental constructs because it reduces the noise surrounding ideas that may lead to more difficulty interpreting and understanding what is being communicated. And it is quicker to interpret and recreate…as anybody who has ever played Pictionary knows quite well. I wonder if artists are better or worse at Pictionary than those (like me) who can only manage the most rudimentary recreations of things through pictures?
The readings, information and examples provided in this part of the course are designed to help you learn basic literacy skills associated with some early, foundational laws and principles of learning (as measured on Exam #1).
The readings, information and examples provided in this part of the course are designed to help you learn basic literacy skills associated with some early, foundational laws and principles of learning (as measured on Exam #1).
Three important late 19th century figures are profiles in this part of the course. Their work accurately reflects the “beginning” of psychology as (among other things) the scientific study of learning; that is, how people learn. But like all scientists, their work was grounded in foundational ideas that were already part of their world view. One of these important areas of understanding, the Laws of Association, was proposed by Aristotle in the fourth century B.C.
Aristotle was a student of Plato and a member of his Academy. As a philosopher, Plato believed that knowledge was not only attained through contemplation, but also through discussion, teaching, and investigating.
2.1 Identify definitions and examples of the Aristotelian Laws of Contiguity, Similarity and Contrast
Aristotle eventually developed his own Academy, teaching subjects as diverse as logic, metaphysics, epistemology, physics, astronomy, geology, and biology. He even taught “Psychology”, in particular the concepts and constructs of the nature of the soul, memories, and dreams. In Aristotle’s basic field of psychology, the Laws of Association were derived to explain how people learn and remember things. Several distinct laws of association were identified, including:
Law of Contiguity
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People associate things that occur close to each other in time or space. For example, if you think of thunder, you might immediately think of lightning, since the two often occur one after the other.
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Law of Similarity
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When two things are very similar to each other, the thought of one will often trigger the thought of the other. For example, when you think of wine, you might think of beer as well.
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Law of Contrast
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The thought of something is likely to trigger the thought of its direct opposite. For example, when you hear the word "hot," you might think of the word "cold."
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These three basic laws were later revised and expanded by other philosophers, but the Laws of Association can be considered some of the more important seeds from which the field of psychology and the learning sciences grew.
The beginnings of today’s scientific perspective on learning can be traced back to the work of scientists in the late 19th century, when the scientific field of psychology (as opposed to the philosophic field of psychology taught in Aristotle’s Academy) was initially defined. Up until the application of science to the study of learning, all matters of "the mind" were generally regarded as residing within the realm of philosophy. But things changed rapidly in the field of psychology when scientific theorists and researchers began investigating how complex organisms such as humans learn.
The beginnings of today’s scientific perspective on learning can be traced back to the work of scientists in the late 19th century, when the scientific field of psychology (as opposed to the philosophic field of psychology taught in Aristotle’s Academy) was initially defined. Up until the application of science to the study of learning, all matters of "the mind" were generally regarded as residing within the realm of philosophy. But things changed rapidly in the field of psychology when scientific theorists and researchers began investigating how complex organisms such as humans learn.