This document summarizes several schools of psychology including structuralism, behaviorism, functionalism, and Gestalt psychology. Structuralism sought to analyze the mind in terms of its simplest components, while behaviorism focused on observable behaviors and did not consider internal mental processes. Functionalism viewed the mind in terms of how it actively adapts to the environment. Gestalt psychology emphasized that the whole is greater than the sum of its parts and that perception involves forming organized patterns.

1. EDUC 201
Foundation of Education
TOMAS CLAUDIO MEMORIAL COLLEGE
Taghangin, Morong, Rizal
Prof. Minda Dela Vega
CANDICE CAMILLE A. SANTIA
GO

2. SCHOOLS OF PSYCHOLOGY

3. STRUCTURALISM

4. STRUCTURALISM
○ Proponents: Wilhelm Wundt and Edward Titchener
○ Considered to be the first “school” of psychology
○ sought to analyze the adult mind (the sum total of
experience from birth to the present) in terms of the
simplest definable components and then to find how
these components fit together to form more complex
experiences as well as how they correlated to
physical events

5. TITCHENER…
○ the founder of structuralism
○ attempted to classify the structures of the mind
○ It is true, nevertheless, that observation is the single
and proprietary method of science, and that
experiment, regarded as scientific method, is
nothing else than observation safeguarded and
assisted. [Systematic Psychology]

6. TITCHENER…
○ that the goal of psychology was to study mind and
consciousness
○ defined consciousness as the sum total of mental
experience at any given moment, and the mind as
the accumulated experience of a lifetime
○ Introspection

7. ELEMENTS OF THE MIND
○ Sensations
(elements of perception)
○ Images
(elements of ideas)
○ Affections
(elements of emotions)

8. BEHAVIORISM

9. BEHAVIORISM
○ Proponents: John Watson and B.F. Skinner
○ an approach to psychology that combines elements
of philosophy, methodology, and theory
○ “Psychology should concern itself with the
observable behavior of people and animals, not with
unobservable events that take place in their minds”

10. IN EDUCATION…
○ a change in external behavior achieved through a
large amount of repetition of desired actions, the
reward of good habits and the discouragement of
bad habits
○ the "teacher" is the dominant person in the
classroom
○ the “learner” does not have any opportunity for
evaluation or reflection within the learning process

11. CLASSICAL CONDITIONING
○ Ivan Pavlov
○ Is known for his work in classical conditioning or stimulus
substitution
○ Classical conditioning differs from operant or instrumental
conditioning, in which a behavior is strengthened or weakened,
depending on its consequences
○ http://m.youtube.com/watch?v=hhqumfpxuzI

12. CONNECTIONISM THEORY
○ Edward L. Thorndike
○ Is known for the original S-R framework of
behavioral psychology
○ Learning is the result of association forming
between stimuli and responses. Such
associations or habits become strengthened
or weakened by the nature and frequency of
the S-R pairings.

13. THREE PRIMARY LAWS
○ Law of Effect
● S-R bond is strengthened when consequence is positive and
weakened when consequence is negative
○ Law of Exercise
● The more an S-R bond is practiced, the stronger it will become
○ Law of Readiness
● The more readiness the learner has to respond to the stimulus,
the stronger will be the bond between them.
13

14. JOHN WATSON
○ Humans are born with a few reflexes and the
emotional reactions of love and rage. All other
behavior is learned through stimulus-response
associations through conditioning.
○ Baby Albert Experiment
○ http://m.youtube.com/watch?v=FMnhyGozLyE
14

15. Operant Conditioning
○ B.F. Skinner
○ with themodification of "voluntary behaviour" or
operant behaviour
○ Operant behavior operates on the environment and
is maintained by its consequences
○ Reinforcement is the key element
○ http://m.youtube.com/watch?v=SUwCgFSb6Nk
15

16. FUNCTIONALISM

17. FUNCTIONALISM (FUNCTIONAL PSYCHOLOGY)
○ Proponents: Dewey, Mead, Carr and Angeli
○ Founder: William James
○ a general psychological philosophy that considers
mental life and behavior in terms of active
adaptation to the person's environment

18. FUNCTIONALISM
○ a theory of the mind in contemporary philosophy,
developed largely as an alternative to both
the identity theory of mind and behaviourism
○ Its core idea is that mental states (beliefs, desires,
being in pain, etc.) are constituted solely by their
functional role – that is, they are causal relations to
other mental states, sensory inputs, and behavioral
outputs

19. TYPES OF FUNCTIONALISM
○ Hilary Putnam
○ inspired by the
analogies noted
between the mind and
the theoretical
"machines" or
computers capable of
computing any
given algorithm
○ Jerry Fodor and Zenon
Pylyshyn
○ based on the rejection
of behaviouristtheories
in psychology and their
replacement with
empirical cognitive
models of the mind
Machine-State Functionalism Psychofunctionalism

20. TYPES OF FUNCTIONALISM
○ David Lewis
○ is concerned with the
meanings of theoretical
terms in general
○ Daniel Dennett
○ postulate the existence of
an entire hierarchical
series of mind levels
(analogous to homunculi)
which became less and
less sophisticated in terms
of functional organization
and physical composition
all the way down to the
level
Analytic Functionalism Homuncular Functionalism

21. GESTALT APPROACH

22. GESTALT PSYCHOLOGY
○ Proponents: Max Wertheimer, Wolfgang Kohler and
Kurt Koffka
○ Means “form” or “configuration”
○ the whole is other than the sum of its parts
○ Learners are active
○ Perception

23. GESTALT LAWS
○ Law of Closure
individuals perceive objects as being whole when they
are not complete
○ Law of Similarity
elements within an assortment of objects are
perceptually grouped together if they are similar to each
other
○ Law of Proximity
when an individual perceives an assortment of objects
they perceive objects that are close to each other as
forming a group

24. ○ Law of Good Continuation
● Individuals have the tendency to continue
contours whenever the elements of the pattern
establish and implied direction
○ Law of Good Pragnanz
● The stimulus will be organized into as good a
figure as possible
○ Law of Figure/ Ground
● individuals tend to pay attention and perceive
things in the foreground first.

25. INSIGHT LEARNING
○ Developed by Wolfgang Kohler
○ the abrupt realization of a problem's solution
○ The important aspect of learning was not
reinforcement, but the coordination of
thinking to create new organizations.

26. REFERENCES
○ Lucas, Maria Rita D. and Corpuz, Brenda B. (2007).
Facilitating Learning: A Metacognitive
Process. Quezon City: Lorimar Publishing
Inc.
○ Zulueta, Francisco M. and Maglaya, Elda M. (2007).
Foundations of Education. Mandaluyong City:
National Bookstore
○ Structuralism . [On-line]. Available:
http://en.wikipedia.org/wiki/Structuralism_(psycholo
gy)
○ Behaviorism. [On-line]. Available:
http://en.wikipedia.org/wiki/Behaviorism
○ Functionalism . [On-line]. Available:
http://en.wikipedia.org/wiki/Functional_psychology
○ Gestalt Approach. . [On-line]. Available:
http://en.wikipedia.org/wiki/Gestalt_psychology

27. REFERENCES
○ Classical Conditioning Ivan Pavlov [On-Line].
http://m.youtube.com/watch?v=hhqumfpxuzI
○ Baby Albert Experiment [On-Line].
http://m.youtube.com/watch?v=FMnhyGozLyE
○ BF Skinners Operant Conditioning Chamber [On-Line].
http://m.youtube.com/watch?v=SUwCgFSb6Nk