QUESTION TWO b) What is the importance of Psychology of Learning to a teachetv (3Marks) c) State Three learning principles that a teacher can draw from Thorndikes' Laws of Learning (3Marks) d) Highlight Five lactors that contribute to forgetting among lcarners (5Marks) Page 1 of 2 (c) State Four ways that can be utilized by a teacher to improve memory of learners. (4Marks) 8) Rlighlight Three educational implications of Concept learning (3Marks) a) Define the term "Transfer of Learning' b) Explain Four types of Transfer of Learning. c) Explain Five factors that influence Transfer of Learning QUESTION THREE a) State Two pruciples offopyetvational Activing b) Explain Four fuctors that facilitate Social Learning c) Explore classroom implications of the Social Learning Theory (8Marks) QUESTION FOUR UV State Four conditions under which punishment should be given to a learner (6) Explain the educational applicationsof the following in a school environment (4Marks) 1. Classical Conditioning -Y (8Marks) ii Operant Conditioning (8Marks) QUESTION FIVE a) Explain the following theories of motivation 1. Drive-Reduction theory ii. Auribution theory (4Marks) ii. Maslows' Hierarchy of needs theory (4Marks) (4Marks) b) Explain the relevance of Maslows' Hierarchy of needs theory to a learner EPSC223 (2Marks) (8Marks) (10Marks) (2Marks) (8Marks) (8Marks)

QUESTION TWO<br />b) The importance of Psychology of Learning to a teacher lies in its ability to enhance instructional strategies and improve student engagement. It provides insights into how students acquire, process, and retain information, allowing teachers to tailor their methods to meet individual learning needs.<br /><br />c) Three learning principles from Thorndike's Laws of Learning include:<br />1. Law of Effect: Learning is strengthened when followed by a satisfying state of affairs and weakened when followed by an unpleasant state of affairs.<br />2. Law of Readiness: Learning is facilitated when the learner is ready and motivated to learn.<br />3. Law of Exercise: Learning is strengthened through repetition and practice.<br /><br />d) Five factors that contribute to forgetting among learners are:<br />1. Decay: Information fades over time if it is not used or rehearsed.<br />2. Interference: New information can interfere with the retention of previously learned information (retroactive interference) and vice versa (proactive interference).<br />3. Retrieval Failure: Inability to retrieve information due to insufficient cues or triggers.<br />4. Lack of Encoding: Information that is not effectively encoded into memory is more likely to be forgotten.<br />5. Motivational Factors: Lack of motivation can lead to insufficient engagement with the material, resulting in forgetfulness.<br /><br />e) Four ways to improve the memory of learners are:<br />1. Use of Mnemonics: Memory aids that help learners remember information through patterns or associations.<br />2. Spaced Repetition: Reviewing information at spaced intervals to enhance long-term retention.<br />3. Active Learning: Engaging learners in active participation and practice rather than passive reception of information.<br />4. Use of Visualization Techniques: Creating mental images of the information to be remembered to enhance recall.<br /><br />f) Three educational implications of Concept learning are:<br />1. Enhances Critical Thinking: Encourages learners to analyze and synthesize information to understand concepts and their relationships.<br />2. Promotes Transfer of Learning: Helps learners apply concepts to new situations and problems, fostering problem-solving skills.<br />3. Facilitates Long-Term Retention: By understanding and organizing information into concepts, learners can better retain and recall information over time.<br /><br />a) Transfer of Learning refers to the application of knowledge, skills, and abilities learned in one context to another context.<br /><br />b) Four types of Transfer of Learning are:<br />1. Positive Transfer: When learning in one situation facilitates learning in another situation.<br />2. Negative Transfer: When learning in one situation hinders learning in another situation.<br />3. Zero Transfer: When learning in one situation has no effect on learning in another situation.<br />4. Extensive Transfer: When learning in one situation leads to the learning of several other situations.<br /><br />c) Five factors that influence Transfer of Learning are:<br />1. Similarity of Learning Tasks: The degree to which the learning tasks are similar in nature.<br />2. Overlearning: Extensive practice and repetition of the learning material.<br />3. Feedback: Quality and timeliness of feedback provided during the learning process.<br />4. Mental Set: The learner's mindset and approach to solving problems.<br />5. Prior Knowledge and Experience: The existing knowledge and experiences that learners bring to new learning situations.<br /><br />QUESTION THREE<br />a) Two principles of learning are:<br />1. Active Engagement: Learners actively participate and engage with the learning material.<br />2. Feedback: Learners receive timely and constructive feedback to guide their learning.<br /><br />b) Four factors that facilitate Social Learning are:<br />1. Attention: Learners pay attention to the model or teacher.<br />2. Retention: Learners remember what they have observed.<br />3. Reproduction: Learners practice and reproduce the observed behaviors.<br />4. Motivation: Learners are motivated to learn and apply the observed behaviors.<br /><br />c) Classroom implications of the Social Learning Theory include:<br />1. Modeling: Teachers should model the behaviors and skills they want students to learn.<br />2. Peer Learning: Encouraging students to learn from and teach each other.<br />3. Reinforcement: Providing positive reinforcement for desired behaviors.<br />4. Group Work: Facilitating group activities and discussions to promote social learning.<br />5. Role-Playing: Using role-playing exercises to help students practice and apply learned behaviors.<br /><br />QUESTION FOUR<br />UV) Four conditions under which punishment should be given to a learner are:<br />1. When the behavior is disruptive to the learning environment.<br />2. When the behavior is dangerous or poses a risk to the learner or others.<br />3. When the behavior is not responsive to other forms of intervention.<br />4. When the behavior is severe and significantly impacts the learner's academic progress.<br /><br />i) Classical Conditioning: In a school environment, classical conditioning can be used to create positive associations with learning activities. For example, pairing a specific subject with a positive experience, such as a reward, can increase students' motivation to engage with that subject.<br /><br />ii) Operant Conditioning: Operant conditioning can be used to reinforce desired behaviors and discourage unwanted behaviors. For example, teachers can use positive reinforcement, such as praise or rewards, to encourage students to participate in class discussions. Conversely, negative reinforcement, such as removing an aversive task, can be