Law of exercise A law which states that, in learning, the more frequently a stimulus and response are associated

with each other, the more likely the particular response will follow the stimulus. The law implies that one learns by doing and one cannot learn a skill, for instance, by watching others. It is necessary to practise the skill, because by doing so the bond between stimulus and response is strengthened. In applying this to motor learning, the more often a given movement is repeated, the more firmly established it becomes. The performance of drills attempts to utilize this law. See also law of effect; Thorndike's stimulus-response theory of learning. Read more: http://www.answers.com/topic/law-of-exercise#ixzz1y8sR4AO4 Law of effect A law that states that rewarding a behaviour increases the probability that the behaviour will be repeated, while punishing a behaviour decreases the probability that the behaviour will be repeated. Thus, the law suggests that the effect of a particular behaviour, whether it is pleasing or displeasing, influences the chances of its recurrence: behaviours resulting in pleasant sensations tend to be repeated, while those associated with unpleasant sensations tend to be avoided. See also law of exercise. Read more: http://www.answers.com/topic/law-of-effect#ixzz1y8sg3Wh8

Law of Readiness The Law of Readiness means a person can learn when physically and mentally adjusted (ready) to receive stimuli. Individuals learn best when they are ready to learn, and they will not learn much if they see no reason for learning. If trainees have a strong purpose, a clear objective and a sound reason for learning, they usually make more progress than trainees who lack motivation. When trainees are ready to learn, they are more willing to participate in the learning process, and this simplifies the instructor's job. If outside responsibilities or worries weigh heavily on trainees' minds or if their personal problems seem unsolvable, they may have little interest in learning.
Thorndikes Law of Readiness refers to a preparatory set on the part of the organism to learn. It points out that one learns only when he is physically and mentally ready for it. In other words, preparatory set on the part of the organism is an important condition for learning. When the organism is prepared to do some work, the act of doing is satisfying, and not doing it is annoying. Conversely, when he does not want to work, forcing him to work is dissatisfying. If students are not willing to learn, forcing them to learn will cause dissatisfaction and annoyance. Many children soon get disinterested in learning, because they are forced learn, when they are not physically and mentally ready for it.

Law of Exercise The Law of Exercise stresses the idea that repetition is basic to the development of adequate responses; things most often repeated are easiest remembered. The mind can rarely recall new concepts or practices after a single exposure, but every time it is practiced, learning continues and is enforced. The instructor must provide opportunities for trainees to practice or repeat the task. Repetition consists of many types of activities, including recall, review, restatement, manual drill and physical application. Remember that practice makes permanent, not perfect unless the task is taught correctly.

Law of Effect This law involves the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process. Learning is strengthened when it is accompanied by a pleasant or satisfying feeling and that it is weakened when it is associated with an unpleasant experience. An experience that produces feelings of defeat, frustration, anger or confusion in a trainee is unpleasant. Instructors should be cautious about using negative motivation. Usually it is better to show trainees that a problem is not impossible, but is within their capability to understand and solve.

Thorndikes Law of Belongingness states that reward or punishment to be maximally effective must be relevant to the situation. Mere contiguity between the stimulus and the response would not ensure the effectiveness of the reward. While reading a paragraph, the last word of a sentence, and the first-word of the next sentence share physical proximity, but their association would be poor. For example, consider the following two sentences: 'Ramesh spoke loudly', 'Suneet went home'. The association strength of the pair, 'Suneet- went' is more than that of the pair 'loudly-Suneet', though both pairs have same degree of physical proximity. Hence the first pair would be better remembered than the second pair, according to the Law of Belongingness.

Psychoanalysis a. The method of psychological therapy originated by Sigmund Freud in which free association, dream interpretation, and analysis of resistance and transference are used to explore repressed or unconscious impulses, anxieties, and internal conflicts, in order to free psychic energy for mature love and work. b. The theory of personality developed by Freud that focuses on repression and unconscious forces and includes the concepts of infantile sexuality, resistance, transference, and division of the psyche into the id, ego, and superego. 2. Psychotherapy incorporating this method and theory

The term behaviorism refers to the school of psychology founded by John B. Watson based on the belief that behaviors can be measured, trained, and changed. Behaviorism was established with the publication of Watson's classic paper Psychology as the Behaviorist Views It (1913). Behaviorism, also known as behavioral psychology, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. Behaviorists believe that our responses to environmental stimuli shapes our behaviors.

According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states. This school of thought suggests that only observable behaviors should be studied, since internal states such as cognitions, emotions and moods are too subjective.
Humanistic psychology was instead focused on each individual's potential and stressed the importance of growth and self-actualization. The fundamental belief of humanistic psychology is that people are innately good and that mental and social problems result from deviations from this natural tendency.

Gestalt psychology is a school of thought that looks at the human mind and behavior as a whole. Originating in the work of Max Wertheimer, Gestalt psychology formed partially as a response to the structuralism of Wilhelm Wundt. The development of this area of psychology was influenced by a number of thinkers, including Immanuel Kant, Ernst Mach and Johann Wolfgang von Goethe. "The fundamental "formula" of Gestalt theory might be expressed in this way, Max Wertheimer wrote. There are wholes, the behaviour of which is not determined by that of their individual elements, but where the part-processes are themselves determined by the intrinsic nature of the whole. It is the hope of Gestalt theory to determine the nature of such wholes (1924).