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    Chapter Three Learning and Theories of Learning

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    Estif Habeshawi
    This document provides an overview of learning theories including behavioral, cognitive, and social learning theories. It defines key concepts in classical and operant conditioning such as conditioned/unconditioned stimuli and responses. It also discusses principles of classical conditioning including acquisition, extinction, generalization, and discrimination. For operant conditioning, it defines reinforcers, punishment, and schedules of reinforcement. Theories of social learning and cognitive learning are also summarized including observational learning, latent learning, and insight learning.

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    Chapter Three Learning and Theories of Learning

    Uploaded by

    Estif Habeshawi
    167 views23 pages
    This document provides an overview of learning theories including behavioral, cognitive, and social learning theories. It defines key concepts in classical and operant conditioning such as conditioned/unconditioned stimuli and responses. It also discusses principles of classical conditioning including acquisition, extinction, generalization, and discrimination. For operant conditioning, it defines reinforcers, punishment, and schedules of reinforcement. Theories of social learning and cognitive learning are also summarized including observational learning, latent learning, and insight learning.

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    This document provides an overview of learning theories including behavioral, cognitive, and social learning theories. It defines key concepts in classical and operant conditioning such as conditioned/unconditioned stimuli and responses. It also discusses principles of classical conditioning including acquisition, extinction, generalization, and discrimination. For operant conditioning, it defines reinforcers, punishment, and schedules of reinforcement. Theories of social learning and cognitive learning are also summarized including observational learning, latent learning, and insight learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    167 views23 pages

    Chapter Three Learning and Theories of Learning

    Uploaded by

    Estif Habeshawi
    This document provides an overview of learning theories including behavioral, cognitive, and social learning theories. It defines key concepts in classical and operant conditioning such as conditioned/unconditioned stimuli and responses. It also discusses principles of classical conditioning including acquisition, extinction, generalization, and discrimination. For operant conditioning, it defines reinforcers, punishment, and schedules of reinforcement. Theories of social learning and cognitive learning are also summarized including observational learning, latent learning, and insight learning.

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    © All Rights Reserved
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    of 23

    CHAPTER THREE

    LEARNING AND THEORIES OF


    LEARNING
    Independent reading
    3.1.1. Definitions of learning
    3.1.3. Characteristics of learning
    3.1.3. Principles of learning
    3.2. Factors Influencing Learning
    3.3. Theories of Learning and their Applications
    3.3.1. Behavioral Theory of Learning
     Stimulus response associations.

    3.3.1.1. Classical conditioning theory of learning


     A neutral stimulus comes to bring about a response

    after it is paired with a stimulus that naturally brings


    about that response.
    Basics of Classical Condition
    Neutral stimulus
     Before conditioning, does not naturally bring about the

    response of interest.
    Unconditioned stimulus (UCS)
     A stimulus that naturally brings about a particular

    response without having been learned.


    Unconditioned response (UCR)
     A response that is natural and needs no training

    (e.g., salivation at the smell of food).


    Conditioned stimulus (CS)
     Paired with UCS to bring about a response formerly

    caused only by the UCS.


    Conditioned response (CR)
     A response that, after conditioning, follows a previously

    neutral stimulus (e.g., salivation at the ringing of a bell).


    Steps in Classical Conditioning
    Principles of Classical Conditioning
    Acquisition
     Previously neutral stimulus gets the ability to elicit response.

    Acquisition process
    Delayed Conditioning-
     The CS is presented first and remains at least until the onset

    of UCS in which both the stimuli overlap.


    Trace Conditioning-
     The CS is presented first and ends before then on set of UCS.

     It produces moderately strong conditioning.

    Simultaneous Conditioning-
     CS and UCS are presented (begin) together.

     This produces weak conditioning

    Backward Conditioning
     The onset of UCS precedes the onset of the CS.

     It has least conditioning because the reinforcement comes

    before the CS
    Stimulus generalization
     Stimuli that are similar to the original stimulus

    produce the same responses.


    Stimulus discrimination
     The ability to differentiate between stimuli.

    Extinction
     The CR will diminish and eventually stop occurring

    Spontaneous recovery
     The reemergence of an extinguished conditioned

    response after a period of rest.


    Higher order conditioning
     Conditioned stimulus is used as unconditioned

    stimulus in another experiment to conditioned


    another conditioned stimulus
    Application of Classical Conditioning
    Aversive conditioning
     Unpleasant stimulation that trigger unwanted behavior

     Aim to induce such feelings as fear and dislike

    specifically in relation to stimuli


    Flooding
     Illuminate conditioned fears through fear producing

    stimulus is presented by it over and over again.


    Systematic desensitization
     This technique requires construction of a hierarchy of

    fears from least-feared to most fear


    Advertizing
     A neutral product is associated with people, objects, or

    situations consumers like to elicit a positive response


    Operant/Instrumental conditioning
     A voluntary response is strengthened or weakened,

    depending on its consequences.


     An emphasis on environmental

    consequences (Instrumental
    Conditioning).
     The organism's response operates or

    produces effects on the environment.


     Organism performs deliberately to

    produce a desirable outcome.


     The focus on the external causes of an

    action and the action’s consequences.


    Basic types of reinforcers
    Primary reinforcers
     Naturally reinforcing because they satisfy

    biological needs
    E.g., Food, water. Light, stroking of the skin,
    and a comfortable air temperature
    Secondary Reinforcers
     They reinforce behavior because of their

    prior association with primary reinforcing


    stimuli.
    E.g., Money, praise, applause, good grades,
    awards, and gold stars
    Both primary and secondary reinforcers can be
    positive or negative
    Positive reinforcement
     Presentation of a stimulus makes behavior more

    likely to occur again.


    Negative reinforcement
     Termination of an aversive stimulus makes

    behavior more likely to occur.


    Escape learning
     Animals learn to make a response that

    terminates/stops a noxious, painful or unpleasant


    stimulus.
    Avoidance Learning
     Learning to avoid a painful, noxious stimulus prior

    to exposure.
    Schedules of reinforcement
    Continuous reinforcement
     The response is reinforced each time it

    occurs.
     Learning is usually most rapid.

    intermittent (partial)
     Involves reinforcing only some responses,

    not all of them.


     More resistant to extinction.
    Fixed-ratio schedules
     Reinforcement occurs after a fixed

    number of responses.
     Performance sometimes drops off just

    after reinforcement.
    Variable-Ratio Schedule
     Reinforcement occurs after some

    average number of responses, but the


    number varies from reinforcement to
    reinforcement.
     Produces extremely high steady rates of

    responding.
     The responses are more resistant to
    Fixed Interval Schedule
     Reinforcement occurs only if a fixed

    amount of time has passed since the


    previous reinforcer.
    Variable Interval Schedule
     Reinforcement occurs only if a variable

    amount of time has passed since the


    previous reinforcer
    Punishment
     A stimulus that weakens the response or makes

    it less likely to recur.


    Primary punishers
     Pain and extreme heat or cold.

    Secondary punishers
     Criticism, demerits, catcalls, scolding, fines, and

    bad grades.
     The positive-negative distinction can also be

    applied to punishment.
    Positive punishment
    unpleasant may occur following some behavior
    Negative punishment
     Something pleasant may be removed
    Shaping
     Successive approximations of a desired

    response are reinforced.


     responses that are more and more

    similar to the final desired response are


    reinforced.
    Application of the theory of operant conditioning
    Conditioning study behavior
     Reinforcing student behavior through variety of

    incentives
    E.g., prize, medal, smile, praise, affectionate patting on
    the back or by giving higher marks.
    Conditioning and classroom behavior
     Student may acquire unpleasant experiences w/c

    becomes conditioned to the teacher, subject and the


    classroom.
    Managing Problem Behavior
     Positive contingencies are used as behavior

    modification therapy technique


     Dealing with anxieties through conditioning
     Using desensitization techniques to break the habits of

    fear.
    Conditioning group behavior
     Reinforcement makes entire group learn

    and complete change in behavior.


    Conditioning and Cognitive Processes
     Reinforcement is given for the progress of

    knowledge and in the feedback form.


    Shaping Complex Behavior
     Complex behavior exists in form of a

    chain of small behavior.


     This complex behavior can be controlled

    via shaping.
    Social Learning Theory
     Observational learning, which is learning by

    watching the behavior of another person, or


    model.
    Forms of Observational Behavior
     The observer may reproduce the behaviors of the

    model and receive direct reinforcement.


     The reinforcement need not be direct (vicarious

    reinforcement )
     self-reinforcement, or controlling your reinforcers.

     Students value and enjoy their growing

    competence than external rewards.


     The thought processes of the learner is

    important.
     Four conditions that are necessary before
    an individual can successfully model the
    behavior of someone else:
    Attention
     The person must first pay attention to the model.

    Retention
     The observer must be able to remember the

    behavior that has been observed.


    Motor reproduction
     The observer has to be able to replicate the

    action.
    Motivation
     Learners must want to demonstrate what they

    have learned.
     Educational Implications of Social Learning Theory
    1.Students often learn a great deal simply by observing other
    people.
    2.Describing the consequences of behavior is can effectively
    increase the appropriate behaviors and decrease
    inappropriate
    3.Modeling can provide a faster, more efficient means for
    teaching new behavior than shaping.
    4.Teachers and parents must model appropriate behaviors and
    take care that they do not model inappropriate behaviors.
    5.Teachers should expose students to a variety of other models
    to break down traditional stereotypes.
    6.Students must believe that they are capable of accomplishing
    school tasks (self-efficacy) through confidence-building
    messages and watch others be successful.
    7.Teachers should help students set realistic expectations for
    their academic accomplishments (not setting too high and low
    expectations).
    Cognitive Learning Theory
     Learning theorist (ABC) model
     Focuses on how people acquire information,

    make decisions, reason, and solve problems.


     Cognitive learning may take two forms:

    1. Latent learning

    2. Insight learning (gestalt learning or perceptual


    learning)
     Tolman and Honzic (1930) placed three

    groups of rats in mazes and observed their


    behavior each day for more than two weeks.
    Latent learning
     Learning that occurs but is not evident in

    behavior until later, when conditions for


    its appearance are favorable.
     Learning that is not immediately

    expressed.
     Insight Learning

     It is cognitive process whereby we

    reorganize our perception of a problem.


     Human beings who solve a problem

    insightfully usually experience a good


    feeling called an 'aha' experience.

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