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Theories of Learning refer to general learning principles which have been derived from research by education psychologists
constructivism
Cognitive
humanistic
Classical conditioning
Behaviorism
Operant conditioning
(Info: you may look for\education behaviorism)
2.
Behaviorism is a theoretical orientation
1. Founded by
John Watson (1878 1958)
states: scientific psychology studies only overt behavior & its effect on environment
3.
4.emphasizes
relationship between stimuli Theory = Stimulus & responses through Response Theory observation & 3. Stressed 2. concluded experiments that that human relationship behavior can is a learning be observed, process in controlled & forming predicted (source: Mok Soon Sang new \An Education Cpirse for K.P.L.I. THEME 2) behavior
4. Learning
1. study
John Watson
Stimulus Generalization Law of Contiguity
Ivan Pavlov
(1849 1936)
His observations about salivation: 1. Sound bell without feed 2. Show food without feed 3. Sound bell , then feed 4. Sound bell @ feed @ sound bell & feed
Before conditioning
UCS: food UCR: Salivation Neutral stimulus (NS: bell sound) Response not related with UCR
( reference: www.psyonline.nl/hot/en_pavlov.html. )
CR: Salvation
UCR: Salivation
UCS: food
UCS: food
Abbreviations: UCS = unconditioned stimulus; UCR = unconditioned response; CS= conditioned stimulus; CR = conditioned response
Acquisition: to Extinction of LR: form new CR (only when CS result of weakening comes -second CR, depends on CS-UCS before UCS) bond Basic Spontaneous Higher-Order Processes Recovery of Conditioning: a in Classical LR: to CR works as Conditioning resurrect an an UCS to by Pavlov extinct CR create new CR Stimulus Stimulus Discrimination: Generalization: 1 shows different CR can be response to applied to other similar similar stimulus stimulus
(source: Mok Soon Sang \An Education Course for K.P.L.I. THEME 2)
Abbreviations: LR = learned response; UCS = unconditioned stimulus; UCR = unconditioned response; CS=conditioned stimulus; CR = conditioned response
A Classical Conditioning Model can be used to explained the process of conditioning activities.
Teacher comes
after conditioning
(source: Mok Soon Sang \An Education Course for K.P.L.I. THEME 2)
Abbreviations: CS=conditioned stimulus; CR = conditioned response UCS = unconditioned stimulus; UCR = unconditioned response;
Read loudly
book
relation of UCS-UCR
(CS)
Example of learning Mathematics principles through higher-order conditioning process (new CS)
y c m x (CS & new CS) y y=mx+c m c x y=mx+c
a. Before learning
(UCR=CR)
b. During learning
(UCR=CR)
c. After learning
(CR)
(source: Mok Soon Sang \An Education Course for K.P.L.I. THEME 2)
Abbreviations: CS=conditioned stimulus; CR = conditioned response UCS = unconditioned stimulus; UCR = unconditioned response;
To teach effectively, teacher should relate practical experience (CS) with the learning task (UCS) to produce satisfactory conditioned LR.
Teacher should guide students to make accurate generalization by using various related examples.
Besides, teacher should guide students to make discrimination, for e.g., the difference between parallelogram and rhombus. Sufficient exercises should be allocated to strengthen the application of CS & CR. For e.g., mathematics problem solving. Secondary reinforcement should be used to sustain CR to avoid extinction. For instance, use new but similar stimulus to motivate students for their subsequent learning activities. Restore students memory by allowing sufficient resting time until all existing interference in learning has been removed.
Abbreviations: CS=conditioned stimulus; CR = conditioned response UCS = unconditioned stimulus; UCR = unconditioned response;
(source: Mok Soon Sang \An Education Course for K.P.L.I. THEME 2)
Conditioning process : All types of behavior can be learned. Suitable stimulus : Positive behavior can be taught.
In order to master the skill of solving problems, pupils ought to relate the relationship between all responses systematically.
In order to consolidate what has been learned in the memory, more exercises should be carried out after learning. During teaching process, teacher should use suitable stimulus to motivate pupils in learning & avoid using stimulus which will produce negative effect. Environment is vital to enhance the development of students potential. A positive environment which is rich in teaching aids and care from parents helps students to form a balance personality in sense of physical, mental, intellectual & emotion.
REINFORCEMENT (Behavior Increases) + Reinforcement Something is added to increase desired behavior Ex: Smile and compliment student on good performance - Reinforcement Something is removed to increase desired behavior Ex: Give a free homework pass for turning in all assignments
PUNISHMENT (Behavior Decreases) + Punishment Something is added to decrease undesired behavior Ex: Give student detention for failing to follow class rules - Punishment Something is removed to decrease undesired behavior Ex: Make student miss their time in recess for not following the class rules
in education
(source: Mok Soon Sang \An Education Course for K.P.L.I. THEME 2)
"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up and I'll guarantee to take any one at random and train him to become any type of specialist I might selectdoctor lawyer, merchant-chief, and yes, even beggar man and thief, regardless of his talents,penchants, tendencies, abilities, vocations, and race of his ancestors." (1930)
A learned behavior is a series of movements and it takes time for the movements to develop into an act.
A combination of stimuli which has accompanied a movement will on it recurrence tend to be followed by the movement.
Movement are small stimulus-response combination and these movement make up an act.
Stimuli which are acting at the time of a response become conditioners of that response. Movementproduced stimuli have become conditioners of the succession of movements.
Some behaviors involves repetition of movements and whats learned are movements, not behaviors
Each movement produces stimuli & that stimuli then become conditioned.
Some behavior involves the repetition of movements, so that conditioning can occur long after the original stimulus.
Recency Principle: what was done last in the presence of a set of stimuli will be that to be done when the stimulus combination occurs again
Guthrie believed that recency principle plays an integral role in learning process. It is the time relation between the substitute stimulus & the response that count.
The strength of stimulus-response (SR) is greater when the association is novel; when two S-Rs present with the same cue, the more recent will prevail.
(reference: you may look for\Law of contiguity all learning is a function of one basic principle.htm )
Guthrie: Forgetting is because the stimuli become associated with new responses.
due to interference
Excitement
facilitates learning, breaks up the old habit and also stereotyping of a habit due to the conflict.
Methods
One-trial Learning: A stimulus patter gains its full associative strength on the occasion of its first pairing with a response.
His reason was that reinforcement occurs after stimulus-response has taken part. He believed that learning is the process of establishing new stimuli as cues for some specified response.
Guthrie: Reinforcement is anything that alters the stimulus situation for the learner.
The effectiveness of punishment is determined by what it causes the punished organism to do. Punishment works, not because of the pain experienced by the individual, but because it changes the way the individual responds to the certain stimuli. Punishment succeeds in changing the undesired habit because it elicits behavior incompatible with the punishment behavior; punishment is effective only when it results in a new response to certain stimuli; punishment fails because the behavior caused by the punishment is not incompatible with the punished behavior.
All that is required is success in one of the following: 1. Problem solving gain the feeling of elation after solving a problem 2. Task-oriented (helpful) behavior doing something that would prove to be useful, such as studying for an exam. 3. Defense-oriented behavior activities that stop you getting into trouble or physical danger
Horton set up the trials by using a glass-paneled box that allowed them to photograph the cats movement.
Guthrie did a collaborative study with George Horton on the stereotyped behavior of cats in the puzzle box.
The box was constructed so that the cat could open the door by touching a post.
1st min
2nd min
3rd min
4th min
5th min
6th min
7th min
8th min
9th min
10th min
11th min
12th min
13th min
14th min
15th min
16th min
It took about 15 minutes for the cat to touch the post The 2nd time, the cat had the tendency to duplicate its 1st behavior.
The cat repeated the same sequence of movements associated with their previous escape from the box. This is an example of stereotyped behavior. Guthrie states that numerous trials are not duplications, but learning to respond to similar stimulus complexes.
Only after we form several associations can the behavioral criterion of learning be achieved.
Guthrie: We learn only what we ourselves do. Therefore, he used the contiguity theory while teaching at the University of Washington. The responses we wish to cue to various stimuli must be made by the individual himself in the presence of those stimuli.
He extended his philosophy when emphasizing that circumstances must be changed for further learning.
He thought that teachers often limit their involvement in the classroom in order to further student learning. By doing this, they allow the student to made the desired responses without stimuli from the teacher.
He had a large interest in the evaluation of teaching ability and he stressed that the circumstances under which he wishes the desired response should be approximated as closely as possible by the present circumstances. Applying Guthries idea, a student who chews gum while studying will associated the flavor of gum with material. If the student chews the same flavored gum in an exam, then the associated facts should be more easily to be remember.
Guthrie believed that the CS (gum) needs only to be paired with the CR (facts to be remembered ), the UCS is not need (in fact, there is not an UCS that leads to an UCR of recalling facts). Only one trial was necessary to form an association.