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LEARNING

What is Learning?

 How do we learn?
 Do we learn the same way?
 Can we learn anything?
 Is there one right way to learn?
What is Learning?
factors that form the definition of learning
 learning is inferred from a change in
behavior/performance;
 Learning results in an inferred change in memory;
 Learning is the result of experience; and
 Learning is relatively permanent change in behavior or
knowledge
HOW LEARNING TAKES PLACE?
Learning Theories
1. CLASSICAL CONDITIONING
2. INSTRUMENTAL CONDITIONG
3. INSIGHT LEARNING
4. OBERVATIONAL LEARNING
HOW LEARNING TAKES PLACE THROUGH CLASSICAL
CONDITIONING?

1. CLASSICAL CONDITIONING
 Proponent: Ivan Pavlov, a Russian physiologist and Nobel
Prize winner because of his research on the digestive
system of dogs.
 Was the first to conduct systematic studies on
conditional responses
How his experiment started?
-He noticed a strange phenomenon
-His dogs sometimes drooled, when no food was presented
For instances, they salivated when they saw the
assistant/attendant who normally brought their food, even
if empty-handed.
-He devised a simple experiment to determine why
salivation occurred
Three phases of the experiment of Pavlov
PHASE 1. PHASE 2. PHASE 3.
Pavlov and his associates conformed •The tone was sounded and •The tone was sounded but
that when meat powder was placed
in the dog’s mouth, the dog then the meat powder was no meat powder was
automatically salivated. They also repeated several times. presented but the dog still
confirmed that the dog did not
automatically salivate in response to (Pairing)
musical tone. The researchers had salivated.
now established the two basic • the tone always preceded
components of Pavlov’s experiment: the arrival of the meat • This time, the tone alone
(1) a quick response called a was now enough to trigger
reflex; powder
(2) a neutral stimulus that salivation
does not trigger that reflex •But had the dog learned
that relationship?
 Pavlov’s experiment demonstrated what we now call
CLASSICAL CONDITIONING
 CLASSICAL CONDIITONING is a procedure in which a stimulus
that triggers a reflexive response until the neutral stimulus alone
comes to trigger a similar response
HOW LEARNING TAKES PLACE THROUGH CLASSICAL CONDITIONING?
The specific model for classical conditioning:
1. Unconditioned Stimulus (UCS) – a stimulus that triggers a response without conditioning
 UCS elicits UCR… Note: reflexive responses occur but learning has not taken place yet
2. Unconditioned Response (UCR) – the automatic, unlearned, reflexive reaction to a stimulus
3. Neutral Stimulus (NS) ---> does not elicit the response of interest
 this is a neutral stimulus since it does not elicit the Unconditioned (or reflexive) Response.
The Neutral/Orienting Stimulus (NS) is repeatedly paired with the Unconditioned Stimulus (US).
5. The NS is transformed into a Conditioned Stimulus (CS); that is, when the CS is presented by
itself, it elicits or causes the response but this time the responses is now called CR (which is the
same involuntary response as the UR
 the name changes because it is elicited by a different stimulus. This is written CS elicits > CR
6. Conditioned Responses (CR) – the response triggered by the conditioned stimulus (CS)
 Extinction
-The gradual disappearance of a conditioned response
 Reconditioning
-The relearning of a conditioned response following extinction
 Spontaneous Recovery
- The temporary reappearance of a conditioned response after extinction
 Stimulus Generalization
-A process in which a conditioned response is triggered by stimuli similar to the
original conditioned stimulus
 Stimulus Discrimination
- A process through which people learn to differentiate among similar stimuli
and respond appropriately to each one.
HUMAN APPLICATION OF CLASSICAL CONDITIONING?
HOW LEARNING TAKES PLACE THROUGH INSTRUMENTAL
CONDITIONING?

2.INSTRUMENTAL CONDITIONING
 Involves a selection from many responses of the one
that habitually will be given in stimulus situation.
 It allows the learning to discover his behavior affects
the environmental and vice versa
 Proponents: Edward Lee Thorndike and B.F. Skinner
Edward Lee Thorndike

To Edward Thorndike, learning is the result of associations forming between stimuli and responses.
Such associations or “habits” become strengthened or weakened by the nature and frequency of the
S-R pairings.
The paradigm for S-R theory was trial and error learning in which certain responses come to
dominate others due to rewards. The hallmark of connectionism (like all behavioral theory) was that
learning could be adequately explained without referring to any unobservable internal states.
Principles
1. Learning requires both practice and rewards
2. A series of S-R connections can be chained together if they belong to the same action sequence
Transfer of learning occurs because of previously encountered situations.
3. Intelligence is a function of the number of connections learned.
HOW LEARNING TAKES PLACE THROUGH INSTRUMENTAL
CONDITIONING?

2.INSTRUMENTAL CONDITIONING
 Edward Lee Thorndike
Experiment:
Imagine that you are sitting with Thorndike as he conducts these
pioneering experiments.
A cat has been placed in a "puzzle-box." The door of the box is held fast by a
simple latch. Just outside the cage is a piece of salmon on a dish.
HOW LEARNING TAKES PLACE THROUGH INSTRUMENTAL
CONDITIONING?
HOW LEARNING TAKES PLACE THROUGH INSTRUMENTAL
CONDITIONING?
HOW LEARNING TAKES PLACE THROUGH INSTRUMENTAL
CONDITIONING?

2.OPERANT CONDITIONING
 B. F Skinner
 Operant conditioning involves changing voluntary behaviors. A behavior response is
followed by either reinforcement or punishment. Reinforcement following a behavior
will cause the behavior to increase, but if behavior is followed by punishment the
behavior will decrease.
 Operant Conditioning – a process in which responses are learned on the basis of their
rewarding or punishing consequences
HOW LEARNING TAKES PLACE THROUGH OPERANT CONDITIONING?

BASIC TERMS OF OPERANT CONDITIONING


 Operant – a response that has some effect on the world
 Reinforcer – a stimulus event that increases the probability that the response
immediately preceding it will occur again.
Reinforcement – the process through which a particular response is made more likely to
recur.
Punishment – the presentation of an aversive stimulus or the removal of a pleasant
one following some behavior
“Respondent Conditioning” since in this type of learning,
one is responding to an environmental antecedent
HOW LEARNING TAKES PLACE THROUGH INSTRUMENTAL
CONDITIONING?

OPERANT CONDITIONING
 There are two types of reinforcement.
Positive Reinforcement - refers to the addition of something positive. Examples of this would be
offering praise or a treat when a desired behavior is displayed
Negative Reinforcement - occurs when something undesirable stimulus is removed whenever a
behavior is displayed.
 There are two types of punishment:
Positive – adding a negative consequence after an undesired behaviors is emitted to
decrease future responses.
Negative Punishment - taking away a certain desired item after the undesired behavior
happens in order to decrease future responses
HOW LEARNING TAKES PLACE THROUGH INSTRUMENTAL
CONDITIONING?

OPERANT CONDITIONING
 There are two types of reinforcement.
Positive Reinforcement - refers to the addition of something positive. Examples of this would be
offering praise or a treat when a desired behavior is displayed
Negative Reinforcement - occurs when something undesirable stimulus is removed whenever a
behavior is displayed.
 There are two types of punishment:
Positive – adding a negative consequence after an undesired behaviors is emitted to
decrease future responses.
Negative Punishment - taking away a certain desired item after the undesired behavior
happens in order to decrease future responses
HOW LEARNING TAKES PLACE THROUGH INSIGHT LEARNING?

3. INSIGHT LEARNING
 is the discovery of relationship that lead to the solution of a problem
 Hilgard (1983) defined insight as “ the process of solving a problem
through perceiving the relationship essential to its solution
 Wolfgang Kohler , describe problem – solving by grasping relations,
especially if the solution is arrived at suddenly.
HOW LEARNING TAKES PLACE THROUGH OBSERVATIONAL
LEARNING?

4. OBSERVATIONAL LEARNING

 Learning that occurs as a function of seeing, retaining, and, in the case of


imitation learning, replicating novel behavior executed by other people.

 Albert Bandura first demonstrated observational learning in his now-famous


Bobo-doll experiment (1961). After seeing adults hit a doll, children were shown
to have learned the aggressive behavior
DISTINCTION
CLASSICAL - relies more on association between stimuli and responses
INSTRUMENTAL/OPERANT – voluntary behavior/responses, based on
reinforcement and punishment
INSIGHT - discovery of relationship that lead to the solution of a
problem
OBSERVATIONAL - social learning theory, occurs when an observer's
behavior changes after viewing the behavior of a model.
LAWS OF LEARNING (Wolfgang Kohler)

1. The Law of Readiness


• Related to maturation
• Example: Reading, Walking , Talking, Problem Solving
2. The Law of Exercise
• states that those things most often repeated are best remembered
• It is made up of two parts: the law of use and the law of disuse
• Example: Lyrics of the song, tune. lessons , mobile number, land line number
3. The Law of Effect
• Supplement the law of exercise
• learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is
weakened when associated with an unpleasant feeling
• Example: A child who was asked to join the singing competition and won would likely to join another
competition; swimming lesson/experiences, biking
OTHER LAWS OF LEARNING

4. The Law of Apperception


•this law refers to the application of past experiences in forming a new connection or
integrating the past experiences with the new situation.
• Example: Car accident
5. The Law of Regency
• states that things most recently learned are best remembered.
• Example: a telephone number dialed a few minutes ago

6. The Law of Primacy


• states that the first learned act will be better remembered than acts learned after.
• Example: Teaching wrong spelling, pronunciation to children
OTHER LAWS OF LEARNING

7. The Law of Intensity


• The more intense the material taught, the more likely it will be retained.
• A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring
experience
• Example:
• a student can get more understanding and appreciation of a movie by watching it than
by reading the script
• a student is likely to gain greater understanding of tasks by performing them rather
than merely reading about them.
8. The Law of Forgetting
• Forgetting is typically rapid during the time shortly after learning and less rapid during
subsequent periods

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