The document discusses different theories of learning including connectionism, classical conditioning, operant conditioning, observational learning, and insight learning. It provides details on key concepts for each theory, such as stimuli and responses in classical conditioning, reinforcement and schedules of reinforcement in operant conditioning, and processes like attention and motivation in observational learning. The theories of learning aim to explain how learning occurs through mechanisms like forming associations, conditioning responses to stimuli, reinforcing behaviors, and observing others.
The document discusses different theories of learning including connectionism, classical conditioning, operant conditioning, observational learning, and insight learning. It provides details on key concepts for each theory, such as stimuli and responses in classical conditioning, reinforcement and schedules of reinforcement in operant conditioning, and processes like attention and motivation in observational learning. The theories of learning aim to explain how learning occurs through mechanisms like forming associations, conditioning responses to stimuli, reinforcing behaviors, and observing others.
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A psychology powerpoint topic about learning and thinking
The document discusses different theories of learning including connectionism, classical conditioning, operant conditioning, observational learning, and insight learning. It provides details on key concepts for each theory, such as stimuli and responses in classical conditioning, reinforcement and schedules of reinforcement in operant conditioning, and processes like attention and motivation in observational learning. The theories of learning aim to explain how learning occurs through mechanisms like forming associations, conditioning responses to stimuli, reinforcing behaviors, and observing others.
The document discusses different theories of learning including connectionism, classical conditioning, operant conditioning, observational learning, and insight learning. It provides details on key concepts for each theory, such as stimuli and responses in classical conditioning, reinforcement and schedules of reinforcement in operant conditioning, and processes like attention and motivation in observational learning. The theories of learning aim to explain how learning occurs through mechanisms like forming associations, conditioning responses to stimuli, reinforcing behaviors, and observing others.
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PART I: LEARNING
The Nature and Importance
of Learning Learning refers to the relatively permanent change in behavior that occurs as a result of practice, experience or training.
Correct responses and proper or appropriate behaviors are the result of effective and good training or learning. On the other hand, incorrect responses and misbehaviors are products of bad training or learning. Three Essential Elements of Learning A. Learning is a change in behavior, for better or for worse.
B. It is a change that occurs through practice or experience; changes in behavior due to maturation, sickness, accidents, fatigue, drug intake are not learning.
C. The change in behavior must be relatively permanent, that is, it must last for a considerable amount of time. Educational Psychology Educational Psychology branch of psychology which is concerned with the application of psychological knowledge, principles, and processes to the study of development, learning, motivation, instruction and other related issues that occur in the educational setting.
The immediate focus of educational psychology is to solve students learning difficulties. Transfer of learning the application of whatever knowledge, theories, principles or laws an individual has learned.
Educational psychologists are very much interested in studying learning for they believe that learning is the key to the betterment of the lives of people.
Well-educated individuals are in a better position to solve problems of everyday living in a scientific manner. Theories of Learning Psychology has proposed a number of theories which attempt to explain why and how people learn:
1. Connectionism 2. Classical Conditioning or Respondent Conditioning 3. Operant Conditioning 4. Observational or Social Learning 5. Insight Learning 6. Cognitive Learning I. Connectionism Proposed by Edward Lee Thorndike Claims that all learning is explained by selection and connections or bonds formed between stimuli and responses. It is the process through which associations take place through trial and error. Applied through the laws of learning: (1) law of readiness, (2) law of exercise and (3) law of effect. A. Law of Readiness Learning occurs when the learner is physiologically and psychologically prepared. Examples: A five-year old kid cannot be expected to compete in a 15-kilometer run because he is not yet mature for the task. A student who keeps on thinking on how to pass his/her algebra subject cannot be expected to give full concentration to his/her psychology class.
B. Law of Exercise Mastery learning can take place through repetitions and rehearsals. Review is important to easily learn new concepts, principles and rules. Practice makes perfect. Examples: A student who answers the activity questions after each chapter will most likely remember important information and get higher grades. A taekwondo subordinate might be able to beat his/her master if he/she would continuously practice his/her skills. C. Law of Effect Learning easily takes place if the consequence of a certain response is favorable and satisfying. Examples: A child who was given a reward for returning the wallet of a stranger would feel good about him/herself and would maintain honesty. A student who gave the correct answer during recitation and was commended by the teacher (e.g. saying Very Good! or Thats correct!) would most likely recite again and would study harder.
II. Classical Conditioning Proposed by Ivan Petrovich Pavlov Also known as Respondent Conditioning A neutral stimulus gradually gains the ability to a elicit a response because of its pairing with the unconditioned stimulus. There are four variables used in classical conditioning: Unconditioned Stimulus a natural stimulus which automatically elicits a response.
Unconditioned Response the automatic response to the unconditioned stimulus.
Conditioned Stimulus a neutral stimulus which at first cannot elicit response but after pairing with the unconditioned stimulus is able to elicit conditioned response.
Conditioned response the learned response to the conditioned stimulus. Concepts used in classical conditioning: Stimulus generalization refers to giving similar response to stimuli that resemble the original stimulus.
Stimulus discrimination refers to giving different responses to different stimuli.
Extinction the disappearance of learned response or simply known as unlearning.
Spontaneous Recovery return of the conditioned response or simply known as relearning which occurs after extinction. III. Operant Conditioning Proposed by Burrhus Frederic Skinner. Puts emphasis on the consequences or outcome of behavior. There is a need for a performance of task before reinforcement is given. Also known as Instrumental Learning because the task becomes an instrument or tool to receive reinforcement. Reinforcement a stimulus that tends to maintain or increase the strength of a response. In simpler terms, it is a form of reward that is given to increase the probability that a certain behavior or response will be repeated.
Repetition of behavior or response is an indication that learning has taken place.
Rules in giving reinforcements: 1. It should be given immediately, without delay to avoid reinforcing incorrect responses. 2. It must be contingent upon behavior. Types of reinforcement according to presentation: Positive reinforcement a stimulus, which when presented, increases the chance that the response will be repeated. Example: The professor gave plus points to students who got a perfect score in the quiz.
Negative reinforcement a stimulus that has to be terminated or withdrawn to increase the likelihood that the response will be repeated. Example: The professor exempted the students who got an excellent grade in quizzes and other requirements from taking the major exam. Types of reinforcement according to hierarchy:
Primary reinforcer a stimulus that is naturally rewarding. Example: Food satisfies hunger. Sleep relieves us of stress.
Secondary reinforcer a stimulus that becomes rewarding because of its association to a primary reinforcer. Example: Casino token or chips can be exchanged for money. With money, you can buy food.
Schedules of reinforcement can be either continuous or intermittent: Continuous reinforcement is given after every response. Intermittent reinforcement is given in an irregular or alternating pattern; can be classified as interval or ratio. Interval reinforcement a scheduled reinforcement that takes place at definite established time intervals. Ratio reinforcement a scheduled reinforcement which occurs after a certain number of responses. Four Classes of Schedules of Reinforcement
1. Fixed Ratio a schedule anchored on a specific number of responses. Example: Car salesmen get additional 5% commission when they are able to sell 10 cars.
2. Variable Ratio a schedule in which the number of responses varies from one reinforcement to the next. Example: It is unpredictable when you can hit the jackpot prize in a slot machine in a casino. 3. Fixed Interval a schedule in which a response leads to reinforcement only after a specific length of time. Examples: Students' visits to the university library show a decided increase in rate as the time of final examinations approaches; Salaries are given every 15 th and 30 th of the month.
4. Variable Interval a schedule in which the time between reinforcement varies. Examples: Checking your email, fishing, pressing of redial button when the other line is busy. Operant Conditioning Concepts Extinction unlearning in which the learned response would disappear if not reinforced.
Shaping behavior involves the gradual or the step- by-step procedure in pursuing a target behavior or the desired response.
Behavior modification eliciting change in an existing behavior through reinforcements. IV. Observational or Social Learning Proposed by Albert Bandura Focuses on how humans learn through observation A form of learning that develops through watching others it does not require the observer to perform any observable behavior or receive a reinforcement. Learning may take place but may not be immediately demonstrated in performance.
Four Processes involved in Observational Learning: Attention the observer should focus attention to what distinctive features of the model he/she wants to imitate. Retention The observer should remember the observed behavior of the model. Motor reproduction The observer is able to perform the task of imitating the model. Motivation If the result of imitating the model is pleasurable, such pleasant feeling serves as motivation itself to continue imitating the model. V. Insight Learning Insight the sudden realization of the solution to a problem; restructuring of the world by recognizing relationships of various elements in a situation.
Aha Experience human beings who solve a problem insightfully usually experience a good feeling; we utter the word aha as we suddenly see the answer to a problem. Three Characteristics of Insight Learning: The solutions comes suddenly. The reality is organized into a new pattern. The solution can be generalized easily to similar problems.
Not everyone can easily develop insight. Intelligence and experiences are factors that contribute to the development of insight.
Can You Solve This Problem? You have 5 pieces of chain. Each piece has links as shown in the drawing. You wish to have them welded together to form a single chain.
The blacksmith tells you that he charges $5 to cut a link and $10 for welding it together.
Fine, you say. The whole job will cost $60.
No, says the honest blacksmith. I can do the job for only $45.
How can the blacksmith maintain his prices and still do the job for $45? VI. Cognitive Learning Form of learning which is concerned with the mental processes involved in learning. Focuses on how information is obtained, processed and organized. Examples: latent learning and learned helplessness. Latent learning a.k.a. hidden learning is said to occur but is not shown in the behavior until a later time, when conditions for its emergence are favorable. Edward Tolman performed an experiment involving latent learning. Learned helplessness a condition in which due to repeated failures in attempting to control a situation, the individual gives up, becomes helpless as he/she becomes convinced that situation is uncontrollable no matter how hard we tries.
Martin Seligman believes that learned helplessness is a major cause of depression. He believes that people who become unable to control the events in their lives learn to respond in any or all of the following ways: They lose their motivation and therefore stop trying. They experience lower self-esteem. They feel depressed. Thinking and Language Thinking and language are interrelated because we use words as symbols in our thinking process. We also use images as symbols.
Concept a symbolic representation of common and general feature of objects and events. Its functions are to group things into categories and identify things without learning. Types of Thinking A. Problem Solving Problem an unresolved conflict or the non- satisfaction of need or the inability to achieve a certain goal.
Whenever we look for a solution to a problem, we refer to the information stored in our memory and follow rules that gives us an idea to whether we can solve it or not: Algorithms Heuristics Algorithm a set of rules, if observed correctly, will lead to the solution of a problem.
Heuristics shortcuts or general strategies in solving problems. These permit us to make quick decisions but when misused, it could lead to unwise or bad decisions. Functional Fixedness inability to see an object as having different function from its usual one or simply the inability to think outside the box.
To solve certain problems, it pays to be open- minded and innovative. Scientific Procedures in Problem-Solving:
1. Preparation the thinker identifies the problem and gathers data necessary for the solution.
2. Incubation the solver, realizing that the problems cannot be solved immediately, keeps the problem at the freezing stage.
3. Illumination occurs with its aha insight experience. There is a sudden flash of solution to the problem. 4. Evaluation the application of the solution to the problem.
5. Revision if the solution does not fit the problem, meaning the conflict remains unresolved, there is a need to think of another possible solution or there could be a need only for certain modification or change in one aspect of the solution. B. Creative Thinking It is a combination of flexibility in thinking and reorganization in understanding to produce innovative ideas and solutions (James Greeno, 1989). Divergent thinking the emergence of a variety of thoughts about a problem; equivalent to creative thinking.
Convergent thinking opposite of divergent thinking; concerned with a particular solution to a problem and the solution may be have been already tried in the past.
One approach to encourage creativity is brainstorming which involves attempting to solve a particular problem by observing the four basic rules: a. Do not criticize the suggestions of other people. b. Generate as many ideas as possible. c. Attempt to be original. d. Build on others suggestions. Characteristics of Creative People 1. They are sensible people; when you listen to them you learn a lot from them. 2. They accept the challenge of solving difficult or complex problems. 3. They go for objectivity to test creative ideas. 4. They are not afraid to take risks or live in a new and uncertain world. 5. They are flexible to adjust to an ever-changing society. 6. They do not resist change, if the change is for the better. 7. They are happy individuals because they solve many problems more easily.
Psycholinguistics Noam Chomsky a linguistics professor who claimed that all humans have an innate capacity to acquire language as a product of biological factor or inheritance; considered as a psycholinguist.
Language Acquisition Device (LAD) refers to our innate knowledge of language. Linguistics study of rules of any language and it postulates that the rules of language are part of our knowledge.
Psycholinguistics - study of the psychological and neurobiological factors that enable humans to acquire, use, comprehend and produce language.
Children have the inborn competence for language acquisition. No one has to tell children how to talk. Children do their talking without consciously knowing how they do so. Pragmatics Pragmatics refers to speaking or writing in such a way as to have an effect on others.
Factors affecting the way we use language: Context in which we are speaking Status of the person or identity of the speaker Conversational rules Intention of the speaker