Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Educational psychology wikipedia , lookup
Behavior analysis of child development wikipedia , lookup
Verbal Behavior wikipedia , lookup
Behaviorism wikipedia , lookup
Learning theory (education) wikipedia , lookup
Psychophysics wikipedia , lookup
Psychological behaviorism wikipedia , lookup
Eyeblink conditioning wikipedia , lookup
CHAPTER VI LEARNING Creative Minds have always been known to survive any kind of bad training. - Anna Freud – LEARNING a relatively permanent change in behavior that results from practice mental activity by mean of which knowledge and skill, habits and attitudes, and ideals are acquired, retained, and utilized, resulting in the progressive adaptation and modification of conduct and behavior a lifelong process; universal and an important occupation of man the capacity to learn is the most significant native endowment of man, for it is the primary characteristic of his rational nature Types of Learning: 1. Rational Learning “mental assimilation of any object, fact, principle, or law within the natural or supernatural order” involves the process of abstraction (forming concepts); process of judgment, and process of reasoning KNOWLEDGE - outcome sought/product of rational learning 2, Motor Leaning outcome sought is SKILL adaptation of movement to stimuli resulting in speed and precision of performance; coordination of movements 3. Associational Learning outcome sought is THE ACQUISITION AND RETENTION OF FACTS AND INFORMATION involves the development of associative patterns by which ideas and experiences are retained, recalled, and recognized through the process of linking together or establishing relationships between and among these ideas and experiences so that one will serve as the stimulus for the revival and recall of the other or others previously experienced 4. Appreciational Learning outcome sought is APPRECIATION OR AESTHETIC IMPROVEMENT Appreciation: involves both intellectual and emotional elements, is a sensitive awareness to an perception of the importance or utility of information in its relation to other fields and in the development of attitudes and tastes Involves the process of acquiring attitudes, ideals, satisfactions, judgment, and knowledge concerning values as well as the recognition of worth and importance which the learner gains from participating in learning activities CLASSICAL CONDITIONING started by Ivan Pavlov, a Russian physiologist Pavlov’s Experiments a process by which an individual learns that one stimulus follows another Basic Variables: a. Unconditioned Stimulus (UCS) - any stimulus that elicits an unconditioned response b. Unconditioned Response (UR) – a response that “naturally” occurs without undergoing previous training c. Conditioned Stimulus (CS) – any stimulus that originally did not elicit a conditioned response d. Conditioned Response – response produced after training if a conditioned stimulus (CS) consistently precedes an unconditioned stimulus (UCS), the CS comes to serve as a signal for the UCS and will elicit a conditioned response (CR) that often resembles the unconditioned response (UCR) Diagram of Classical Conditioning BEFORE CONDITIONING CS (light) --------------------- No response or irrelevant response UCS (food) ------------------- UCR (salivation) AFTER CONDITIONING CS (light) --------------------- UCS (salivation) Critical Periods: a. ACQUISITION – trails during which the subject is learning the association between the two stimuli b. TRIAL – stage wherein there is a paired presentation of the conditioned stimulus (CS) and the unconditioned stimulus (UCS) Extinction – occurs when the response will gradually diminish; occurs when association is not reinforced Generalization - accounts in part for an individual’s ability to react to novel stimuli that are similar to familiar ones Discrimination – brought about through selective reinforcement and extinction OPERANT CONDITIONING responses are learned because the operate on, or affect the environment deals with situations in which the response operates on the environment rather than being elicited by an unconditioned stimulus Edward Thorndike learning has two components, impressions (stimulus) and impulses to action (responses) learning involve the establishment of S-R connections “cat-in-a-cage” experiment Thorndike’s Theories 1. Law of Effect - states that the association between a stimulus and a response is strengthened when a “satisfier” or reward follows the response, and is weakened when an “annoyer” follows it; - the strengthening or weakening of the bond is dependent on what follows the response 2. Law of Readiness - Readiness: when the S-R connections are ready to conduct, the learner is ready to learn; where this conduction is not possible because the conduction units are not ready, the learner is not ready to learn - States that when a connection between a situation and a response is ready to function, for it to do so is satisfying - The purpose of this law seems to be to account for the motivational aspects of learning - Learning depends on the individual’s willingness to learn 3. Law of Exercise - S-R connections are strengthened when these are used and are weakened when they are not utilized. - Learning occurs then occurs with constant practice - However, correct practice or exercise in itself does not result in learning (example: practice or exercise without knowing the reasons for practicing or exercising does not improve learning) 4. Trial-and-error - is present in all learning activities - in the trials, the learner generally acquires certain response while eliminating others - rewarded responses are acquired and “kept” while those that are punished are eliminated B.F. Skinner revised some principles of operant conditioning that were originally proposed by Thorndike his method of studying operant conditioning is simpler than Thorndike’s popularized the “SKINNER BOX” Skinner’s Experiment typically a rat or pigeon learns to make a simple response, such as pressing lever, to obtain reinforcement Shaping: is a training procedure used when the desired response is novel; it involves reinforcing only those variations in response that deviate in the direction desired by the experimenter APPLICATIONS OF SKINNER’S EXPERIMENTS 1. Conditioned Reinforcement wherein a stimulus associated with a reinforcer acquires its own reinforcing properties usually for applicable to secondary reinforcers two types of reinforcers: a. Primary Reinforcers – those which cater to basic needs b. Secondary Reinforcers – do not cater to basic needs but are considered also as rewards 2. Generalization and Discrimination can be brought under the control of a discriminative stimulus 3. Schedules of Reinforcement – Once a behavior is established, it can be maintained when reinforced only part of the time 1. RATIO SCHEDULE – reinforcement depends on the number of responses the organism makes a. Fixed Ratio Schedule – the number of responses that has to be made is fixed at a particular value b. Variable Ratio Schedule – one still gets reinforced only after making a certain number of responses but that number varies unpredictably 2. INTERVAL SCHEDULES – reinforcement is available only after a certain time interval has elapsed a. Fixed Interval – the organism is reinforced for it first response after a certain amount of time has passed since its last reinforcement; responses made during the time interval has no consequence b. Variable Interval – reinforcement still depends on a certain interval having elapsed, but the interval’s duration varies unpredictably AVERSIVE CONDITIONING deals with situations wherein conditioning uses negative reinforcers are used (i.e. shock) Types of Aversive Conditioning 1. PUNISHMENT response is followed by an aversive stimulus or event, which results in the response being weakened or suppressed on subsequent occasions 2. ESCAPE organisms learn to make a response to terminate an ongoing aversive event usually precedes avoidance learning 3. AVOIDANCE organisms learn to make a response to prevent an aversive event from even starting SOCIAL LEARNING special type of operant conditioning assumes that personality differences result from variations in learning experiences responses may be learned through observation, without reinforcement, but reinforcement is important in determining whether the learned responses will be performed a person’s behavior depends on the specific characteristics of the situation in interaction with the individual’s appraisal of the situation and reinforcement history; people’s behavior behave consistently only insofar as the situations they encounter and the roles they are expected to play remain relatively stable Reference: Atkinson, Rita L. et.al. Hilgard’s Introduction to Psychology, 13th edition. Philippines: Thomson Learning, Incorporated. 2000. Gaerlan, Josefina. et.al. General Psychology, 5th edition. Philippines: Ken, Incorporated. 2000.