Download Conditioning - Materi Kuliah

Kuliah IV
LEARNING AND MEMORY
LEARNING
LEARNING
 Stimulus
 Senses  Orienting Reflex

Orienting Reflex (Reflex Orientasi/penyesuaian):

Looking, listening, touching, sniffing, to find out about the
new stimulus.

Habituated (Pembiasaan):

Through repeated encounter of the same stimuluus, the
unfamiliar becomes familiar and common.
Definition of Learning

Definition : Any relatively permanent
change in behavior as a result of practice
or experience :
1.
Learning is a change in behavior (positive or negative
or neutral)
2.
Change through practice or experience, not due to
growth or maturation.
3.
Change is relatively permanent  must last a fairly
long time.
CONDITIONING
Conditioning :


Simplest, most basic learning
Acquire specific patterns of behavior
Classical Conditioning :  Ivan Pavlov
Classical Conditioning:
Jenis proses belajar dimana dipelajari mentransfer
respons terhadap satu stimulus ke lain stimulus.
Istilah-Istilah dalam Classical Conditioning

Unconditioned Stimulus (US)
Stimulus yang menyebabkan suatu respons yang khas
(makanan anjing)

Unconditioned Response (UR)
Respons yang terjadi terhadap suatu unconditioned
stimulus (liur)

Conditioned Stimulus (CS)
Stimulus yang awalnya netral, dikaitkan dengan US dan
akhirnya menghasilkan respons sendiri (bunyi bel)

Conditioned Response (CR)
Respons yang dipelajari dan dihasilkan melalui classical
conditioning (liur/lapar pada saat bunyi bel)
A paradigm of the classical conditioning processs
CS
No
response
(Bell)
But
US
UR
(Food)
(Salivation)
During conditioning
CS
(Bell)
Followed
by
After conditioning
CS
(Bell)
CR
(Salivation)
US
UR
(Food)
(Salivation)
Classical Conditioning

Contoh lain :
US : tikus putih
US : tidak takut
CS : bunyi keras menyertai US
CR : takut
Relearning :
US : tikus putih
CS : kehadiran permen
UR : menyenangkan
CR : senang dengan permen
CR : tidak takut dengan tikus putih
INSTRUMENTAL/OPERANT CONDITIONING


1.
2.
Instrumental learning :
The process of learning in which if the condition of
change (instrument) is a reward, the behavior will be
more likely to occur again in the future, and if the
condition of change (instrument) is a punishment, the
behavior will be more likely to decrease in the future.
Instrumental Learning:
Positive Reinforcement : Reward
Negative Reinforcement : Punishment
Example of reinforcement in everyday life
Continuous reinforcement
(reinforcement every time the
response is made)
•
Fixed-ratio reinforcement
(reinforcement after a fixed
number of response)
•
Variable-ratio schedule
(reinforcement after a varying
number of response)
•
•
•
•
•
•
Fixed-intervall reinforcement
(reinforcement of first response
after a fixed amount of time has
passed)
•
Variable-interval reinforcement
(reinforcement of first response
after varying amounts of time)
•
•
•
•
Using a token to ride the subway.
Putting a dime in the parking meter.
Putting coins in a vending machine to get candy or soda
Being paid on a piecework basis – in the garment industry workers may be paid so much per
100 dresses sewn.
Taking a multi-item test. This is an example of negative reinforcement – as soon as you finish
those items on the test, you can leave!
Playing a slot machine – the machine is programmed to pay off after a certain number of
responses have been made, but that number keeps changing. This type a schedule creates a
steady rate of responding, because players know if the play long enough, they will win.
Hunting – you probably won’t hit something every time you fire, but it’s not the amount of time
that passes, but the number of times you shoot that will determine how much game you are
able to catch. And the number of times you shoot will no doubt vary – you won’t hit something
every time.
Sales commissions – you have to talk to many customers before you make a sale, and you
never know whether the next one will buy. Again, the number of sales calls you make, not
how much time passes, will determine when you are reinforced by a sale. And the number of
sales calls will vary.
You have an exam coming up, and as time goes by and you haven’t studied, you have to
make up for it all by a certain time, and means cramming.
Picking up a salary check, which occurs every week or every two weeks.
Surprise quizzes in a course cause a steady rate of studying because you never know they’ll
occur, and so you have to be prepared all the time.
Dialing a friend on the phone and getting a busy signal. This means that you have to keep
dialing every few minutes because you don’t know when your friend will hang up.
Reinforcement doesn't depend on how many times you dial; it depends on dialing after the
other person has hang up.
Watching a football game, waiting for a touchdown. It could happen anytime – if you leave the
room to fix a sandwich, you may miss it, so you have to keep watching continuously.
Cognitive Learning

Change in behavior by the way information is
processed in the mind as a result of past
experience, where significance and associations
are made, and stored in memory for future use.

Cognitive Learning :
1.
Latent Learning : learning that is not demonstrated
until there is favorable conditions or incentive. (info
yang dipelajari disimpan dulu sampai ada keadaan
yang memerlukan di pakai)
2.
Observational Learning : Learning that results simply
from observing other people’s behavior or experience.
MEMORY
The sequence of information processing in memory Raw information flows
from the senses into the sensory registers, where it is either further processed or lost.
Information chosen for further processing enters short-term memory, from which it is either
forgotten or transferred into long-term memory.
External
stimulus
Sensory
register
Initial processing
Rehearsal
and
coding
Retrieval
Long-term memory
Short-term memory
Repetition
Forgetting
through
decay
Forgetting
through
interference
or decay
Retroactive interference
Experimental
Group
Learn list of
rivers
Learn list of
mountains
Recall list of
rivers
Control
Group
Learn list of
rivers
engage in unrelated
activity
Proactive interference
Experimental
Group
Learn list of
rivers
Learn list of
mountains
Recall list of
mountains
Control
Group
engage in unrelated
activity
Step 1
Learn list of
mountains
Step 2
Step 3
Assignment
 Give
an example of a learning process in
school, and describe the type of learning
process.
 Give an example of a learning process at
home, and describe the type of learning
process.
 When you study for a test, how do you put
the information into your memory?