Learning

LEARNINGCHAPTER V

FERDINAND AGDOROMARY JANE PAULINE MAGNIFICO

IT’S MORE FUN IN LEARNING !

#HUGOTVIDEO

#HUGOTGAME

I choose yJUST CHOOSE YOUR CHOICE !

God Where do you learn more about your God?

A

B

Nation Among of the two women presidents of our

country, who do you admire most?

A

B

Internal Where do you learn about your personal life?

A

B

News Which of the two national news in our country that

brought a great impact to you as a student?

A

B

Role If you will be given the chance, who do you like most

to impersonate?A

B C

Asan ang Forever?

Sinong pagbibigyan mo ng chance upang ikaw ay i-pursue?

A BESTFRIEND

B EX-BF/GF C Long Time Crush

D Pantasya ng Bayan

Entertainment Which do you prefer to dance?

B

Entertainment Which do you prefer to dance?

A

C

MAHAL MO

LumaLovelife? Who do you prefer to be and grow old with you?

MAHAL KA

It is a relatively permanent change in behavior that occurs through

experience (Santrock, 2000)

Involves a relatively permanent influence on

behaviorThrough

experiences

LEARNING

EXPERIENCES LEARNING

RESPONDING to things that happen

ACTING and experiencing consequences for our

behavior

OBSERVING what others say and do

CLASSICAL CONDITIONING

OPERANT CONDITIONING

OBSERVATIONAL LEARNING

It is a relatively permanent change in behavior that occurs through experience

(Santrock, 2000)

LEARNING

I. CLASSICAL CONDITIONING

•responding

II. OPERANT CONDITIONING

• acting

III. OBSERVATIONAL

LEARNING• observing


VARIABLES: STIMULUS and RESPONSES

FEATURES

INTRODUCTION

• Discovered accidentally by IVAN PAVLOV

• It involves the link between two stimuli

• CLASSICAL CONDITIONING is a form of associative learning, which involves learning that two events are related or linked.

INTRODUCTION


CONDITIONED STIMULUS (CS) UNCONDITIONED

STIMULUS(US)

CONDITIONED STIMULUS (CS) UNCONDITIONED

STIMULUS(US)


UNCONDITIONED STIMULUS (US)

-produces a response without prior learning

CONDITIONED STIMULUS (CS)

-a previously neutral stimulus that eventually elicits the conditioned response after being associated with the US

UNCONDITIONED RESPONSE (UR)

-an unlearned response without prior learning

CONDITIONED RESPONSE (CR)

-the learned response to the CS that occur after CS-US pairing



FEATURES

INTRODUCTION

A. STIMULUS DISCRIMINATION

B. EXTINCTION

C. SPONTANEOUS RECOVERY

FEATURES

STIMULUS GENERALIZATION – the process by which the conditioned

response transfers to other stimuli that are similar to the

original stimuli. COUNTERCONDITIONING– a classical conditioning procedure for

weakening a CR by associating the fear-provoking stimulus with a new response incompatible with fear

- Has been used to eliminate fears


B. EXTINCTION



• a process of learning to respond to certain stimuli and not to respond to others.

Pavlov gave food to the dog only after ringing the bell and not after any other sounds.

B. EXTINCTION

• the weakening of the conditioned response in the absence of the unconditioned stimulus.

Ex: Rita has a fear of her seatmate Tom because he bullied her at the start of the school year but in the succeeding days, Rita experienced pleasant treatment from Tom, gradually, the anxiety or fear will be extinguished.


• the process which a conditioned response can recur after a time delay without further conditioning.

In the case of Rita, even though Tom is giving her pleasant treatment most of the time, she might have the tendency to fear Tom from time to time.



FEATURES

INTRODUCTION


B. EXTINCTION


IVAN PAVLOV

DONE

It is a relatively permanent change in behavior that occurs through experience (Santrock, 2000)

LEARNING


(responding) – IVAN PAVLOV

• VARIABLES• US UR• CS CR

• FEATURES• Stimulus Discrimination• Extinction

• Spontaneous Recovery


• acting

III. OBSERVATIONAL LEARNING

• observing


A. THORNDIKE’S OPERANT CONDITIONING

B. SKINNER’S OPERANT CONDTIONING

INTRODUCTION

• Pioneered by B. F SKINNER and E.L THORNDIKE

• A form of learning in which the consequence of behavior produce changes in the probability of the behavior’s occurrence.

• OPERANT CONDITIONING is better than classical conditioning at explaining voluntary behavior.

INTRODUCTION


• Association between a response and its consequences

A. THORNDIKE’S OPERANT CONDITIONING• In the experiment of Thorndike, he established the power

of consequences in determining voluntary behavior.

• He put more emphasis on the response of the organism.

A. THORNDIKE’S OPERANT CONDITIONING• E.L THORNDIKE formulated the

THREE MAJOR LAWS OF LEARNING

A. LAW OF

READINESS

B. LAW OF

EXERCISE

C. LAW OF

EFFECT

THREE MAJOR LAWS OF LEARNING

A. LAW OF

READINESS

• Behavior may only be satisfying or annoying depending on how ready the organism is.

“ Nobody can force a learner to learn if he/she is not biologically and psychologically prepared”

- Gines, Dizon, Fulgencio, Obias and Vendivel Jr. (1999)

B. LAW OF

EXERCISE

• Explains that any connection is strengthened in proportion to the number of times it occurs and in proportion to the average vigor and duration of the connection

When CONNECTION is made between STIMULUS and

RESPONSE

Connection’s strength

decreases

“ Practice alone was not enough for improvement”

- Thorndike

C. LAW OF

EFFECT• States that behaviors

followed by positive outcomes are strengthened ;those followed by negative outcomes are

weakened

“ Through observation and experience people learned that learners tend to learn more effectively and retain the learning longer, if he/she experiences pleasant

consequences”




INTRODUCTION

THREE LAWS OF LEARNING

A. LAW OF READINESSB. LAW OF EXERCISEC. LAW OF EFFECT

THORNDIKE SKINNER

B. SKINNER’S OPERANT CONDITIONING• Skinner described operant conditioning as a form of

learning in which the consequences of behavior lead to changes in the probability of that behavior’s occurrences

REINFORCEMENT

PUNISHMENT

REINFORCEMENT

A. FOUR TYPES 1. Positive

2. Negative3. Punishment4. Extinction

B. REINFORCEMENT SCHEDULE

B1. Continuous Schedule

5. Fixed Ratio6. Fixed Interval

B2. Variable Schedule7. Variable Ratio

8. Variable Interval

• The term reinforce means to strengthen.

• In psychology, it refer to any stimulus which strengthens or increases the probability of a specific response.

REINFORCEMENTA.FOUR

TYPES

1.Positive Reinforcement •Adding something in order to increase a response

2. Negative Reinforcement •Taking something in order to increase a

response

e.g. Taking away a toy until the child cleans up his/her room ; Withholding payment until

a job is completed

e.g. adding a treat, praise, reward

REINFORCEMENTA.FOUR

TYPES

e.g. pg. 130

e.g. spanking a child for misbehaving

3. Punishment •Adding something aversive in order to decrease a behavior

4. Extinction•Occurs when a previously reinforced response is no longer reinforced and there is a decreased tendency to perform the response

REINFORCEMENT

B. REINFORC

E-MENT SCHEDULE

CONTINUOUS SCHEDULE • Applying one of the four types of reinforcement

ever time the behavior occurs every negative behavior

1. Fixed Ratio•Refers to applying the reinforcement after a specific number of behaviors.

2. Fixed Interval CONTINUO

US SCHEDULE VARIABLE SCHEDUL

E

e.g. Spanking a child if one has asked three times already in order to clean his/her room

•Applying the reinforcement after a specific amount of time

e.g. Getting a raise every year and not in between

REINFORCEMENT

B. REINFORC

E-MENT SCHEDULE

VARIABLE SCHEDULE• When reinforcement is applied on an

irregular basis

3. Variable Ratio •Applying a reinforcement after a variable number of responses

CONTINUOUS

SCHEDULE VARIABLE SCHEDUL

E

4. Variable Interval

e.g. pg. 132

•Reinforcing someone after a variable amount of time




INTRODUCTION

THREE LAWS OF LEARNING


THORNDIKE SKINNER

A. FOUR TYPES OF REINFORCEMENT

1. Positive2. Negative3. Punishment4. Extinction

B. REINFORCEMENT SCHEDULE

B1. Continuous Schedule5. Fixed Ratio6. Fixed IntervalB2. Variable Schedule7. Variable Ratio8. Variable Interval

DONE


LEARNING







(acting) – THORNDIKE and SKINNER

a. THORNDIKE’S OPERANT CON.- THREE LAWS OF LEARNING


D. b. SKINNER’S OPERANT CON.

-FOUR TYPES OF REINFORCEMENT Positive, Negative , Punishment ,

Extinction-REINFORCEMENT SCHEDULE

B1. Continuous ScheduleFixed Ratio, Fixed IntervalB2. Variable Schedule

Variable Ratio, Variable Interval


• observing

CLASSICAL CONDITIONING vs. OPERANT CONDITIONING


FOUR MAIN PROCESSES

INTRODUCTION

• According to Bandura, if we learn only in trial and error fashion, it would be exceedingly tedious and at times hazardous.

• A form of learning that occur when a person observes and imitates someone’s behavior.

• OBSERVATIONAL LEARNING is also called imitation or modeling.

INTRODUCTION


OBSERVATIONAL LEARNING’S

FOUR MAIN PROCESSES• BANDURA described the

FOUR MAIN PROCESSES THAT ARE INVOLVED IN OBSERVATIONAL LEARNING

ATTENTION RETENTIONMOTOR

REPRODUCTION

REINFORCEMENT

• Refers to attending to what the model is saying or doing before he/she can reproduce a model’s action

ATTENTION

RETENTION

• Refers in coding information and keeping it in memory for retrieval in order to reproduce a model’s actions

MOTOR REPRODUCTIO

N• We might attend to a model and code in

memory what we have seen, but because of limitations in motor development we might not be able to reproduce the model’s action

REINFORCEMENT

• Or INCENTIVE CONDITION • You attend to what a model says or does, retain the information in

memory, and possess the motor capabilities to perform the action, but fail to repeat the behavior because of inadequate reinforcement.


FOUR MAIN PROCESSES

INTRODUCTION

ALBERT BANDURA

MOTOR REPRODUCTIONREINFORCEMEN

T

ATTENTIONRETENTION

DONE


LEARNING







(acting) – THORNDIKE and SKINNER

a. THORNDIKE’S OPERANT CON.- THREE LAWS OF LEARNING


D. b. SKINNER’S OPERANT CON.

-FOUR TYPES OF REINFORCEMENT Positive, Negative , Punishment ,

Extinction-REINFORCEMENT SCHEDULE

B1. Continuous ScheduleFixed Ratio, Fixed IntervalB2. Variable Schedule

Variable Ratio, Variable Interval


(observing) – ALBERT BANDURA

FOUR MAIN PROCESSES1. Attention2. Retention

3. Motor Reproduction4. Reinforcement

LEARNINGCHAPTER V

FERDINAND AGDOROMARY JANE MAGNIFICO

Education

Learning