psychology (mlps-201) learning

PSYCHOLOGY (MLPS-201)LEARNING

Dr. Ramez. Bedwani

Outcomes

Different methods of learning

Factors affecting learning

Dr. Maged R. Bedwani

Definition of learning

Permanent (دائم) changes (تغير) in behavior that result from past experience ( سابقة (خبرات

Types of learning Classical conditioning Operant conditioning

Classical conditioning (Pavlovian conditioning)

A child exposed to a hamster mouse (CS)…nothing happens, and then the hamster is paired (associated) with a loud noise (UCS) so the baby cries (UCR). After several times, the mouse (CS) alone makes the baby cry (CR), and the CR is generalized to all furry animals.

An originally meaningless (gives no response) stimulus: conditioned stimulus (CS) evokes a new response (CR) after pairing (association) with a natural stimulus :unconditioned stimulus (UCS).

UCS normally evokes that response : unconditioned response (UCR)

Stages of classical conditioninig:

1) Acquisition (إكتساب): Gradual formation of an association

between the CS & UCS 2) Extinction (إنقراض) is eliminating the learned response3) Spontaneous recovery التعافى

((التلقائى Weak return of response after

sometime without repeated exposure.

4) Stimulus generalization response: originally conditioned to one specific stimulus occurs when similar stimuli are presented

5) Stimulus discrimination : learning to respond to a specific stimulus among several stimuli

Biological preparedness:

Learning may be influenced by genetic tendencies eg. Pholra and conditioned taste aversion

Operant conditioning: Repeating behaviors with

desirable consequences of stopping those with undesirable ones.

Operant conditioning processes = reinforcement principle :

Acquisition: increase in response frequency repeated reinforcement

Shaping: successes approximations make response more correct e.g. teaching by paents, improving task performance in adults.

Out shaping: shaping without reinforcement e.g. superstitious behavior

Extinction: stopping the reinforce the acquired behavior decrease

Spontaneous recovery: stop stimulus then acquire the same context the acquired response return spontaneously.

Stimulus control discrimination and generalization

e.g. children in a party talk loudly in classroom does happen.

Reinforcement: using an object on event that increases the

probability of a response1)Preening reinforces has direct relation to

biological e.g. food2)Secondary reinforces those associated with

primary reinforces .3)Continues reinforcement: rewards given after

each response4)Partial reinforcement: rewarding some correct

response (more powerful than Continues) e.g. swimming, riding bicycles, fishing

Schedules of peuteal reinforcement:

1)Ratio schedule Number of correct responses

emitted by the subject e.g. every and eight response

a. fixed ratio: eg. Every response.

b. Variable ratio :a random variation

of the ratio.

2)Interval schedule Follows a response that occurs

after a specified period.a. Fixed interval: time period constant e.g. time

between breakfast and lunchb. Variable interval: A range of variable intervals

around .. average stable response

Reinforcement

1) Positive one : giving pleasure or satisfaction e.g. money praise

2) Negative one …. Displeasure or dissatisfaction e.g. if you confess no punishment.

3) Punishment decrease reinforcement of should not be hash negative punishment withdraw a pleasant stimulus e.g. taking away the T.V.

Examples of reinforcement:

Escape learning in response to unpleasant stimulus or negative reinforcement.

Avoidance learning. The acquired response prevents

an aversive stimulus] e.g. child stops playing on

hearing his father footsteps to avoid blaming

Learned helplessness: the subject dose not attempt to escape from a previous similar situation that escape is not possible- once it is acquired it is difficult to overcome

e.g. of operant conditioning: behavior modification in parenting education and psychiatric therapies

Cognitive factors in learning

Cognitive map: Latent learning: Cognitive elements in classical

conditioning Insight learning Observational learning (social

learning modeling)

Cognitive factors in learning

1) Cognitive map: a mental representation of the

place and becomes increasingly accurate by experience e.g the sky, towns etc

2) Latent learning: Learning is not apparent when it

takes place, but when rewards are introduced learning become manifest .

3) Cognitive elements in classical conditioning

a. Stimulus information: if we associate tone with shock to a rat, tone fear add light to tone shock, light alone no fear stimulus information predict the shock (tone blocked the association of light)

b. Rule generation: when two unexpected events such as light and shock occur together, the rat begins to generate the rule that shock follows light and further pairing strengthen that rule

4) Insight learninga. A process of problem solving.

Solutions are tried out and rejected without any actual behavior being displayed.

b. The final solution in memory where it is available for retrieval later on

5) Observational learning (social learning modeling)

a. Attention: attend to the model to learn by observation.

b. Retention: material learned must be stored in memory.

c. Reproduction of what was learned accurately

d. Motivation.

Assignmentمحمدين شاكر محمود رحاب

اللطيف عبد مسعد رحمةرشاد ابراهيم رشاد

ابراهيم محمود محمد رضويمحمد ابراهيم فتحي رنا

Thinking and learning

يعقوب روابين روزالينفريج السيد ريهام dكمال سامي ريهام

محمد علي مصباح ريهامنصيف ليث زيد

Motivation in learning.

عسران ربيع سارةعباس زكريا سامحاحمد محمد سامر

الباري عبد اللطيف عبد سعيداحمد الرحمن عبد سلمي

Mental factors affecting learning