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1/28/2014 1 Learning Marian M. Lagundino, MA Instructor LEARNING Any relatively permanent change in behavior or behavior potential caused by reinforced practice or experience. The change must be relatively enduring depending on the length of need for the new behavior or capabilities The behavioral change may or may not be immediately observed. The change may be manifested in the behavior potential Some things you have learned may not be directly observable nor overtly measured or expressed Not all change is accomplished through learning. Learning will occur when you consider intellectual capacity, readiness, past learning and motivational and personality factors. The environment must also provide opportunities for correct practice, high quality learning materials, and conducive social factors as well as satisfactory characteristics and skills of the teacher. IVAN PAVLOV Russian physiologist (1849-1936)

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Page 1: Learning

1/28/2014

1

Learning

Marian M. Lagundino, MA

Instructor

LEARNING

Any relatively permanent change in behavior or

behavior potential caused by reinforced practice or

experience.

The change must be relatively

enduring depending on the length of need for the new behavior

or capabilities

The behavioralchange may or

may not be immediately

observed. The change may be

manifested in the behavior potential

Some things you have learned may

not be directly observable nor

overtly measured or expressed

Not all change is accomplished through learning.

Learning will occur when you consider intellectual capacity,

readiness, past learning and motivational and personality

factors.

The environment must also provide opportunities for correct

practice, high quality learning materials, and conducive

social factors as well as satisfactory characteristics and

skills of the teacher.

IVAN PAVLOV

Russian physiologist

(1849-1936)

Page 2: Learning

1/28/2014

2

reflex

stimulus

response CLASSICAL CONDITIONING

Learning to make an involuntary response to a stimulus

other than the original, natural stimulus that produces the

reflex.

Unconditioned stimulus (UCS): A naturally occurring stimulus that leads to an

involuntary response

Unconditioned response (UCR): An involuntary response to a naturally occurring

or unconditioned stimulus

Neutral stimulus (NS): Stimulus that has no effect on the desired response

Conditioned stimulus (CS): Stimulus that becomes able to produce a learned reflex

response by being paired with the original UCS

Conditioned response (CR): Learned reflex response to a conditioned stimulus

Before conditioning

STIM

ULUS

RESPONSE

UCS UCR

NS

During conditioning

STIM

ULUS

RESPONSE

After conditioning

STIM

ULUS

RESPONSE

CS CR

Page 3: Learning

1/28/2014

3

http://quigleyscabinet.blogspot.com/2009/08/pavlovs-dog.html

Two factors to ensure learning:

CONTIGUITY: how close together in time are the US

and CS presented

CONTINGENCY: the degree to which the US is

presented must be consistent

STIMULUS GENERALIZATION

The tendency to respond to a stimulus that is only

similar to the original CS with the CR

STIMULUS DISCRIMINATION

The tendency to stop making a generalized response to

a stimulus that is similar to the original CS

Extinction

The disappearance or

weakening of a

learned response

Spontaneous recovery

The reappearance of a

learned response after

extinction has occurred

Page 4: Learning

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4

EDWARD THORNDIKE

American psychologist

(1874-1949)

http://www.csus.edu/indiv/w/wickelgren/psyc001/ClassLectureThreeOperant.html

dish of food

lever

hungry cat

stimulus

consequence

response

Puzzle box

LAW OF EFFECT

If an action is followed by a pleasurable consequence,

it will tend to be repeated,

and if followed by an

unpleasant consequence, it will tend not to be

repeated.

BF SKINNER

American behaviorist

(1904-1990)

Skinner box

OPERANT CONDITIONING

The learning of voluntary behavior through the effects

of pleasant and unpleasant consequences to

responses

OPERANT

Page 5: Learning

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5

SHAPING : a learning process of gradually

teaching the animal to produce responses towards a

final desired behavior by giving rewards to those that

are closer and closer to the target response

REINFORCEMENT

Any event or stimulus that when following a response,

increases the probability that the response will

occur again

In Operant Conditioning, REINFORCEMENT is the

key to LEARNING.

POSITIVE reinforcement

Reinforcement of a response by the

addition or experiencing of a

pleasurable stimulus

NEGATIVE reinforcement

Reinforcement of a response by the removal , escape from or

avoidance of an unpleasant stimulus

Schedule of reinforcement

Refers to a program that determines HOW and

WHEN the occurrence of a response will be

followed by a reinforcer.

Continuous Reinforcement

Every occurrence of the operant

results in delivery of the

reinforcer

Partial Reinforcement

A situation in which responding is

reinforced only some of the

time

Page 6: Learning

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6

AMOUNT OF TIME

NUMBER OF RESPONSESFixed-Ratio schedule

Variable-Ratio schedule

Fixed-Interval schedule

Variable-Interval schedule

Fixed-Ratio Schedule:

A reinforcer occurs only after a fixed number of responses

by the subject

Variable-Ratio Schedule:

A subject must make a variable or different number of

responses for delivery of each reinforcer.

Fixed-Interval Schedule:

A reinforcer occurs following the first response that occurs

after a fixed interval of time.

Variable-Interval Schedule:

A reinforcer occurs following the first response after a

variable amount of time has gone by.

Page 7: Learning

1/28/2014

7

PUNISHMENT

An event or object that when following a response,

makes that response less likely to happen again

POSITIVE punishment

The punishment of a response by

the addition or experiencing of

an unpleasant stimulus

NEGATIVE punishment

The punishment of a response by the removal of a pleasurable

stimulus

Punishment by application Punishment by removal

Severe punishment stops the behavior immediately. It

may not stop it permanently, but it does stop it.What are problems with using

punishment?

1. Justifies inflicting physical pain

which not only damages self-

esteem but also teaches

aggressive behavior.

Severe punishment…

2. Teaches you what not to do but

is unable to teach correct

behavior in a given situation.

Severe punishment…

Page 8: Learning

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8

3. Encourages fear and defensive

behavior which may not be

worth marginally learning to

stop certain behaviors

Severe punishment… Generalization: an animal or person emits the same response to similar stimuli

Discrimination: a response is emitted in the presence of a stimulus that is reinforced and not in the presence of unreinforced stimuli

Extinction: removal of reinforcer

Spontaneous recovery: temporary recovery in the rate of responding

Cognitive Learning

EDWARD TOLMAN

American Gestalt

Psychologist

(1886-1959)

We learn cognitively even during behavioral

conditioning by forming and using our

knowledge and expectation of what leads to

what in our environment.

Learning goes beyond simple associations

between stimuli or responses and is possible

without the need for reinforcement.

Page 9: Learning

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9

Did not

receive

food

rewards

Received

food

rewards on

the 11th day

onwards

Received

food rewards

Cognitive map: mental representation of our environment

LATENT LEARNING

Learning that remains hidden until its application

becomes useful

DISCOVERY LEARNING

Acquiring complex intellectual knowledge and skills

with understanding

vs

ROTE LEARNING: learning without understanding

Social Learning

ALBERT BANDURA

Canadian social

cognitivist

(1925-present)

Page 10: Learning

1/28/2014

10

MODELING: We learn by observing others and

replicating their responses.

4 ELEMENTS

1. ATTENTION

2. RETENTION

3. REPRODUCTION

4. MOTIVATION


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