Focus in Learning

8/4/2019 Focus in Learning

http://slidepdf.com/reader/full/focus-in-learning 1/14

FOCUS ON LEARNING

Part 3-Facilitating Learning



Study notes from Ormrod's Human

Learning

Behaviorist Cognitive

Learning is a relatively

permanent change in

behavior due to experience.

This refers to a change inbehavior, an external change

that we can observe.

Learning is a relatively

permanent change in mental

associations due to

experience.

This definition focuses on a change in mental

associations, an internal

change that we cannot

observe.



Assumptions of behaviorism

1. The primary means

of investigating learning

is by observation.

2. Principles of learning apply equally

to different behaviors and to different

species of animals.

Behaviorists typically state that

human beings and other animals

learn in similar ways.




3. Learning processes can be studied

most objectively when the

focus of study is on stimuli and responses.

Typically learning is described as a

stimulus and response relationship,

S = R.



Look at the chart and say the

COLOR not the word.RED ORANGE RED

BLACK RED BLACK

YELLOW RED BLUE

BLUE PURPLE RED

RED ORANGE RED

BLUE PURPLE RED

BLACK RED BLACK

RED ORANGE RED

BLUE PURPLE RED

YELLOW RED BLUE

BLACK RED BLACK

RED ORANGE RED

BLUE PURPLE RED

YELLOW RED BLUE

BLACK RED BLACK

RED ORANGE RED

BLUE PURPLE RED




4.Internal cognitive processes

are largely excludedfrom scientific study.




5. Learning involves a behavior change.

Some behaviorists proposed that if no observable

change happens, then no learning

has happened.

6. Organisms are born as blank slates.

Organisms are not born with any

predispositions to be made in certain ways.

Since each organism has a different

experience with the environment,

each will have a different

set of behaviors.




7.The learning of all behavior isbest explained by as few

learning principles as possible.

8. Learning is largely the

result of environmental events.

Behaviorists tend to use theterm conditioning instead of learning

to reflect this.

The most useful theories

tend to be universal ones.



F

ORGET ME NOTIvan Pavlov:

Pavlov developed the theoryknown now as classical conditioning through

the study of dogs.

From his perspective learning begins with a

stimulus response connection. In this theory a

certain stimulus leads to a particular response.



F

ORGET ME NOTEdward Thorndike:

Thorndike introduced a theory of learning now called connectionism.

Thorndike emphasized the role of experience in the strengthening

and weakening of stimulus response connections. He postulated,

"Responses to a situation that are followed by satisfaction arestrengthened, responses that are followed by discomfort weakened. "

Thorndike so proposed that practice influences s = r connections as

well. His idea that rewards promote learning continues to be a key

component of behaviorist theory today.



CONNECTIONISM TH EORY

Learning has taken



FORGET ME NOT

John Watson:

Watson introduced the term behaviorism and was a vocal advocate in

the early part of the 20th century.

Watson called for the use of scientific objectivity and experiment in to

the study of psychological phenomena. He also proposed a law of

frequency that stressed the importance of repetition.

"The more frequent a stimulus and response to occur in associationwith each other, the stronger that habit will become." Watson's law of recency:

"The response that has most recently occurred after a particular stimulus is

the response most likely to be associated with that stimulus."



FORGET ME NOT

Edwin Guthrie:

Edwin Guthrie proposed a contiguity theory:

"A stimulus that is followed by a particular response will, upon its

recurrence, tend to be followed by the same response again. This

stimulus response connection gains in its full strength on one trial."

Guthrie conducted little research on his ideas; therefore doubt has

been cast upon his theories through later research.



FORGET ME NOT

Clark Hull:

Clark Hull introduced the idea that characteristics can be unique to

different organisms.

He also proposed that intervening variable unique to each organism and affects thestrength of the response.

He modified the stimulus response theory to stimulus organism response, S-O-R.

One intervening variable influencing the occurrence of a response is habit strength. A

second intervening variable is the organism·s drive, which is an internal state of arousal

that motivates its behavior.

Clark also proposed that inhibitory factors could decrease the likelihood of a response.

He also proposed a habit family hierarchy, which means an organism will, when given

Focus in Learning

Documents

Transcript of Focus in Learning