Learning Theory 2 (Print)

8/6/2019 Learning Theory 2 (Print)

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Whatis learning?

Learning can be defined as a change in an individual caused by experience. As the

process leading to relatively permanent behavioral change

or potential behavioral change.

in other words, as we learn, we alter the way we perceive

our environment, the way we interpret the coming stimuli,

and therefore the way we interact, or behave.

Example;

- A kid learns the way of take hold of spoon when they eat

at first time.

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What Behavioral Learning Theories have Evolved?

Ivan Pavlov : Classical conditioning Pavlov was a Russian physiologist who discovered this

phenomenon whole doing research on digestion. His research was

aimed at better understanding the digestive patterns in dog.

Pavlov observed that if meat powder was placed in or near the

mouth of hungry dog, the dog would salivate. Because the meatpowder provoked this response automatically.

So that there is as an unconditioned stimulus ( UCS ) and

unconditioned response (UCR). Also a conditioned stimulus (CS) and

condition response (CR).

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Figure 1.ExperimentofClassicalcondition

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Unconditioned stimulus

- A stimulus that naturally evokes a particular response.

Unconditioned response- A behavior that is prompted automatically by stimulus.

Neutral stimuli

- Stimuli that have no effect on a particular response.

Conditioned stimulus

- A previously neutral stimulus that evokes a particular response after

having been paired with an unconditioned stimulus.

Classical conditioning

- The process of repeatedly associating a previously neutral stimulus with

an unconditioned stimulus in order to evoke a conditioned response.

Conditioned response

- The response that comes to be elicited by a previously neutral stimulus

as a result of the stimuluss repeated pairing with an unconditioned

stimulus. 4


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Thorndike : The Law of Effect

If an act is followed by a satisfying change in the environment, the

likelihood that the act will be repeated in similar situationsincreases. However, if a behavior is followed by an unsatisfyingchange in the environment, the chances that behavior will berepeated decrease.

B.F. Skinner : Operant Condition

Another type of learning, very similar to that discussed above, iscalled Operant Conditioning.

The term Operant refers to how an organism operates on theenvironment, and hence, operant conditioning comes from how werespond to what is presented to us in our environment. It can bethought of as learning due to the natural consequences of our

actions.

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What are some Principles of Behavioral Learning?

The Role ofConsequence

- Perhaps the most important principle of behavior learning

theories that behavior change according to its immediate

consequences.

- Consequences are pleasant or un pleasant conditions that

follow behavior and affect the frequency of future behavior.

Reinforcers

- Defined as any consequences that strengthens a behavior. In

other words a pleasurable consequence that maintains or

increases a behavior.- Reinforces fall into two board categories;

- Primary reinforcers

- Secondary reinforcers6


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1. Primary Reinforcers

- Primary reinforces consequence that satisfies a basic need.- Example; Food, water, security and so on.

2. Secondary Reinforcers

- A consequence that people learn to value through itsassociation with a primary reinforce.

- Example; money has no value to a young child until the child

learns the money can be used to buy things.

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- There is three categories of secondary reinforcers;

1. Social reinforces

- Such as; praise, smile and attention

2. Activity reinforces

- Such as; access to toys, games, or fun activities3. Token or symbolic reinforces

- Such as; money, grades, stars, or points that

individual can exchange for other reinforce

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Reinforcers that are used in schools are things given to

students.1. Positive reinforcement

- Pleasurable consequence given to strengthen behavior

shaped appearance or addition a stimulus.

- Occur if behavior result a stimulus .2. Negative reinforcement

- Release from unpleasant situation, given to strengthen

behavior with disappearance or subtraction a aversive

stimulus.

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The premack principle

- One important principle of behavior as that we can

promote less-desired (low-strength) activities by linkingthem to more-desire activities

- In other words is rule stating that enjoyable activities can

be used to reinforce participation in less enjoyable activitie.

Intrinsic Reinforces- Behavior that a person enjoys engaging in for their own

sake, without any other reward.

Extrinsic Reinforces

- Praise or rewards given to motivate people to engage inbehavior that they might not engage in without them.

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Punisher

- Unpleasant consequences used to weaken behavior.- If an apparently unpleasant consequence does not

reduce the frequency of the behavior it follows, it is not

necessarily a punisher.

- As with reinforces, the effectiveness of a punishercannot be assumed but must demonstrated.

CONSEQUENCES EFFECT

Behavior

Punisher

weaken behavior

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Punishment can take two primary forms.

1. Presentation Punishment (Type I )

- An aversive stimulus following a behavior, used to

decrease the chances that the behavior will occur

again.

- Aversive stimulus is an unpleasant consequence that a

person tries to avoid or escape.

2. Removal Punishment (Type II)

- Withdrawal of a pleasant consequence that is

reinforcing a behavior; designed to decrease the

chances that the behavior will recur.

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Immediacy ofConsequences

- A smaller reinforcer that is given immediately generallyhas a much larger effect than does a large reinforce that

is given latter.

- Immediate feedback serves at least two purpose.

1.I

t makes clear the connection between behavior andconsequence.

2. It increases the informational value of feedback

immediately to all their students.

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Shaping

- The term shaping is used in behavior learning theoriesto refer to the teaching of new skill or behaviors byreinforcing learners for approaching the desired finalbehavior.

Extinction

- In classical conditioning, the conditioned responseare extinguished or disappear if the stimulusappears, but unconditioned stimulus not follow it.

- Reinforcers strengthen behavior. But if reinforcersare withdrawn the behavior will be weakened, and

ultimately, it will disappear eventually.

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Schedule Definition In case Response

Pattern

Reaction when

Reinforcement stopped

continuo

us

Reinforcement

after each other

responses

Turn on

lamp

Learning or

responses

quickly

Lower Persistent ,

respond disappear

quickly

Fixed-

interval

Reinforcement

after duration oftimes are given

Weekly

test

Response

increase whenreinforcement

are given and

after that

decrease .

Low persistent, respond

decrease eventuallywhile duration of

reinforcement are given

through and disappear .

Variable-internal Reinforcement isunpredictable

amount of time

Pop quiz Level responseare periodically Highest persistent,lower response are

decrease

Reinforcement schedule

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Reinforcement schedule (Continuous..)

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Schedule Definition In case Response

Pattern

Reaction when

Reinforcement stopped

Fixed-ratio The amount

of response

are fixed

Piece

work

Bake sale

Quickly

response

Lower persistent, the

response decrease

quickly an

unpredictable amount

of number.

Variable-

ratio

Reinforcemen

t in which the

number of

response arevariation

Slot

Machine

Higher

responses,

the

frequencyare fixed.

Higher persistent and

response decrease

equally.


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The Role of Antecedents

- The consequences of behavior strongly

influence behavior, not only follows a

behavior that has influence. The stimuli that

precede behavior also play an important

role.

- In operant condition, antecedents give

information behavior where is a positive

consequences and unpleasant

consequences.

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Cueing Antecedent stimuli

- Events that precede a behavior, also known as cues. That

informed what behavior will be reinforced and/or whatbehavior will be punished.

Prompting

- Prompt known as second cue addition which given after thefirst cue.

- The function is to respond a cue to be a discriminative

stimulus.

Discrimination- Discrimination is the use cues, signals, or information to

know when behavior is likely to be reinforced.18


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Social learning theory

Social learning theory accepts most of the principles of behavioral theories but focuses to a much greater degree on

the effects of cues on behavior and on internal mental

processes, emphasizing the effects of thought on action and

action on thought.

Albert Bandura; Most human behavior is learned observationally through

modeling; from observing other, one forms an idea of how

new behaviors are performed, and on later occasions this

coded information serves as guide for action.

Social learning theory explains human behavior interms of continuous reciprocal interaction between

cognitive, behavioral, and environmental influences.19


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Analysis of observational learning

1.Attentional p

hase

various factors increase or decrease the amount of

attention paid. Includes distinctiveness, affective

valence, prevalence, complexity, functional value.

Ones characteristics

Example; (sensory capacities, arousal level, perceptual

set, past reinforcement) affect attention.

2. Retention phase

remembering what you paid attention to. Includes

symbolic coding, mental images, cognitive organization,

symbolic rehearsal, motor rehearsal

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Analysis of observational learning (continuous)

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. Reproduction Reproducing the image. Including physical capabilities,

and self-observation of reproduction.

4. Motivational phase

Having a good reason to imitate.I

ncludes motives suchas a past

Example; (traditional behaviorism), promised (imagined

incentives) and vicarious (seeing and recalling the

reinforced model)

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Self regulated learning

According to hypothesized of Bandura (1977) that people observe their

own behavior, judge it against their own standards, and reinforce or

punish themselves.

Students can be taught to use self-regulation strategies, and they can be

reminded to do so in variety of contexts so that self-regulation become a

habit.

Example; students will decide the grade of test that is to achieve when

they take on examination.

Self-regulated learning skills are likely to remain limited to one situation

or context unless they are applied in many contexts.

Students need many opportunities to use goal-setting and self-

evaluation strategies in a variety of context, to monitor andcelebrate their progress, and to understand how, when, and why

they should self-regulated.

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Meichenbaumsmodel of self-regulated learning

Cognitive behavior modification is self-regulated learning strategies ofthis kind

The steps involved in self-instruction are described by Meinchenbaum(1977);

1. An adult model performs a task while taking to self out load (cognitivemodeling)

2. The child performs the same task under the direction of the modelsinstruction (overt, external guidance)

3. The child performs the task while instructing self aloud (overt self-guidance)

4. The child whispers the instructions to self as he or she goes throughthe task (faded, overt self-guidance)

5. The child performs the task while guiding his or her performance viaprivate speech (covert self-instruction)

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Question

1. The question can be answered(pg. 316 Edu.Psy ,books Anita

Q; how is neutral stimulus to be conditional stimulus?A; in classical conditioning, discovered by Ivan Pavlov, the stimulus

previously neutral matched emotional response or physiologies

repeatedly. Thus, the stimulus that neutral condition previous will

cause response. Its mean that neutral stimulus conditioned to make

conditional responses, and neutral stimulus be come conditioned

stimulus.

2. The question cannot be answered(pg.315 tabel 15.1 books anita)

Q; Which is more effective between the reinforcers schedule that it

be?

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Learning Theory 2 (Print)

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