focus in learning
TRANSCRIPT
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FOCUS ON LEARNING
Part 3-Facilitating Learning
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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.
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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.
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Assumptions of behaviorism
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.
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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
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Assumptions of behaviorism
4.Internal cognitive processes
are largely excludedfrom scientific study.
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Assumptions of behaviorism
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.
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Assumptions of behaviorism
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.
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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.
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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.
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CONNECTIONISM TH EORY
Learning has taken
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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."
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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.
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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