Learning Theory SAC Revsion
Classical conditioning
Learning theory Classical conditioning Classical conditioning, a learning theory developed by Ivan Pavlov Describes a type of learning that occurs through repeated association of two or more different stimuli. Classical conditioning suggests that learning has occurred only when a naturally occurring response is produced by a stimulus that did not previously produce that response.
Definition of the Key Elements of the learning theory Unconditioned Stimulus – any stimulus that consistently produces a naturally occurring, automatic response. Unconditioned Response – is the response that occurs automatically when the UCS is presented. It is a reflexive response that is predictably caused by the UCS.
Definition of the Key Elements of the learning theory Conditioned stimulus – is the stimulus that is neutral at the start of the conditioning process and does not normally produce the unconditioned response. Through repeated association of the UCS and CS, the organism will produce the same or a similar response to the CS. Conditioned response – is the learned response that is produced by the CS. This response occurs when the organism has associated the UCS with the CS to produce the same response. Neutral Stimulus – this is anything that does not normally produce a predictable response.
How were these elements shown in the tasks conducted? UCS – In this task the UCS was the Wizz Fizz. UCR – In this task the UCR was salivation. CS – In this task the CS was the bell/alarm. CR – In this task the CR was salivation. NS – In this task the NS was the bell/alarm.
How were these elements shown in the tasks conducted? UCS – Receiving and eating a cool mint UCR – Salivation/pleasant mint taste CS – Computer reboot sound CR – Reaching for the mint/bad taste in mouth NS – Computer reboot sound
Extinction is the gradual decrease in the strength or rate of a CR that occurs when the UCS is no longer presented. Extinction is said to have occurred when a CR no longer occurs following presentation of the CS.. Spontaneous recovery is the reappearance of a CR when the CS is presented, following a rest period after the CR appears to have been extinguished. Stimulus generalisation. Once a person or an animal has learned to respond to a conditioned stimulus, other stimuli that are similar to the CS may also trigger the CR, but usually at a reduced (Pavlov discovered that after a dog had been conditioned to salivate in response to the sound of a bell, it would also salivate when a buzzer was sounded even though the buzzer had never been paired with the UCS). stimulus discrimination. This occurs when a person or animal responds to the CS only, but not to any other stimulus that is similar to the CS. (The dog will ONLY salivate to the bell not the buzzer)
Operant conditioning
Learning theory Operant conditioning Operant conditioning, developed by Burrhus Skinner Us a type of learning whereby the consequences of an action determine the likelihood that it will be performed again in the future. It also suggests that an organism will repeat behaviours that lead to desirable consequences or allow them to avoid undesirable consequences, as well as not repeating behaviours that have undesirable consequences. .
Definition of the Key Elements of the learning theory Discriminative stimulus – is the stimulus or object or event that precedes a particular response and influences the occurrence of the response. Response – the voluntary behaviour that occurs in the presence of the discriminative stimulus. Consequence – the environmental event that occurs immediately after the response and determines whether or not the response will occur.
How were these elements shown in the tasks conducted? Sheldon acted as the antecedent as he attempted to initiate responses from Penny. Penny responded to Sheldon by changing her behaviour in response to the signals that he was giving her. Sheldon reinforced (the consequence) Penny’s behaviour by giving her chocolate in response to behaviours that he considered desirable.
Definition of the Key Elements of the learning theory Reinforcement (is always good)– is said to occur when a stimulus strengthens or increases the frequency or likelihood of a response that it follows. Punishment (is always bad)– is the delivery of an unpleasant consequence following a response, or the removal of a pleasant consequence following a response.
stimulus generalization occurs when the correct response is made to another stimulus that is similar (but not necessarily identical) to the stimulus that was present when the conditioned response was reinforced. stimulus discrimination occurs when an organism makes the correct response to a stimulus and is reinforced, but does not respond to any other stimulus, even when stimuli are similar extinction: the loss of a conditioned behavior when consequences no longer follow it. The subject no longer responds since the reinforcement or punishment has stopped. spontaneous recovery can occur and the organism will once again show the response in the absence of any reinforcement. The response is likely to be weaker and will probably not last very long.
Observational learning
Learning theory Operant conditioning Observational learning, studied extensively by Albert Bandura Occurs when someone uses observation of a model’s actions and the consequences of those actions to guide their future actions.
Definition of the Key Elements of the learning theory Attention – requires the learner to pay attention to, or closely watch the model’s behaviour and the consequences that occur as a result of that behaviour. This means that the learner closely observes the distinctive features of the observed behaviour. Retention – occurs after having observed the model. It suggests that we must be able to remember the observed behaviour, as we may not need to use it for some time after the knowledge has been acquired.
Definition of the Key Elements of the learning theory Reproduction – when the models behaviour has been closely attended to and retained, we can attempt to reproduce that behaviour. We must, however, have the ability to reproduce this behaviour. Motivation/reinforcement – Motivation – the observer must be motivated to complete and perform the behaviour that has been observed. Reinforcement – reinforcement influences the motivation to reproduce a behaviour and increases the likelihood that reproduction will occur.
How were these elements shown in the tasks conducted? Attention – students must pay attention to, and closely monitor the instruction and actions of the model in the YouTube clip and observe the distinctive features of making the origami-jumping frog. Retention– students must be able to remember the steps taken to complete the task and put together the origami-jumping frog. They must be able to store information in their memory and steps as they watch the clip.
How were these elements shown in the tasks conducted? Attention – students must pay attention to, and closely monitor the instruction and actions of the model in the YouTube clip and observe the distinctive features of making the origami-jumping frog. Retention– students must be able to remember the steps taken to complete the task and put together the origami-jumping frog. They must be able to store information in their memory and steps as they watch the clip.
How were these elements shown in the tasks conducted? Reproduction– once students have attended to the models behaviour and instructions they must try to reproduce the behaviour to create their own origami-jumping frog in the sequence that is modelled for them. Motivation– the students motivation for this task is to challenge themselves to complete the origami-jumping frog and for it to be a working product at the end of the task. Reinforcement– this is self-reinforcement and satisfaction from being able to complete the task and have a working product.