1. Psychology of Learning: Classical Conditioning Dr. K. A. Korb University of Jos

2. Psychology of Learning Three Major Theories of Learning  Behaviorism: Learning Behavior  Cognitivism: Learning Knowledge  Constructivism: Constructing Knowledge Dr. K. A. Korb University of Jos

3. Outline Overview of Learning Theories Basics of Classical Conditioning Theories of Classical Conditioning Dr. K. A. Korb University of Jos

4. Learning Definition: Relatively permanent change in behavior or knowledge as the result of experience.  Relatively permanent: Knowledge or behavior must persist for some time  Change: Alteration of previous behavior or knowledge Dr. K. A. Korb University of Jos

5. Learning Definition: Relatively permanent change in behavior or knowledge as the result of experience.  Behavior or Knowledge: New knowledge does not always affect behavior immediately  Result of Experience: Experience with the environment or rational analysis Dr. K. A. Korb University of Jos

6. Learning Theories Theory: Organized set of principles that describes, predicts, and explains phenomenon  Describe: What happens  Predicts: What will happen  Explain: Why it happens Dr. K. A. Korb University of Jos

7. Theories (Adapted from Driscoll, 2005) Make assumptions about knowledge Ask questions Develop theory Derive testable hypotheses Conduct research to test hypotheses Compare results to theory Conduct systematic observations Process of Theory Building Dr. K. A. Korb University of Jos

8. Learning Theory Learning Theory: Proposes constructs linking observed changes in knowledge or behavior with what brings the changes Explain:  Results: What changes are being explained?  Means: What are the processes by which change occurs?  Inputs: What triggers the process? What are the experiences that form the basis for learning? Dr. K. A. Korb University of Jos

9. Criteria of Good Theories Logically sound Empirically sound Testable Parsimonious Dr. K. A. Korb University of Jos

10. Learning Theories In order to master an art, one has to first master the theory and then one can master the practice. -E. Fromm Dr. K. A. Korb University of Jos

11. World view Theories of learning Instructional theories, methods, strategies, motivation, assessment Day 4A Goal: Students develop an understanding of the relationship between world view, beliefs about learning and instruction, and the instruction that actually takes place. Materials: Powerpoint Readings for preparation: Driscoll chpts 1 & 9; Datnow & Castellano Procedure: Pose question, what determines what instruction will be like? Lesson plans, etc. (Schuh, 2008)

12. Worldview Worldview: Framework of ideas and beliefs through which an individual interprets world  Source of knowledge  Correspondence between knowledge and the world Dr. K. A. Korb University of Jos

13. Classical Conditioning (Pavlov, 1927) Dr. K. A. Korb University of Jos

14. Classical Conditioning Before Conditioning Unconditioned Stimulus (food) Unconditioned Response (salivation) Neutral Stimulus (bell) No Conditioned Response (no salivation) Neutral Stimulus (bell) + Unconditioned Stimulus (food) During Conditioning Unconditioned Response (salivation) After Conditioning Conditioned Stimulus (bell) Conditioned Response (salivation) Law of Association Dr. K. A. Korb University of Jos

15. Classical Conditioning Stimulus: Event that activates a behavior Response: Reaction to stimulus Unconditioned: Unlearned/Involuntary Unconditioned Stimulus Unconditioned Response Neutral: No natural association Neutral Stimulus Conditioned: Learned by association Conditioned Stimulus Conditioned Response Dr. K. A. Korb University of Jos

16. Classical Conditioning Unconditioned Stimulus: Stimulus that triggers unconditioned response Unconditioned Response: Unlearned response to an unconditioned stimulus Neutral Stimulus: Stimulus that does not naturally elicit a response Conditional Stimulus: Neutral stimulus that comes to evoke a classically conditioned response Conditioned Response: Learned response to a classically conditioned stimulus Dr. K. A. Korb University of Jos

17. Classical Conditioning Before Conditioning Unconditioned Stimulus (sugar) Unconditioned Response (salivate) Neutral Stimulus (finger in cup) No Conditioned Response (no salivation) Neutral Stimulus (sugar) + Unconditioned Stimulus (finger) During Conditioning Unconditioned Response (salivate) After Conditioning Conditioned Stimulus (finger in cup) Conditioned Response (salivate) Dr. K. A. Korb University of Jos

18. Classical Conditioning Before Conditioning Unconditioned Stimulus (harsh reprimands) Unconditioned Response (fear) Neutral Stimulus (teacher) No Conditioned Response (no fear) Neutral Stimulus (teacher) + Unconditioned Stimulus (harsh reprimands) During Conditioning Unconditioned Response (fear) After Conditioning Conditioned Stimulus (teacher) Conditioned Response (fear) Dr. K. A. Korb University of Jos

19. Classical Conditioning Before Conditioning Unconditioned Stimulus Unconditioned Response Neutral Stimulus No Conditioned Response Neutral Stimulus + Unconditioned Stimulus During Conditioning Unconditioned Response After Conditioning Conditioned Stimulus Conditioned Response Remember: The Response must be involuntary! Dr. K. A. Korb University of Jos

20. Classical Conditioning and Attitudes Before Conditioning Unconditioned Stimulus (Father) Unconditioned Response (Like) Neutral Stimulus (TV show) No Conditioned Response (Neutral) Neutral Stimulus (TV show) + Unconditioned Stimulus (Father) During Conditioning Unconditioned Response (Like) After Conditioning Conditioned Stimulus (TV Show) Conditioned Response (Like) Dr. K. A. Korb University of Jos

21. Classical Conditioning Dr. K. A. Korb University of Jos

22. Theories of Classical Conditioning Substitution Theory (Pavlov)  The conditioned stimulus becomes a substitute for the unconditioned stimulus  Learning depends on the number of conditioned/unconditioned stimulus pairings Contingency Theory (Rescorla)  Conditioned stimuli provides information about the likelihood of the unconditioned stimulus Dr. K. A. Korb University of Jos

23. US: CS: US: CS: US: CS: Dr. K. A. Korb University of Jos

24. Substitution Theory US: CS: US: CS: Almost no conditioning Good conditioning Dr. K. A. Korb University of Jos

25. US: CS1: US: CS1: CS2: US: CS1: Dr. K. A. Korb University of Jos

26. Substitution Theory Kamin Blocking: Failure of a stimulus to be associated with an unconditioned stimulus  Occurs when a stimulus is presented with a previously learned conditioned stimulus Dr. K. A. Korb University of Jos

27. Substitution Theory Summary: Learning is a function of the number of pairings between the CS and US Conclusion: Is not empirically sound Dr. K. A. Korb University of Jos

28. Contingency Theory CS1 predicts the US  Kamin Blocking: CS2 provides no additional information about the US Positive Contingency: CS predicts an increase in US Negative Contingency: CS predicts a decrease in US Zero Contingency: No learning Dr. K. A. Korb University of Jos

29. Contingency Theory Summary: Learning occurs if the information value of the Conditioned Stimulus is high  Classical Conditioning results from prediction, not association Law of Association  Law of Prediction Dr. K. A. Korb University of Jos

30. Classical Conditioning Factors that affect learning:  Frequency with which the US and CS are paired  Timing of the stimulus presentations Dr. K. A. Korb University of Jos

31. Classical Conditioning US: CS: US: CS: US: CS: Dr. K. A. Korb University of Jos

32. US: CS: US: CS: US: CS: Dr. K. A. Korb University of Jos

33. Classical Conditioning Generalization: A similar conditioned stimulus elicits conditioned response Same Response Dr. K. A. Korb University of Jos

34. Classical Conditioning Discrimination: A similar conditioned stimulus does not elicit a conditioned response Different Response Dr. K. A. Korb University of Jos

35. Classical Conditioning Extinction: Conditioned stimulus no longer elicits conditioned response  Occurs when conditioned stimulus occurs repeatedly without unconditioned stimulus Neutral Stimulus (bell) WITHOUT Unconditioned Stimulus (food) During Conditioning Unconditioned Response (salivation) After Conditioning Conditioned Stimulus (bell) Conditioned Response (salivation) Dr. K. A. Korb University of Jos

36. Educational Implications Classical Conditioning relates most to learning of emotional behavior After repeated associations, previously neutral activities at school will become associated with emotions (happy, sad, anxious, angry, etc.) Dr. K. A. Korb University of Jos

37. Educational Implications Pupil harassed at school  Pupil feels bad when harassed  Pupil associates being harassed and school  Pupil feels bad when she thinks of school Student has caring instructor  Student feels good when with instructor  Student associates feeling good with the instructor  Student feels good when he thinks of the instructor  Student generalizes feeling good to school Dr. K. A. Korb University of Jos

38. Learning Definition: Relatively permanent change in behavior or knowledge as the result of experience. Dr. K. A. Korb University of Jos

39. Classical Conditioning Overview Results: Involuntary Responses Means: Prediction of US Inputs: Association of CS and US Dr. K. A. Korb University of Jos

40. Classical Conditioning Overview Learning Outcomes: Involuntary reactions Role of the Learner: Passive Role of the Instructor: Provide an environment where education is associated with positive feelings Inputs for Learning: Association of CS and US Process of Learning: CS predicts US, resulting in CR Dr. K. A. Korb University of Jos

41. Revision: Classical Conditioning Stimulus-Response Learning What is the definition of learning? What four criteria should each learning theory meet? Apply the process of classical conditioning to a novel situation (US, UR, CS, CR) Explain how classical conditioning works (Contingency Theory) Dr. K. A. Korb University of Jos