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indira.radhakrishnan22h
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7 views20 pages

Learning Pps

Uploaded by

indira.radhakrishnan22h
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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LEARNING

DEFINITION

• ANY RELATIVELY PERMANENT CHANGE IN BEHAVIOR


THAT OCCURS AS A RESULT OF EXPERIENCE.
• THE ACQUISITION OF KNOWLEDGE OR SKILLS THROUGH
STUDY, PRACTICE OR EXPERIENCE.
BASIC TYPES OF LEARNING

ASSOCIATIVE NON-ASSOCIATIVE
• INVOLVES LEARNING ABOUT A
• IT INVOLVES LEARNING
SINGLE STIMULUS,
RELATIONSHIPS AMONG EVENTS.
• HABITUATION:
IT INCLUDES CLASSICAL
CHARACTERIZED BY A
CONDITIONING AND DECREASED BEHAVIORAL
INSTRUMENTAL/OPERANT RESPONSE TO AN INNOCUOUS
CONDITIONING. (HARMLESS) STIMULUS.
• SENSITIZATION: INCREASE IN
A BEHAVIORAL RESPONSE TO
AN INTENSE STIMULUS.
Association: a link between two events or entities that
permits one to activate the other
CLASSICAL CONDITIONING

• I.P. PAVLOV AND HIS WORK ON CLASSICAL


CONDITIONING.
CLASSICAL CONDITIONING:
DEFINITIONS
CLASSICAL CONDITIONING:
• “LEARNING PROCEDURE IN WHICH TWO STIMULI ARE
PAIRED –ONE (THE CONDITIONED STIMULUS) USUALLY
PRESENTED SHORTLY BEFORE THE OTHER (THE
UNCONDITIONED STIMULUS) TO PRODUCE A
CONDITIONED RESPONSE TO THE FIRST STIMULUS
(LEARNING).”
• LEARNING PROCESS IN WHICH A PREVIOUSLY NEUTRAL
STIMULUS BECOMES ASSOCIATED WITH ANOTHER
STIMULUS THROUGH REPEATED PAIRING WITH THAT
STIMULUS.
CLASSICAL CONDITIONING
• UNCONDITIONED RESPONSE (UR) EVOKED BY A
STIMULUS BEFORE AN ANIMAL HAS RECEIVED ANY
EXPLICIT TRAINING WITH THAT STIMULUS
• UNCONDITIONED STIMULUS (US) EVOKES AN
UNCONDITIONED RESPONSE
• CONDITIONED RESPONSE (CR) EVOKED BY A
CONDITIONED STIMULUS AS A RESULT OF CLASSICAL
CONDITIONING
• CONDITIONED STIMULUS (CS) EVOKES A
CONDITIONED RESPONSE AS A RESULT OF CLASSICAL
CONDITIONING
GENERALIZATION AND
DISCRIMINATION
• STIMULUS GENERALIZATION IS THE TENDENCY FOR
THE CONDITIONED STIMULUS TO EVOKE SIMILAR
RESPONSES AFTER THE RESPONSE HAS BEEN
CONDITIONED.
• GENERALIZATION BETWEEN TWO SIMILAR STIMULI
• STIMULUS DISCRIMINATION
TENDENCY TO DISCRIMINATE BETWEEN STIMULUS AND
THEREFORE WEAKEN THE EFFECT OF THE STIMULUS ON
THE REQUIRED RESPONSE
EXTINCTION

EXTINCTION PRINCIPLE
BEHAVIOR FOLLOWED BY NO CONSEQUENCES WILL BE
EXTINGUISHED OVER TIME
SPONTANEOUS RECOVERY
PAVLOV ALSO NOTED THAT NO LONGER PAIRING THE
TONE WITH THE PRESENTATION OF FOOD LED TO
EXTINCTION OF THE SALIVATION RESPONSE. HOWEVER,
AFTER A TWO HOUR REST PERIOD, THE SALIVATION
RESPONSE SUDDENLY REAPPEARED WHEN THE TONE
WAS PRESENTED
OPERANT CONDITIONING

OPERANT CONDITIONING :
THE LIKELIHOOD OF A RESPONSE IS CHANGED BECAUSE
THE RESPONSE YIELDS A CERTAIN OUTCOME (A REWARD
OR PUNISHMENT)
• TENDENCY TO REPEAT BEHAVIOR IS INFLUENCED BY
REINFORCEMENT OR LACK OF REINFORCEMENT
BROUGHT ABOUT BY CONSEQUENCES OF BEHAVIOR
OPERANT CONDITIONING
• B.F SKINNER
• CHAMBER WITH A LEVER
PROTRUDING FROM ONE WALL
AND A NEARBY FOOD CUP INTO
WHICH FOOD PELLETS CAN BE
DELIVERED BY REMOTE
CONTROL
• PRESSING THE LEVER OPERATES
AN ELECTRONIC SWITCH AND
AUTOMATICALLY RESULTS IN
FOOD DELIVERY. SO THERE IS AN
INSTRUMENTAL CONTINGENCY
BETWEEN THE LEVER-PRESS
(THE RESPONSE) AND THE FOOD
(THE EFFECT OR OUTCOME).
REINFORCEMENT

• TENDS TO INCREASE THE INTENSITY OF A RESPONSE &


ALSO INDUCES THE PERSON TO REPEAT THE BEHAVIOR
WHICH WAS FOLLOWED BY REINFORCEMENT.
• POSITIVE & NEGATIVE REINFORCEMENT
POSITIVE REINFORCEMENT
• THE PRESENTATION OF SOME EVENT CAUSES THE
BEHAVIOR TO INCREASE.
NEGATIVE REINFORCEMENT
• THE REMOVAL OR AVOIDANCE OF SOME EVENT CAUSES
THE BEHAVIOR TO INCREASE.
PUNISHMENT

• WHILE REINFORCERS STRENGTHEN AND SUPPORT


RESPONSES, PUNISHMENT WEAKENS THEM IN ONE OF
TWO WAYS:
• APPLYING AN AVERSIVE OR UNPLEASANT STIMULUS
OR
• REMOVING AN APPETITIVE OR PLEASANT STIMULUS
TYPES OF PUNISHMENT

• POSITIVE PUNISHMENT: WHERE YOU ADD AN


UNPLEASANT STIMULUS AS A CONSEQUENCE OF A
RESPONSE

• NEGATIVE PUNISHMENT: WHERE YOU REMOVE A


PLEASANT STIMULUS AS A CONSEQUENCE OF A
RESPONSE
SCHEDULES OF REINFORCEMENT
CONTINUOUS REINFORCEMENT: POSITIVE
REINFORCERS FOR EVERY OCCURRENCE
SCHEDULES OF REINFORCEMENT
• FIXED RATIO: RESPONSE MUST OCCUR CERTAIN
NUMBER OF TIMES BEFORE A REWARD IS GIVEN
• FIXED INTERVAL: REINFORCEMENT IS GIVEN AFTER A
FIXED PERIOD OF TIME
• VARIABLE RATIO: REINFORCEMENT AFTER A VARIABLE
NUMBER OF RESPONSES
• VARIABLE INTERVAL: REINFORCEMENT AFTER
VARIABLE TIME.
SOCIAL LEARNING

• BLEND OF BEHAVIORIST & COGNITIVE CONCEPTS

• VICARIOUS LEARNING – MODELING PROCESS

• “OBSERVATIONAL LEARNING”

• ALBERT BANDURA - “PEOPLE LEARN BY IMITATION/

OBSERVING OTHERS”
SOCIAL LEARNING

STEPS IN MODELING/VICARIOUS LEARNING

1. OBSERVATION

2. MENTAL MODELS

3. IMITATION / ENACTING ROLE MODEL

4. REPETITION IF POSITIVE CONSEQUENCES


LEARNING AND COGNITION

• “ORGANISMS DEVELOP COGNITIVE MAPS OF THEIR


ENVIRONMENTS. THEY LEARN WHERE DIFFERENT PARTS OF THE
ENVIRONMENT ARE SITUATED IN RELATION TO ONE ANOTHER.”
• LATENT LEARNING

‘HUMANS ENGAGE IN THIS TYPE OF LEARNING EVERYDAY AS WE


DRIVE OR WALK THE SAME ROUTE DAILY AND LEARN THE
LOCATIONS OF VARIOUS BUILDINGS AND OBJECTS. ONLY WHEN
WE NEED TO FIND A BUILDING OR OBJECT DOES LEARNING
BECOME OBVIOUS.

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