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Lecture # 7-Learning

The document provides definitions and types of learning, including non-associative and associative learning, with a focus on classical and operant conditioning. It explains key concepts such as reinforcement, punishment, and cognitive learning, emphasizing the importance of mental processes in learning. Additionally, it outlines essential factors for observational learning, including attention, retention, reproduction, and motivation.

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9 views

Lecture # 7-Learning

The document provides definitions and types of learning, including non-associative and associative learning, with a focus on classical and operant conditioning. It explains key concepts such as reinforcement, punishment, and cognitive learning, emphasizing the importance of mental processes in learning. Additionally, it outlines essential factors for observational learning, including attention, retention, reproduction, and motivation.

Uploaded by

name name2
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Learning

Future University in Egypt

Dr. Ali M. Salem


DEFINATIONS OF LEARNING
• Learning is acquiring new
knowledge, behaviors, skills,
values, preferences or
understanding, and may involve
synthesizing different types of
information. (From Wikipedia)
. Learning is a relatively
permanent change in behavior
brought about by experience.
(From Feldman)
ANOTHER DEFINATIONS
• It is a relative permanent
change in behavior or mental
state based on experience.
• Learning may occur
consciously or unconsciously.
TYPES OF LEARNING
• Non-associative Learning – is
learning that does not require linking
or associating stimuli together.
(Habituation, Sensitization)
• Associative Learning – is the
process by which an association
between two stimuli or a behavior and
a stimulus is learned.
(Classical Learning, Operant Learning)
Types Of Learning

NON-ASSOCIATIVE LEARNING
• Habituation it is when
repeated exposure to a
stimulus decreases an
organism's responsiveness to
the stimulus.
NON-ASSOCIATIVE LEARNING
• Sensitization it is learning that
occurs
when stimulus is repeated, and each
time your response to it increases as it
goes on and on.
DEFINITION OF TERMS:
•CONDITIONED – learned
•UNCONDITIONED -unlearned
ASSOCIATIVE LEARNING

• Classical Conditioning
- “Pavlovian” or “Respondent Conditioning”.
- It is a learning process in which an innate
response to a potent stimulus comes to be
elicited in response to a previously neutral
stimulus; this is achieved by repeated
pairings of the neutral stimulus with the
potent stimulus.
THE CLASSICAL CONDITIONING
PROCESS
THE CLASSICAL CONDITIONING PROCESS

• Stage 1 : Before Conditioning


•The Unconditioned Stimulus
(UCS)
The unconditioned stimulus is one
that unconditionally, naturally,
and
automatically triggers a response.
THE CLASSICAL CONDITIONING PROCESS

• Stage 2: During Conditioning


• The Conditioned Stimulus
• The conditioned stimulus is
previously neutral stimulus that, after
becoming associated with the
unconditioned stimulus, eventually
comes to trigger a conditioned
response.

.
THE CLASSICAL CONDITIONING PROCESS
THE CLASSICAL CONDITIONING PROCESS

• Stage 3 : After Conditioning


• The Conditioned Response
• The conditioned response is the
learned response to the previously
neutral stimulus.
THE CLASSICAL CONDITIONING
PROCESS
DEFINITION OF TERMS

• STIMULUS
•RESPONSE
•CONDITIONED
•UNCONDITIONED
•REINFORCEMENT
•CONSEQUENCE
ASSOCIATIVE LEARNING

•Operant Conditioning
- “Instrumental Conditioning”
- It is a learning process in which behavior is
sensitive to, or controlled by its
consequences.
- It is a type of learning in which behavior is
strengthened if followed by reinforcement
or
diminished if followed by punishment
THE COMPONENTS OF
OPERANT
CONDITIONING
•Reinforcement is any event that
strengthens or increases the behavior
it
follows. (Positive Reinforcers, Negative
Reinforcers)
• In both cases of reinforcement, the
behavior increases.
THE COMPONENTS OF OPERANT CONDITIONING

•Positive reinforces are favorable


events or outcomes that are
presented after the behavior. In
situations that reflect positive
reinforcement, a response or
behavior is strengthened by the
addition of something, such as
praise or a direct reward.
THE COMPONENTS OF OPERANT CONDITIONING

•Examples:
• A mother gives her son praise
(positive stimulus) for doing
homework (behavior).
• The little boy receives gifts (positive
stimulus) for every A he earns on his
report card (behavior).
THE COMPONENTS OF OPERANT CONDITIONING

•Negative reinforces involve the


removal of an unfavorable events
or outcomes after the display of a
behavior. In these situations, a
response is strengthened by the
removal of something considered
Unpleasant.
THE COMPONENTS OF OPERANT
CONDITIONING
Example:

Before: Hands are wet.


• Behavior: Rub them in the towel.
• After: Water is gone from his hands.
• Future behavior: Thomas will rub his hands
when they are wet.
THE COMPONENTS OF OPERANT CONDITIONING

•Punishment, is the presentation of an


adverse event or outcome that causes
a
decrease in the behavior it follows.
(Positive Punishment, Negative
Punishment)
• In both cases of punishment, the
behavior decreases.
THE COMPONENTS OF OPERANT CONDITIONING

•Positive punishment sometimes


referred to as punishment by
application, involves the presentation
of an unfavorable event or outcome in
order to weaken the response it
follows.
THE COMPONENTS OF OPERANT CONDITIONING

• Examples
• An employee exhibits bad behavior at
work
and the boss criticizes him. The behavior
will
decrease because of the boss’s criticism.
• In an experiment, the subject received a
slight electric shock when they got an
answer
wrong.
THE COMPONENTS OF OPERANT CONDITIONING

•Negative punishment, also known as


punishment by removal, occurs when an
favorable event or outcome is removed
after a behavior occurs.
THE COMPONENTS OF OPERANT CONDITIONING

• Examples
• After getting in a fight with his sister over who
gets to play with a new toy, the mother simply
takes the toy away.
• A teenage girl stays out for an hour past her
curfew, so her parents ground her for a week.
• A third-grade boy yells at another student during
class, so his teacher takes away "good behavior
"tokens that can be redeemed for prizes

.
Comparison between Classical & Operant
Conditioning
Cognitive learning
COGNITIVE LEARNING
• "Cognitive learning is the result of
listening, watching, touching or
experiencing.“
• Cognitive learning is a powerful
mechanism that provides the means
of
knowledge, and goes well beyond
simple imitation of others.
Cognitive Approaches to
Learning
• Cognitive learning theory is an approach to
the study of learning that focuses on the
thought processes that underlie learning.
• Rather than concentrating solely on external
stimuli, responses, and reinforcements,
Cognitive-Social Learning theorists focus on the
unseen mental processes that occur during
learning.
1. Latent Learning.
Latent learning is learning in which a new
behavior is acquired but is not demonstrated
until some incentive is provided for displaying it.
2. Observational Learning.
Learning through observing the behavior of
another person called a model .
Essential Factors for Observational
Learning
a. Attention,
b. Retention,
c. Reproduction, and
d. Motivation
• A:First, the learner must pay attention to the
crucial details of the model’s behavior.
• A young girl watching her mother bake a cake
will not be able to imitate this behavior
successfully unless she pays attention to many
important details—ingredients, quantities,
oven temperature, baking time, and so on.
•B: Retention—the learner must be able to retain
all of this information in memory until it is
time to use it.
• If the person forgets important details, he or
she will not be able to successfully imitate the
behavior.

Retention: the ability to remember things


•C: Third, the learner must have the physical
skills and coordination needed for reproduction
of the behavior.
• The young girl must have enough strength and
dexterity to mix the ingredients, pour the
batter, and so on, in order to bake a cake on her
own.
D. Motivation
• Finally, the learner must have the motivation
to imitate the model.
• That is, learners are more likely to imitate a
behavior if they expect it to lead to some type
of reward or reinforcement.
• If learners expect that imitating the behavior
will not lead to reward or might lead to
punishment, they are less likely to imitate the
behavior.
Questions

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