Behavioral View in Learning Flashcards
A relatively permanent change in behavior that occurs as a result of experience
Learning
by Ivan Pavlove
*Learning through pairing of
different stimuli
Classical Conditioning
classical conditioning different parts:
US – unconditioned stimulus
UR – unconditioned response
NS – neutral Stimulus
CS – conditioned stimulus
CR – conditioned response
Weakening Conditioned Response. Elimination of response due to
the less pairing of the CS and US.
○ Ex. You have a fear of visiting the
doctor (CR) because you have
been conditioned to experience an
injection (CS) which is very painful
to you (UR). When you grew up, when you went to the doctor, all you did was check-ups with him. So in a few years your fear of doctors was extinguished.
Extinction
Recovering Conditioned Responses
○ Ex. A person who has abstained
himself from smoking for 2 years
sees his brother lighting a cigarette.
Eventually he remember all the
pleasure he gets from smoking
Spontaneous Recovery
- Presence of primary and secondary stimuli
and - Primary and secondary responses
- Ex. Taylor Sheeeesh, Hearing famous Tiktok Music
Higher Order Conditioning
- Little Albert Experiment
● Generalization and Discrimination
- Stimulus Generalization
- Continuous Conditioning
- Prediction of stimulus and response
- Stimulus Discrimination
● Contiguity and Predictability
by B.F. Skinner
- Instrumental learning (reinforcement)
Operant Conditioning
*Positive Reinforcement
*Negative Reinforcement
*Positive Punishment
*Negative Punishment
Types of Reinforcement
*Fixed Ratio
*Variable Ratio
*Fixed Interval
*Variable Interval
Schedules of Reinforcement
is the scientific term referring to
the mental processes involved in gaining
knowledge and comprehension, including
thinking, knowing, remembering, judging,
and problem solving.
Cognition
is knowledge and
understanding of our own cognitive
processes and abilities and those of others,
as well as regulation of these processes. It is
the ability to make your thinking visible.
- Commonly defined as “thinking about
thinking”
- It is the awareness of the scope and
limitations of your current knowledge and
skills.
- Enables the person to adapt their existing
knowledge and skills to approach a learning
task, seeking for the optimum result of the
learning experience
- Includes keeping one’s emotions and
motivations while learning in check
- The goal of metacognition is for the student
to be a self-regulated learner
Metacognition
Metacognition basically has two aspects:
Self-appraisal
Self-management
is your personal
reflection on your knowledge and
capabilities.
Self-appraisal
is the mental
process you employ using what you
have in planning and adapting to
successfully learn or accomplish a
certain task.
Self-management
___ or what
you know about how you think
metacognitive knowledge
_____ or how
you adjust your thinking processes
to help you learn better
metacognition regulation
- Understanding that having a strategy might help
you to solve a problem more efficiently, or that
having an essay plan may help to keep your
argument on track, - Knowing that it is more difficult to concentrate in
a room that is noisy than one which is quiet, - Knowing that you are good at remembering
people’s faces but not their names, while your
friend is good with names, not faces. - There are three types of metacognitive
knowledge that each play a role in learning and
problem-solving.
metacognitive knowledge
“knowing what” –
knowledge of one’s own learning processes,
and about strategies for learning
* The factual knowledge the learner needs
before being able to process or use critical
thinking related to the topic
* Knowing about, what, or that
* Knowledge of one’s skills, intellectual
resources, and abilities as a learner
* Students can obtain knowledge through
presentations, demonstrations, discussion
Declarative knowledge
“knowing how” –
knowing what skills and strategies to use
* The application of knowledge for the
purposes of completing a procedure or
process
* Knowledge about how to implement learning
procedures (e.g., strategies)
* Requires students know the process as well
as when to apply process in various
situations
* Students can obtain knowledge through
discovery, cooperative learning, and problem
solving
Procedural knowledge
“knowing when” –
knowledge about why and when various
learning strategies should be used
* The determination under what circumstances
specific processes or skills should transfer
* Knowledge about when and why to use
learning procedures
* Application of declarative and procedural
knowledge with certain conditions presented
* Students can obtain knowledge through
simulation
Conditional knowledge
Under metacognitive knowledge, there are
several variables that affect how you know or assess yourself as a thinker:
personal variable
task variable
strategy variable
which is your evaluation of your strengths and weaknesses in learning
personal variable
which is what you know
or what you think about the nature of
the task, as well as what strategies the
task requires
task variable
refers to what
strategies or skills you already have in
dealing with certain tasks.
strategy variable
- Refers to a set of activities that help learners to control their learning.
- Research has shown that metacognitive
regulation supports performance in a number of ways, including:
o understanding where to direct attention
o using strategies more reliably and
efficiently, and;
o developing awareness of difficulties
with comprehension
Metacognition Regulation
At the heart of self-regulation are five essential skills:
PLANNING
INFORMATION MANAGEMENT STRATEGIES
COMPREHENSION MONITORING
DEBUGGING STRATEGIES
EVALUATION
- involves working out how a task might be
approached before you do it. For example
you might make predictions before reading,
select a strategy before tackling a problem,
or allocate time or other resources before
commencing work. - Planning, goal setting, and allocating
resources prior to learning
PLANNING
- Skills and strategy sequences used to
process information more efficiently (e.g.,
organizing, elaborating, summarizing,
selective focusing)
INFORMATION MANAGEMENT
STRATEGIES
- refers to the pupil’s on-task awareness of
progress, comprehension and overall
performance. - Stopping every so often to self-test and
check for understanding is a good example
of monitoring. - Monitoring ability is slow to develop and
even adults find it difficult but it can be
improved with training and practice.
COMPREHENSION MONITORING
- Strategies to correct comprehension and
performance errors
DEBUGGING STRATEGIES
- Requires the learner to review the outcomes
and efficiency of the learning experience. - Evaluation includes revisiting goals and
conclusions, deciding how to improve next
time, and examining learning from another
person’s perspective to diagnose problems. - Analysis of performance and strategy
effectiveness after a learning episode
-EVALUATION
The scope and limitations of
your resources so that you can work with what you have at the moment and look for ways to cope with other necessities
Knowing your limits
The recognition that yourstrategy is not appropriate with the task, to modify your strategy in comprehending your material
Modifying your approach
Browsing over a material and keeping an
eye on keywords, phrases, or sentences. It is also about knowing where to search for such key terms.
Skimming
It’s not just about repeatedly talking,
writing, and/or doing what you have learned, but also trying to make a personal interpretation or summary of the learning experience.
Rehearsing
Trying to test your comprehension of your
learning experience or the skills you have acquired
during learning
Self-Test
