Learning Theories Flashcards
Learning Theories (COST)
Cognitive Theory of
Learning
Operant Conditioning
Social Learning
Theory (Observational)
Thorndike’s Laws
Learning Theories Key Terms
Positive reinforcement – stimulus given when response is given
Negative reinforcement – stimulus withdrawn once response received
Punishment – giving a stimulus to prevent a response occurring
Stimulus-Response bond (S-R bond) - an individual is conditioned by stimuli which are ‘connected’ or ‘bonded’ to responses
Thorndike’s Laws
- Law of exercise
- Law of effect
- law of readiness
(Thorndike’s Law of Exercise
Repeating or rehearsing the S-R connections is more likely to strengthen them. If the desired response occurs, reinforcement is necessary
The correct response should be practiced/rehearsed if learning is to take place.
E.g. skills improve through training so you train with more focus
practical example; repeated shooting in netball practice strengthens the S-R bond
Thorndike’s Law of Effect
If the response is followed by a ‘satisfier’, then the S-R bond is strengthened. If the response is followed by an ‘annoyer’, then the S-R bond is weakened. This means that pleasant outcomes are likely to motivate the performer to repeat the action
the effect of the response dictates the next response
E.g. positive outcome/satisfaction from practice makes you continue
practical example positive comments about their netball shooting technique strengthens a players S-R bond whilst negative comments weaken it
Thorndike’s Law of Readiness
The performer must be physically and mentally able to complete the task effectively
The performer should be ready/mature/intellectually aware/capable to perform the response
e.g. you need to be physically mature/strong enough to start some activities/training
practical example; a shooter in netball needs to be physically strong enough to push the ball the required distance to the hoop. They also need the mental capacity to understand the correct technique
Cognitive Learning Theory (Gestaltist)
Cognitive means concerned with thinking and understanding rather than connecting certain stimuli to certain behaviours
It is also known as insight learning
The theory believes that we take in information from our environment and then use our previous experiences (memory and perception) to help solve the problems.
Practical example In a tennis match the opposition often serves a short sliced 2nd serve. The player learns to move forward for the 2nd serve.
Learning is best achieved by presenting the whole skill to the learner
Learning takes place in a realistic situation the more open the environment the better
Learners must understand and think about the problem as a whole this requires insight and problem solving
It is Not just a case of stimulus-response, there are mental processes, known as intervening variables, which occur between a stimulus being received before learner performs a response.
Learner uses mental rehearsal or perception to aid learning
This theory suggests that the wider range of activities that children experience the better their decision making in sport.
practical example a table tennis player learning how to put spin on the ball is using cognitive theory even though she may not know it
Social Learning Theory
Bandura
Observing and copying the actions of others
Significant others, or those perceived as important, are more likely to be copied
The person being copied or observed is often referred to as the model.
According to Bandura (1977), copying or modelling can affect our performance through 4 processes
Attention
Retention
Motor Production
Motivation
Social Learning Theory
Attention
To be able to imitate the performer must first pay attention to the demonstration and focus on important cues (cueing)
Attention can be influenced by:
The perceived attractiveness of the model
The competence of the model
The status of the model
Personal attention span (of the observer)
Incentives that are present
Social Learning Theory
Retention
The observer must be able to remember the model that is presented.
Mental rehearsal can improve the retention of this mental image
Social Learning Theory
Motor Production
The performer must be physically and mentally able to imitate the skill being produced
Demonstrations need to match the observers capabilities
Feedback will be important if the motor reproduction is to match the model
Social Learning Theory
Motivation
The level of motivation of the observer is crucial if they are going to imitate the performance
External reinforcement of the model will increase the motivation to imitate it
Factors that impact on Modelling
Factors that impact on Modelling
- High status of the person who is modelling
- Same as or similar to us in terms of age/gender/sport/position/ attitude/culture
- Model’s behaviour is reinforced or use of vicarious reinforcement
- The models performance is of a high standard, is consistent, accurate and successful
- If the models is warm, friendly, attractive
- The more of these factors that are met by the model the more likely it is that the behaviour will be copied or if a model satisfies only one of these factors it is not likely to be copied
- If the demonstration is clear and repeated
- If the observer is focused on the relevant cues, can remember what they have seen and uses mental rehearsal
- If the observer is motivated
Types of Guidance
Verbal Guidance
Visual Guidance
Manual Guidance
Mechanical Guidance
Types of Feedback
Intrinsic Feedback Extrinsic Feedback Positive Feedback Negative Feedback Knowledge of Results Knowledge of Performance
