Lesson 3 Flashcards
5 Learning Theories
Behaviorist Learning Theory
Cognitive
Social
Psychodynamic
Humanistic
View learning as a product of the stimulus conditions and the responses that follow.
Closely observe responses and then manipulate the environment to bring about the inteded change.
Behaviorist Learning Theory
Based on respondent and operant conditioning procedures
Behaviorist Learning Theory
Classical/Pavlovian Conditioning. Emphasizes the importance of stimulus conditions and the associations formed in the learning process.
A neutral stimulus is paired witb a naturally occurring unconditioned or unlearned stimulus and unconditioned response
Respondent Conditioning
Operant Conditioning is developed by?
Skinner
Focuses on the behavior of the organism and the reinforcement that occurs after the response
Operant Conditioning
A stimulus or event applied after a response that strengthens the probability that the response will be performed again
Reinforcer
Application of a pleasant stimulus
Positive reinforcement
A pleasant stimulus is applied following an organisms response
Reward conditioning
Removal of an aversive or unpleasant stimulus
Negative reinforcement
An an aversive stimulus is applied, the organism makes a response that causes the unpleasant stimulus to cease
Escape conditioning
An aversive stimulus is anticipated by the organism, who makes a response to avoid the unpleasant event
Avoidance conditioning
To increase the probability of a response
Positive reinforcement and Negative reinforcement
To decrease or extinguish the probability of a response
Nonreinforcement and Punishment
An organisms conditioned response is not followed by any kind of reinforcement
Nonreinforcement
Following a response, an aversive stimulus is applied which the organism cannot escape or avoid
Punishment
Stress the importance of what goes on “inside” the learner
Cognitive Learning Theory
Perspectives in Cognitive Learning Theory
Gestalt
Information processing
Cognitive development
Social constructivism
Social cognition
Configuration or patterned organization of cognitive elements.
Each person perceives, interprets, and responds to any situation in his or her own way.
What perspective is this?
Gestalt Perspective
Emphasizes thinking process: though, reasoning, the way information is encountered and stored, and memory functioning.
Helpful for assessing problems in acquiring, remembering, and recalling information.
What perspective is this?
Information Processing Perspective
Focuses on qualitative changes in perceiving, thinking, and reasoning as individuals grow and mature.
Learning is a developmental, sequental, and active process that transpires as the child interacts with the environment, makes “discoveries” about how the world operates and interprets these discoveries in keeping with what she knows.
what perspective is this?
Cognitive Development perspective
The learning process is influenced strongly by culture.
Effective learning occurs through social interaction, collaboration, and negotiation.
what perspective is this?
Social Constructivism Perspective
Highlights the influence of social factors on perception, thought and motivation.
Emphasize the need to consider the dynamics of the social environment and groups on both interpersonal and intrapersonal behavior
what perspective is this?
Social Cognition Perspective
Much of learning occurs by observation —watching other people and discerning what happens to them
Social Learning Theory
Viewed social learning as a mixture of behaviorist and psychodynamic influences
Miller and Dollard (1941)
Credited with outlining the behaviorist, cognitive, and social cognition dimensions of the theory
Bandura
Theory of motivation stressing emotions rather than cognition and responses.
Emphasizes the importance of conscious and unconsscious forces in guiding behavior
Psychodynamic Learning Theory
Motivation is derived from each persons needs.
Each individual is unique and that all individuals have a desire to grow in a positive way.
Transfer of learning is facilitated by curiosity, a positive self concept and open situations.
Humanistic Learning Theory
Behaviorist:
Learning Procedure
Assumption about Learner
Sources of Motivation
Transfer of learning
To change behavior, change the environment
Passive, reactive learner responds to environmental condition
Drive Reduction
Practice
Cognitive:
Learning Procedure
Assumption about Learner
Sources of Motivation
Transfer of learning
To change behavior, change cognitions
Active learner determines patterning of experiences
Goals, Expectation, Disequilibrium
Mental and Physical Activity
Social Learning:
Learning Procedure
Assumption about Learner
Sources of Motivation
Transfer of learning
To change behavior, Change role models, perceived reinforcement and the learners self regulating mechanism
Active learner observes others and regulates decision to reproduce actions
Socialization experiences, role models, and self reactive influeces
Similarity of setting and role models behavior
Psychodynamic:
Learning Procedure
Assumption about Learner
Sources of Motivation
Transfer of learning
To change behavior, change interpretations and make unconscious motivations conscious
Active learners lifestyle, past experiences, and current emotional conflicts
Pleasure principle and reality principle
Imbalance
Personality conflict, resistance, and tranference
Humanistic:
Learning Procedure
Assumption about Learner
Sources of Motivation
Transfer of learning
To change behavior, change feelings, self concept, and needs
Active learner attempts to actualize potential for positive self growth and confirm self concept
Needs, desire for positive self growth and cofirmation of self concept
positive or negative feelings about self
Types Of Learning
Signal Learning
Stimulus response Learning
Chaining
Verbal Association
Discrimination Learning
Concept Learning
Rule Learning
Problem Solving
Simplest level of learning
The person develops a general or diffused reaction stimulus
Signal Learning
Involves developing a voluntary response to a specific stimulus or a combination of stimuli
Stimulus-Response Learning
The acquisition of series of related conditioned responses or stimulus-response connections
Chaining
A type of chaining and is easily recognized in the process of learning medical terminologies
Verbal Association
A great deal can be learned through forming large numbers of stimulus-response or verbal chains.
To learn and retain large number of chains, the person has to be able to criminate among them
Discrimination Learning
Learning how to classify stimuli into groups represented by a common concept
Concept Learning
Considered a chain of concepts or a relationship between concepts
Rule Learning
To solve problems, the learner must have a clear idea of the problem or goal being sought and must be able to recall and apply previously learned rules that relate to the situation
Problem Solving
