Description
This is a presentation describes on various theories on learning including Classical conditioning – given by Ivan Pavlov, reinforcement theory by B.F. Skinner, cognitive theory.
Learning
A major factor to make all individuals different.
learning is a key process in human behavior, Learning: Knowledge or skill acquired by instruction or study
Learning is defined as any relatively permanent change in behavior as result of observation and experience… • It is a process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise. Learning includes associative processes. • Learning can be by birth i. e inherited and it can also be learnt.
Types Of Learning
Perpetual learning – is an ability to learn to recognize the stimuli that you have seen before. 2. Stimulus response learning – is an ability to perform a particular behavior when a certain stimulus is present. 3. Observational learning – it is by watching and imitating other people 1.
Theories of learning
1. • • • • •
Classical conditioning – given by Ivan Pavlov. The theory has 4 main parts – Unconditioned stimulus Unconditioned response Conditioned stimulus Conditioned response
• The study was conducted by seeing the reaction of dog when stimuli is there. • Meat is an unconditioned stimulus which makes the dog react in a specific way. • The reaction which takes place is unconditioned response. • The bell is an artificial stimulus or conditioned stimulus. • Lastly there is a conditioned response and that’s the behavior of the dog i.e its salivation to the ringing of bell.
Conclusion
Conditioned response involves building up of an association between a conditioned stimulus (ringing of bell) and unconditioned stimulus (meat) and when there are two stimuli one compels and the other is neutral, the one being neutral becomes conditioned stimuli and hence takes the properties of unconditioned stimulus.
• • • • •
Given by B.F. Skinner It explains more complex behavior He argues that the behavior is a function of its consequences. People learn to behave in a certain manner to get something and avoid something when they don’t want something. It is a voluntary or learned behavior.
• • 1. 2.
This theory is also known reinforcement theory It is based on two principlesBehavior which results in positive rewards tends to be repeated Behavior is based upon consequences. It can be predicted and controlled according to the consequences .
Types of reinforcement
Positive reinforcement – it is a response followed by something pleasant. • It is a reward for desired behavior so that it increases the probability of occurrence. • Examples – money, incentives, appraisal, recognition, employees consideration in decision-making etc. Negative reinforcement – it is a response followed by something unpleasant. • This is to avoid or escape certain behavior. • It is an avoidance learning • Examples – termination from job, criticism etc. 1.
Extinction
• This is applied to reduce the undesirable behavior. • If rewards are removed such behavior tends to become less frequent and eventually stops occurring.
• Punishment • It is most controversial behavior modification method. • It is unpleasant consequence contingent upon occurrence of an undesirable behavior. • Its consequences may be positive or negative. • Negative behavior after punishment can be reduced if certain things are kept in mind like :-
• Praise in public, punish in private. • Apply punishment before the undesirable behavior has been strongly reinforced. • Focus should be behavior and not the person. • Punishment should be in proportion to the undesired behavior so that it does not result in hostility.
Schedules of Reinforcement
The two major types of reinforcement schedules are: 1) Continuous Schedule: In this reinforcement schedule the desired behavior is reinforced each & every time it is demonstrated.
2) Intermittent Schedule: In this type of reinforcement schedule, not every instance of the desirable behavior is reinforced, but reinforcement is given often enough to make the behavior worth repeating.
Classification of Intermittent Schedules
An intermittent reinforcement can be of two types: 1) Ratio Schedules depend on how many responses the subject makes. The individual is reinforced after giving a certain number of specific types of behavior. 2) Interval Schedules depend on how much time has passed since the previous reinforcement. With interval schedules, the individual is reinforced on the first appropriate behavior after a particular time has elapsed.
A reinforcement can also be classified as fixed or variable. ? Fixed-interval type : Rewards are spaced at uniform time intervals. The critical variable is time & it is held constant. ? Variable-interval type: Rewards are distributed over time so that reinforcements are unpredictable. ? Fixed-ratio type: A reward is initiated, after a constant number of responses are given ? Variable-ratio type: Reward varies relative to the behavior of the individual.
Reinforcement Schedule Continuous
Nature of Reinforcement Reward given after each desired behavior.
Effect on Behavior Fast learning of new behavior but rapid extinction. Average & irregular performance with rapid extinction. Moderately high & stable performance with slow extinction. High & stable performance attained quickly but also with rapid extinction. Very high performance with slow extinction.
Example Compliments
Fixed-interval
Rewards given at fixed time intervals.
Weekly paychecks
Variable-interval
Rewards given at variable time intervals.
Pop quizzes
Fixed-ratio
Rewards given at fixed amounts of output.
Piece-rate pay
Variable-ratio
Rewards given at variable amounts of output.
Commissioned sales
Social learning
• People learn by observing • Through their experiences • This theory acknowledges the existence of observation and importance of perception in learning. • People get influences from various sources. • Examples – family, friends, reference groups, aspiring groups etc.
• Following are the training programs to improve employees learning :1. Attention process – people learn from a model only when they recognize and pay attention to its critical features. • Features- attractive, repeatedly available, important to us.
Retention process – model’s influence depends upon how well you remember their action after they are no longer available. 3. Motor reproduction process – after seeing the behavior watching must be converted into doing. 4. Reinforcement process- individuals can be reinforced to repeat their behavior only if they are rewarded.
Cognitive theory
• Two key assumptions underlie in cognitive approach: 1. that the memory system is an active organized processor of information and 2. that prior knowledge plays an important role in learning. • Cognitive theories look beyond behavior to explain brainbased learning. • Cognitivists consider how human memory works to promote learning
• Cognitive skills are underlying mental abilities and are not the same as the academic knowledge acquired in the classroom. • Cognitive skills can change and improve. • Malfunctioning cognitive skills make learning difficult and frustrating. • Specific cognitive skills testing is the best way to identify which cognitive skills are the cause of a learning problem and need strengthening. • With the right information and training, every child can experience learning that is easy, fast, and fun.
• The cognitive paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor (like a computer).
Therefore we should keep learning as “ WE LEARN THE WHOLE LIFE”
doc_290838331.pptx
This is a presentation describes on various theories on learning including Classical conditioning – given by Ivan Pavlov, reinforcement theory by B.F. Skinner, cognitive theory.
Learning
A major factor to make all individuals different.
learning is a key process in human behavior, Learning: Knowledge or skill acquired by instruction or study
Learning is defined as any relatively permanent change in behavior as result of observation and experience… • It is a process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise. Learning includes associative processes. • Learning can be by birth i. e inherited and it can also be learnt.
Types Of Learning
Perpetual learning – is an ability to learn to recognize the stimuli that you have seen before. 2. Stimulus response learning – is an ability to perform a particular behavior when a certain stimulus is present. 3. Observational learning – it is by watching and imitating other people 1.
Theories of learning
1. • • • • •
Classical conditioning – given by Ivan Pavlov. The theory has 4 main parts – Unconditioned stimulus Unconditioned response Conditioned stimulus Conditioned response
• The study was conducted by seeing the reaction of dog when stimuli is there. • Meat is an unconditioned stimulus which makes the dog react in a specific way. • The reaction which takes place is unconditioned response. • The bell is an artificial stimulus or conditioned stimulus. • Lastly there is a conditioned response and that’s the behavior of the dog i.e its salivation to the ringing of bell.
Conclusion
Conditioned response involves building up of an association between a conditioned stimulus (ringing of bell) and unconditioned stimulus (meat) and when there are two stimuli one compels and the other is neutral, the one being neutral becomes conditioned stimuli and hence takes the properties of unconditioned stimulus.
• • • • •
Given by B.F. Skinner It explains more complex behavior He argues that the behavior is a function of its consequences. People learn to behave in a certain manner to get something and avoid something when they don’t want something. It is a voluntary or learned behavior.
• • 1. 2.
This theory is also known reinforcement theory It is based on two principlesBehavior which results in positive rewards tends to be repeated Behavior is based upon consequences. It can be predicted and controlled according to the consequences .
Types of reinforcement
Positive reinforcement – it is a response followed by something pleasant. • It is a reward for desired behavior so that it increases the probability of occurrence. • Examples – money, incentives, appraisal, recognition, employees consideration in decision-making etc. Negative reinforcement – it is a response followed by something unpleasant. • This is to avoid or escape certain behavior. • It is an avoidance learning • Examples – termination from job, criticism etc. 1.
Extinction
• This is applied to reduce the undesirable behavior. • If rewards are removed such behavior tends to become less frequent and eventually stops occurring.
• Punishment • It is most controversial behavior modification method. • It is unpleasant consequence contingent upon occurrence of an undesirable behavior. • Its consequences may be positive or negative. • Negative behavior after punishment can be reduced if certain things are kept in mind like :-
• Praise in public, punish in private. • Apply punishment before the undesirable behavior has been strongly reinforced. • Focus should be behavior and not the person. • Punishment should be in proportion to the undesired behavior so that it does not result in hostility.
Schedules of Reinforcement
The two major types of reinforcement schedules are: 1) Continuous Schedule: In this reinforcement schedule the desired behavior is reinforced each & every time it is demonstrated.
2) Intermittent Schedule: In this type of reinforcement schedule, not every instance of the desirable behavior is reinforced, but reinforcement is given often enough to make the behavior worth repeating.
Classification of Intermittent Schedules
An intermittent reinforcement can be of two types: 1) Ratio Schedules depend on how many responses the subject makes. The individual is reinforced after giving a certain number of specific types of behavior. 2) Interval Schedules depend on how much time has passed since the previous reinforcement. With interval schedules, the individual is reinforced on the first appropriate behavior after a particular time has elapsed.
A reinforcement can also be classified as fixed or variable. ? Fixed-interval type : Rewards are spaced at uniform time intervals. The critical variable is time & it is held constant. ? Variable-interval type: Rewards are distributed over time so that reinforcements are unpredictable. ? Fixed-ratio type: A reward is initiated, after a constant number of responses are given ? Variable-ratio type: Reward varies relative to the behavior of the individual.
Reinforcement Schedule Continuous
Nature of Reinforcement Reward given after each desired behavior.
Effect on Behavior Fast learning of new behavior but rapid extinction. Average & irregular performance with rapid extinction. Moderately high & stable performance with slow extinction. High & stable performance attained quickly but also with rapid extinction. Very high performance with slow extinction.
Example Compliments
Fixed-interval
Rewards given at fixed time intervals.
Weekly paychecks
Variable-interval
Rewards given at variable time intervals.
Pop quizzes
Fixed-ratio
Rewards given at fixed amounts of output.
Piece-rate pay
Variable-ratio
Rewards given at variable amounts of output.
Commissioned sales
Social learning
• People learn by observing • Through their experiences • This theory acknowledges the existence of observation and importance of perception in learning. • People get influences from various sources. • Examples – family, friends, reference groups, aspiring groups etc.
• Following are the training programs to improve employees learning :1. Attention process – people learn from a model only when they recognize and pay attention to its critical features. • Features- attractive, repeatedly available, important to us.
Retention process – model’s influence depends upon how well you remember their action after they are no longer available. 3. Motor reproduction process – after seeing the behavior watching must be converted into doing. 4. Reinforcement process- individuals can be reinforced to repeat their behavior only if they are rewarded.
Cognitive theory
• Two key assumptions underlie in cognitive approach: 1. that the memory system is an active organized processor of information and 2. that prior knowledge plays an important role in learning. • Cognitive theories look beyond behavior to explain brainbased learning. • Cognitivists consider how human memory works to promote learning
• Cognitive skills are underlying mental abilities and are not the same as the academic knowledge acquired in the classroom. • Cognitive skills can change and improve. • Malfunctioning cognitive skills make learning difficult and frustrating. • Specific cognitive skills testing is the best way to identify which cognitive skills are the cause of a learning problem and need strengthening. • With the right information and training, every child can experience learning that is easy, fast, and fun.
• The cognitive paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information processor (like a computer).
Therefore we should keep learning as “ WE LEARN THE WHOLE LIFE”
doc_290838331.pptx