Transcript Critical terms

EDUS 220
Educational Psychology
Unit 4:
Human Learning
Dean Owen, Ph.D., LPCC
Spring 2011
Critical terms:
Behaviorist: One who views all human or
animal activity as a “behavior” and thus is
more or less observable.
Critical terms:
The Three Domains of Behavior” (CAP)
C = Cognitive
A = Affective
P = Psycho-motor
Critical terms:
The Three Domains of Behavior” (CAP)
C = Cognitive
A = Affective
P = Psycho-motor
Critical terms:
The Three Domains of Behavior” (CAP)
C = Cognitive
A = Affective
P = Psycho-motor
Critical terms:
The Three Domains of Behavior” (CAP)
C = Cognitive
A = Affective
P = Psycho-motor
Critical terms:
Learning: A relatively
permanent change in
behavior as the result of
training, practice, or
experience.
Learning is acquiring new or
modifying existing knowledge,
behaviors, skills, values, attitudes,
beliefs or preferences and may
involve integrating different types of
information.
Progress over time tends to follow
learning curves.
Critical terms:
Teaching: The process of creating an
environment in which behavior change is most
likely to occur.
Critical terms:
Stimulus: Any event or condition that is
sensed by our central nervous system. We
have 5 doorways through which we “know” the
world……
a. Touch (tactile sense)
b. Taste (gustatory sense)
c. Smell (olfactory sense)
d. Hearing (auditory sense)
e. Sight (visual sense)
Critical terms:
Habituation: A primitive form of non
associative learning in which there is a
decrease in response after repeated or
prolonged exposure to a stimulus. This helps
to avoid neural overload!
Are you wearing clothes now?
Are your shoes comfortable?
Is your chair warm or cold?
Critical terms:
Sensitization: A primitive form of non
associative learning in which there is an
increase in response after repeated or
prolonged exposure to a stimulus.
Try rubbing your arm….
Critical terms:
Imprinting: A phase
sensitive or time limited
period in which learning
can occur. Example
would be the work of
Konrad Lorenz and his
work with graylag geese.
The “critical period” for
the hatchlings was 13-16
hours after hatching….
Critical terms:
Observational Learning:
Imitation of the behavior
of others….
Assimilation……culture,
style, language, values,
beliefs, ad infinitum….
Critical terms:
Play: Spontaneous
behavior that occurs
with no particular goal
or purpose other than
for the pleasure it
provides….and it
improves future
performance.
Critical terms:
Enculturation: The
process by which an
individual learns the
requirements of their
native culture by which he
or she is surrounded, and
acquires values and
behaviors that are
appropriate or necessary
in that culture.
Critical terms:
Multi-media learning:
When a person uses
both auditory and visual
stimuli to learn
information
Critical terms:
Rote Learning: The
process of memorizing
typically written material
so that it can be recalled
by the learner exactly as
it was read or
heard….may or may not
imply understanding.
Learning by repetition.
Critical ideas
Behaviorists tend to see learning as occurring
in natural situations in which events a person
is both motivated and has the opportunity to
experience something…..this motivation to
behave is referred to as a drive….or need and
by interacting with the environment that drive
or need is satisfied….the experience leaves the
the person changed.
Three Theories
Respondent Learning
Classical Conditioning
Instrumental Learning
Operant Conditioning
Social Learning Theory
Imitative Learning
Learning
How can learning
be defined?
Learning is the acquisition and development of
memories and behaviors, including skills,
knowledge, understanding, values, and wisdom.
It is the product of experience and the goal of
education.
Classical Learning
(aka Pavlovian or Respondent Conditioning.)
Ivan Pavlov
Classical Learning
(aka Pavlovian or Respondent Conditioning.)
A form of associative learning
first demonstrated by Ivan
Pavlov, a Russian physiologist
who was doing research on the
digestion of dogs…..
Classical Learning
(aka Pavlovian or Respondent Conditioning.)
The dogs had been surgically altered so that
saliva could be collected. The dogs were
presented meat powder and they would
begin to salivate. Later, Pavlov noticed that
the dogs would begin to salivate when the lab
technician came into the room. He designed
a study to investigate this phenomenon.
Classical Learning
(aka Pavlovian or Respondent Conditioning.)
Some basic definitions….
Unconditioned Stimulus (US): An event which
has the ability to trigger a reflex or biological
response.
Unconditioned Response (UR): A natural and
innate behavioral response……
Classical Learning
(aka Pavlovian or Respondent Conditioning.)
Some basic definitions….
Conditioned Stimulus (CS): A neutral event
which lacks the ability to trigger a reflex or
biological response.
Conditioned Response (CR): A learned
behavioral response to a previously neutral
stimulus.
Classical Learning
(aka Pavlovian or Respondent Conditioning.)
Pavlov’s experiment involved pairing the US
(food powder) with a CS (Ringing Bell)….
Following several trials, he observed that the
dogs would salivate upon hearing the bell
alone.
Classical Learning
(aka Pavlovian or Respondent Conditioning.)
Food Power (US)
Salivation (UR)
Ringing Bell (CS)
No Salivation
Classical Learning
(aka Pavlovian or Respondent Conditioning.)
Conditional trials were conducted in which the food power and the bell
were paired…presented at the same time…..
Food Power (US)
Ringing Bell (CS)
Ringing Bell (CS)
Salivation (UR)
Salivation (CR)
Classical Learning
(aka Pavlovian or Respondent Conditioning.)
1. US
UR
2. US + CS
UR
3. CS
CR
Classical Learning
(aka Pavlovian or Respondent Conditioning.)
1. US
UR
2. US + CS
UR
3. CS
CR
Classical Learning
Classical Learning
Classical Learning
Classical Learning
John B. Watson
The Little Albert
study of 1920
John B. Watson:
The Little Albert experiment was an experiment showing empirical
evidence of classical conditioning. This study was also an example of
stimulus generalization. It was conducted in 1920 by John B. Watson along
with Rosalie Rayner, his assistant whom he later married. The study was
done at Johns Hopkins University.
Stimulus Generalization: In classical conditioning, stimulus generalization is
the tendency for the conditioned stimulus to evoke similar responses after
the response has been conditioned. For example, if a rat has been
conditioned to fear a stuffed white rabbit, it will exhibit fear of objects similar
to the conditioned stimulus.
John B. Watson, after observing children in the
field, was interested in finding support for his
notion that the reaction of children, whenever
they heard loud noises, was prompted by fear.
Furthermore, he reasoned that this fear was
innate or due to an unconditioned response. He
felt that following the principles of classical
conditioning, he could condition a child to fear
another distinctive stimulus which normally
would not be feared by a child.
John B. Watson:
Loud sound (Unconditioned Stimulus) -> Fear (Unconditioned Response)
Natural response.
Rat (Neutral Stimulus) + Loud sound (Unconditioned Stimulus)-> Fear
(Unconditioned Response) During pairing them.
Rat (Conditioned Stimulus) -> Fear (Conditioned Response)
The fear response later generalized to ….. (Stimulus
White Rabbit (17 days post conditioning….)
Furry Dog
Seal Skin Coat
Santa Claus beard composed of white cotton balls….
Generalization)