7 oe ¥ UN ww * S BEHAVIORIST * PERSPECTIVE < Sy = Gs DR iG ay a 7aw THE LEARNING OUTCOMES FOR THIS TOPIC: Make a simple plan applying the primary laws of learning. A 2 ow Determine how to use rewards in the SS learning process more effectively. g°7*h%INTRODUCTION The theory of behaviorism focuses on the study of observable and measurable behavior. It emphasizes that behavior is _ Ss mostly learned through conditioning and reinforcement 5 ‘ (rewards and punishment). It does not give much attention to op the mind and the possibility of thought processes occurring in the mind. Contributions in the development of the behaviorist “4 theory largely came from Pavlov, Watson, Thorndike and » Skinner. {0 oical Conditioning Connectionism nt Conditioning viov/ Wat! (Thorndike) (Skinner) Primary Laws Reinforcement 8 svorscessiion EEE Rec riotes 7000yIVAW PAVLOV a Russian physiologist, is well known for his work in classical conditioning or stimulus substitution. Paviov's most renowned experiment involved meat, a dog and a bell. Initially, Paviov was measuring the dog's salivation in order to study digestion. This is when he stumbled upon classical conditioning,PAVLOV'S EXPERIMENT. BEFORE CONDITIONING, RINGING THE BELL (WEUTRAL STIMULUS) CAUSED HO RESPONSE FROM THE DOG. PLACING FOOD (UNCONDITIONED STIMULUS) IN FRONT OF THE DOG INITIATED SALIVATION (UNCONDITIONED RESPONSE). DURING CONDITIONING, THE BELL WAS RUNG A FEW SECONDS BEFORE THE DOG WAS PRESENTED WITH FOOD. AFTER CONDITIONING, THE RINGING OF THE BELL (CONDITIONED STIMULUS) ALOWE PRODUCED SALIVATION (CONDITIONED RESPONSE). THIS IS CLASSICAL CONDITIONING.CLASSICAL CONDITIONING* * & Stimulus Generalization. Once the dog has learned to salivate at the sound of the bell, it will salivate at other similar sounds. Extinction. if you stop pairing the bell with the food, salivation will eventually cease in response to the bell. Spontaneous Recovery. Extinguished responses can be "recovered" after an. clapsed time, but will soon extinguish again if the dog is not presented with food. Discrimination, The dog could leam to discriminate between similar bells (stimuli) and discern which bell would result in the presentation of food and which would not. Higher-Order Conditioning. Once the dog has been conditioned to associate the bell with food, another unconditioned stimulus, such as a light may be flashed at the same time that the bell is rung, Eventually, the dog will salivate at the flash of the light without the sound of the bell,Edward L. ThorndikeEdward Thorndike’s Connectionism Edward Thorndike’s Connectionism theory gave us the original S-R framework of behavioral psychology. More than a hundred years ago he wrote a text book entitled, Education Psychology. iEdward Thorndike’s Connectionism He was the first one to use this term. He explained that learning is the result of associations forming between Stimuli (S) and responses (R). Such associations or “habits” become strengthened or weakened by the nature and frequency of the S-R pairings. iree ae Thorndike’s theory on connectionism, states that learning has taken place when a strong connection or bond between stimulus and response is formed. He came up with three primary laws. ( a 2793 MMLaw of Effect The law of effect states that a connection between a stimulus and response is strengthened when the consequence is positive (reward) and the connection between the stimulus and the response is weakened when the consequence is negative. iLaw of Exercise This tells us that the more an S-R (stimulus- response) bond is practiced the stronger it will become. “practice makes perfect” seem to be associated with this. However, like the law of effect, the law of exercise also had to be revised when Thorndike found that practice without feedback does not necessarily enhance performance. iLaw of Readiness This states that more readiness the learner has to respond to the stimulus, the stronger will be the bond between them. When a person is ready to respond to a stimulus and is not made to respond, it becomes annoying to the person. iPrinciples derived — — from Thorndike’s Connectionism: :——o 1. Learning requires both practice and rewards (laws of effect and laws of exercise) 2. Aseries of S-R connections can be chained together if they belong to the same action sequence (law of readiness).oo 3. Transfer of learning occurs because — — of previously encountered situations. 4. Intelligence is a function of the number of connections learned.THANK YOu FOR WATCHING