My dear, what do you understand about Theories of Learning?

Theories of Learning refer to general learning principles which have been derived from research by education psychologists

constructivism

Cognitive

4 main theoretical perspectives of Learning Theories

humanistic

Behaviorists: Ivan Pavlov John Watson Edwin Guthrie

Classical conditioning

Behaviorism

Operant conditioning
(Info: you may look for\education behaviorism)

2.
Behaviorism is a theoretical orientation

1. Founded by
John Watson (1878 1958)

states: scientific psychology studies only overt behavior & its effect on environment

3.

the study of observable & measurable behavior

4.emphasizes

relationship between stimuli Theory = Stimulus & responses through Response Theory observation & 3. Stressed 2. concluded experiments that that human relationship behavior can is a learning be observed, process in controlled & forming predicted (source: Mok Soon Sang new \An Education Cpirse for K.P.L.I. THEME 2) behavior

4. Learning

1. study

(more info: you may look for\behaviorism)

Edwin Ray Guthrie

Ivan Pavlov
Classical Conditioning

John Watson
Stimulus Generalization Law of Contiguity

Ivan Pavlov

(1849 1936)

Pavlovs time line

Introduced his Theory:

Classical Conditioning @ Psychic Reflexes @ Transfer Conditioning @ Stimulus-response Conditioning @ S-R Theory

Conducted experiments to study a dogs saliva with the digestive system

His observations about salivation: 1. Sound bell without feed 2. Show food without feed 3. Sound bell , then feed 4. Sound bell @ feed @ sound bell & feed

His conclusions about his finding:

The dog learned 2 relate bell sound with food. The phenomenon is known as Psychic reflexes @ conditioned reflex which describes a learned reaction to a conditioned stimulus that occurs because of previous conditioning
Continued to Watsons theory

Keys: = the; = no salivation; = salivation

Before conditioning
UCS: food UCR: Salivation Neutral stimulus (NS: bell sound) Response not related with UCR

( reference: www.psyonline.nl/hot/en_pavlov.html. )

After conditioning NS :bell sound CS

During conditioning NS: bell sound

CR: Salvation

UCR: Salivation

UCS: food

UCS: food

Abbreviations: UCS = unconditioned stimulus; UCR = unconditioned response; CS= conditioned stimulus; CR = conditioned response

Acquisition: to Extinction of LR: form new CR (only when CS result of weakening comes -second CR, depends on CS-UCS before UCS) bond Basic Spontaneous Higher-Order Processes Recovery of Conditioning: a in Classical LR: to CR works as Conditioning resurrect an an UCS to by Pavlov extinct CR create new CR Stimulus Stimulus Discrimination: Generalization: 1 shows different CR can be response to applied to other similar similar stimulus stimulus

(source: Mok Soon Sang \An Education Course for K.P.L.I. THEME 2)

Abbreviations: LR = learned response; UCS = unconditioned stimulus; UCR = unconditioned response; CS=conditioned stimulus; CR = conditioned response

CR can be fostered through TL process

Implications of Pavlovs Conditioning Theory in Teaching-Learning 1

A Classical Conditioning Model can be used to explained the process of conditioning activities.

1st Math teacher teaches (UCS)

Teacher (CS) time teaches enjoyably

Teacher comes

UCR occurs (students attention)

Students pay attention (CR)

Students pay attention (CR)

before conditioning during conditioning

after conditioning
(source: Mok Soon Sang \An Education Course for K.P.L.I. THEME 2)

Abbreviations: CS=conditioned stimulus; CR = conditioned response UCS = unconditioned stimulus; UCR = unconditioned response;

Classical conditioning on language learning

book

Students verbally express with the book (UCR) existing

book

Read loudly
book

Implications of Pavlovs Conditioning Theory in Teaching-Learning 2

book

relation of UCS-UCR

Teacher shows a book & says book (UCS)

Teacher shows a flash card written a word book (CS)

Students verbally express book (CR)

(CS)

Example of learning Mathematics principles through higher-order conditioning process (new CS)
y c m x (CS & new CS) y y=mx+c m c x y=mx+c

Its a straight line with gradient m & intercept on the y-axis at c

Its a straight line with gradient m & intercept on the y-axis at c

Its a straight line with gradient m & intercept on the y-axis at c

a. Before learning
(UCR=CR)

b. During learning
(UCR=CR)

c. After learning
(CR)
(source: Mok Soon Sang \An Education Course for K.P.L.I. THEME 2)

Abbreviations: CS=conditioned stimulus; CR = conditioned response UCS = unconditioned stimulus; UCR = unconditioned response;

To teach effectively, teacher should relate practical experience (CS) with the learning task (UCS) to produce satisfactory conditioned LR.
Teacher should guide students to make accurate generalization by using various related examples.

Implications of Pavlovs Conditioning Theory in Teaching-Learning 3

Besides, teacher should guide students to make discrimination, for e.g., the difference between parallelogram and rhombus. Sufficient exercises should be allocated to strengthen the application of CS & CR. For e.g., mathematics problem solving. Secondary reinforcement should be used to sustain CR to avoid extinction. For instance, use new but similar stimulus to motivate students for their subsequent learning activities. Restore students memory by allowing sufficient resting time until all existing interference in learning has been removed.
Abbreviations: CS=conditioned stimulus; CR = conditioned response UCS = unconditioned stimulus; UCR = unconditioned response;
(source: Mok Soon Sang \An Education Course for K.P.L.I. THEME 2)

White rat (NS) (CS)

Loud noise (UCS)

(CR) fear reaction

(UCR)

Implications of Watsons Learning Theory in Teaching & Learning 1

Conditioning process : All types of behavior can be learned. Suitable stimulus : Positive behavior can be taught.

In order to master the skill of solving problems, pupils ought to relate the relationship between all responses systematically.
In order to consolidate what has been learned in the memory, more exercises should be carried out after learning. During teaching process, teacher should use suitable stimulus to motivate pupils in learning & avoid using stimulus which will produce negative effect. Environment is vital to enhance the development of students potential. A positive environment which is rich in teaching aids and care from parents helps students to form a balance personality in sense of physical, mental, intellectual & emotion.

Implications of Watsons Learning Theory in Teaching & Learning 2

POSITIVE (Something is added)

REINFORCEMENT (Behavior Increases) + Reinforcement Something is added to increase desired behavior Ex: Smile and compliment student on good performance - Reinforcement Something is removed to increase desired behavior Ex: Give a free homework pass for turning in all assignments

PUNISHMENT (Behavior Decreases) + Punishment Something is added to decrease undesired behavior Ex: Give student detention for failing to follow class rules - Punishment Something is removed to decrease undesired behavior Ex: Make student miss their time in recess for not following the class rules

NEGATIVE (Something is removed)

in education
(source: Mok Soon Sang \An Education Course for K.P.L.I. THEME 2)

"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up and I'll guarantee to take any one at random and train him to become any type of specialist I might selectdoctor lawyer, merchant-chief, and yes, even beggar man and thief, regardless of his talents,penchants, tendencies, abilities, vocations, and race of his ancestors." (1930)

(Source: you may look for\Key Theorists-Theories in Psychology - JOHN B_ WATSON.htm )

Highlights of Edwin Ray Guthries time line

1886 Jan 9: Edwin Ray Guthrie was born in Lincoln, Nebraska 1903 1912: Graduated from high school and enter University of Nebraska. He obtained his bachelors degree in Mathematic and masters degree in Psychology. 1912 1919: He taught Mathematic at several high school. He was hired as an instructor in the department of philosophy at the university of Washington. He shifted into the department of Psychology. 1934 1943: He published (i) His views about Pavlovs theory of conditioning, reward and punishment. (ii) Psychology of Learning. (iii) Psychology principles and scientific truth and Thorndikes concept of Belonging. During World War ll, he served in the office of War information. He accepted the position of Dean of Graduate Studies at the University of Washington. 1958: He received the American Psychology Foundation Gold Medal 1959: Edwin Guthrie died April 23 at the age of 73 in Seattle.
(Details: you may look for\2 Guthrie)

A learned behavior is a series of movements and it takes time for the movements to develop into an act.

A combination of stimuli which has accompanied a movement will on it recurrence tend to be followed by the movement.

He said that all learning is incremental & based on a stimulus-response association.

Movement are small stimulus-response combination and these movement make up an act.

Stimuli which are acting at the time of a response become conditioners of that response. Movementproduced stimuli have become conditioners of the succession of movements.

Some behaviors involves repetition of movements and whats learned are movements, not behaviors

Each movement produces stimuli & that stimuli then become conditioned.

Some behavior involves the repetition of movements, so that conditioning can occur long after the original stimulus.

The movements form a series often referred to as a habit.

Our movements are often classified as forms of conditioning or association.

( more info: hagar.up.ac.za/catts/learner/andres/learning/htm )

Recency Principle: what was done last in the presence of a set of stimuli will be that to be done when the stimulus combination occurs again

Guthrie believed that recency principle plays an integral role in learning process. It is the time relation between the substitute stimulus & the response that count.

The stimulusresponse connections tend to grow weaker with elapsed time

The strength of stimulus-response (SR) is greater when the association is novel; when two S-Rs present with the same cue, the more recent will prevail.

(reference: you may look for\Law of contiguity all learning is a function of one basic principle.htm )

Contiguity theory implies that

Guthrie: Forgetting is because the stimuli become associated with new responses.

forgetting is a form of retroactive

or associative inhibition

due to interference

Guthrie believed that one can use

sidetracking to change previous conditioning by

discovering the initial cues for the habit and associating other behavior with those cues.

Excitement

facilitates learning, breaks up the old habit and also stereotyping of a habit due to the conflict.

Methods

used to break up habits are

threshold, fatigue and the incompatibl e response

method.

Breaking up a habit involves finding the cues that

initiate the action and practicing another response to such cues.

Sidetracking causes the internal associations to break up and it is

easier to sidetrack than to break a habit

(Source: you may look for\Learning Theories Contiguity Theory.htm )

One-trial Learning: A stimulus patter gains its full associative strength on the occasion of its first pairing with a response.

He didnt believe that learning is dependent on reinforcement.

His reason was that reinforcement occurs after stimulus-response has taken part. He believed that learning is the process of establishing new stimuli as cues for some specified response.

Guthrie: Reinforcement is anything that alters the stimulus situation for the learner.

(source: you may look for\2 Guthrie)

Therefore, he rejected Pavlovian reinforcement (source: Schultz)

Also, he rejected Thorndikes Law of Effect and Frequency (source: Schultz).

Guthrie: Reward or punishment was not necessary to change behavior.

The effectiveness of punishment is determined by what it causes the punished organism to do. Punishment works, not because of the pain experienced by the individual, but because it changes the way the individual responds to the certain stimuli. Punishment succeeds in changing the undesired habit because it elicits behavior incompatible with the punishment behavior; punishment is effective only when it results in a new response to certain stimuli; punishment fails because the behavior caused by the punishment is not incompatible with the punished behavior.

All that is required is success in one of the following: 1. Problem solving gain the feeling of elation after solving a problem 2. Task-oriented (helpful) behavior doing something that would prove to be useful, such as studying for an exam. 3. Defense-oriented behavior activities that stop you getting into trouble or physical danger

(reference: Guthrie\TIP theories )

Horton set up the trials by using a glass-paneled box that allowed them to photograph the cats movement.

Guthrie did a collaborative study with George Horton on the stereotyped behavior of cats in the puzzle box.

The box was constructed so that the cat could open the door by touching a post.

Horton supervised the photography, while Guthrie took notes in shorthand.

(source: www.psych.yorkn.ca/classics/kohler/today.htm)

1st min

2nd min

3rd min

4th min

5th min

6th min

7th min

8th min

9th min

10th min

11th min

12th min

13th min

14th min

15th min

16th min

(Source: Guthrie\Edwin Ray Guthrie )

It took about 15 minutes for the cat to touch the post The 2nd time, the cat had the tendency to duplicate its 1st behavior.

The cat repeated the same sequence of movements associated with their previous escape from the box. This is an example of stereotyped behavior. Guthrie states that numerous trials are not duplications, but learning to respond to similar stimulus complexes.

Only after we form several associations can the behavioral criterion of learning be achieved.

Guthrie: We learn only what we ourselves do. Therefore, he used the contiguity theory while teaching at the University of Washington. The responses we wish to cue to various stimuli must be made by the individual himself in the presence of those stimuli.

He extended his philosophy when emphasizing that circumstances must be changed for further learning.
He thought that teachers often limit their involvement in the classroom in order to further student learning. By doing this, they allow the student to made the desired responses without stimuli from the teacher.

He had a large interest in the evaluation of teaching ability and he stressed that the circumstances under which he wishes the desired response should be approximated as closely as possible by the present circumstances. Applying Guthries idea, a student who chews gum while studying will associated the flavor of gum with material. If the student chews the same flavored gum in an exam, then the associated facts should be more easily to be remember.
Guthrie believed that the CS (gum) needs only to be paired with the CR (facts to be remembered ), the UCS is not need (in fact, there is not an UCS that leads to an UCR of recalling facts). Only one trial was necessary to form an association.