The document discusses the historical foundations of learning theory from ancient philosophers to modern psychologists. It covers Aristotle's principles of association, the British Associationist view that knowledge comes from experience and sensations, Thomas Brown's secondary principles of association, Kant's view of innate concepts, Ebbinghaus's pioneering memory experiments, Sechenov and Darwin's influence on viewing mental processes as physiological responses, early comparative psychologists like Romanes and Morgan, and Thorndike, Pavlov, Watson, and Skinner's influential experiments on animal behavior and learning.
The document discusses the historical foundations of learning theory from ancient philosophers to modern psychologists. It covers Aristotle's principles of association, the British Associationist view that knowledge comes from experience and sensations, Thomas Brown's secondary principles of association, Kant's view of innate concepts, Ebbinghaus's pioneering memory experiments, Sechenov and Darwin's influence on viewing mental processes as physiological responses, early comparative psychologists like Romanes and Morgan, and Thorndike, Pavlov, Watson, and Skinner's influential experiments on animal behavior and learning.
The document discusses the historical foundations of learning theory from ancient philosophers to modern psychologists. It covers Aristotle's principles of association, the British Associationist view that knowledge comes from experience and sensations, Thomas Brown's secondary principles of association, Kant's view of innate concepts, Ebbinghaus's pioneering memory experiments, Sechenov and Darwin's influence on viewing mental processes as physiological responses, early comparative psychologists like Romanes and Morgan, and Thorndike, Pavlov, Watson, and Skinner's influential experiments on animal behavior and learning.
PLATO AND ARISTOTLE APPLE NIGHT THUNDER BREAD CHAIR BAT GIRL DENTIST QUIET SUNSET ELEPHANT BLUE Aristotle’s Three Principles of Associations
• Contiguity—The more closely together in
space or time two items occur, the more likely the association
• Similarity—Thought of one concept often
leads to the thought of a similar concept
• Contrast—An item often leads to the thought
of its opposite l British Associationists
Thomas Hobbes (1651)
John Locke (1690) David Hume (1711) Thomas Brown (1820) James Mill (1829) John Stuart Mill (1843) THE BRITISH ASSOCIATIONISTS: THEORY OF KNOWLEDGE
Empiricism: Knowledge via experience
Direct correspondence: Experience – Memory Simple sensations – Simple Ideas
James Mills and Complex Ideas: Two or more
simple sensations are repeatedly presented together, a product of their union may be a complex idea. Complex ideas can combine to form duplex ideas James Mills and Complex Ideas: Two or more simple sensations are repeatedly presented together, a product of their union may be a complex idea. Complex ideas can combine to form duplex ideas Thomas Brown’s 9 Secondary Principles of Association Length of Time Liveliness Frequently Recently Free From Strong Associations Constitutional Differences Emotional State State of the Body Prior Habits Nativists: Immanuel Kant
Concepts of Space and Time are Inborn
Ebbinghaus’s Memory Experiments The use of nonsense syllables (e.g., HAQ, PIF, ZOD)
The concept of savings—The decrease in
the number of repetitions needed to relearn the list DAL RIK BOF ZEX KOR VIQ FOT JUT TIL GEW Ebbinghaus’s Major Findings Correlation between list length and study time Repetition strengthens the association The Forgetting Curve The concept of Backward Association Ivan Sechenov Reflexes of the Brain (1863)
Mental Processes: Reflexive Physiological
Responses
Reflexes can be triggered or inhibited
Charles Darwin Early Comparative Psychologists
George Romanes: collecting
examples of animal behavior C. Lloyd Morgan; Morgan’s dog, Tony Edward Thorndike; Two puzzle boxes Thank you ! Ivan Pavlov and collaborators John B. Watson B. F. Skinner; A modern “Skinner box”