Difference between oc and cc theory of learning
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Classical conditioning involves the pairing of an unconditioned stimulus and conditioned stimulus to elicit a conditioned response, discovered by Ivan Pavlov in the early 1900s. Operant conditioning, coined by B.F. Skinner in 1938, explains how behaviors are modified by consequences like rewards. The key differences are that classical conditioning involves stimulus pairing and association, while operant conditioning involves response modification through consequences without stimulus pairing. Classical conditioning results in reflexes, while operant conditioning shapes external behaviors controlled by the central nervous system.
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Skinner operant conditioning
This document provides an overview of B.F. Skinner's theory of operant conditioning. It defines operant conditioning as changing behavior through reinforcement or punishment. There are three types of operants: neutral, reinforcers, and punishers. Reinforcers increase behavior and punishers decrease it. Schedules of reinforcement like continuous, fixed ratio, and variable interval are also discussed. The document contrasts operant conditioning with classical conditioning and explains how shaping is used to successively reinforce closer approximations of a desired behavior through reinforcement.
Reinforcement
Education aims to fully develop students' abilities and personality traits, but lack of motivation can hinder achieving objectives. Reinforcement principles may help by strengthening desired behaviors. Reinforcement increases the likelihood a response will occur again by presenting a contingent stimulus. It can be positive (adding a reward) or negative (removing an unwanted stimulus). Effective reinforcement schedules include continuous, fixed-ratio, variable-ratio, fixed-interval, and variable-interval. B.F. Skinner influenced education by showing positive reinforcement is more effective than punishment at changing behaviors. Teachers can improve by using immediate positive reinforcement, continuous reinforcement programs, and reinforcing across different times and settings.
PAVLOV'S CLASSICAL CONDITIONING THEORY
This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.
Classical Conditioning by Ivan Pavlov.
Psychology . Classical Conditioning by Ivan Pavlov and Watson.
the Little Albert Experiment and some basic applications of classical conditioning.
Classical conditioning
Classical conditioning is a type of learning where organisms learn to associate stimuli. Ivan Pavlov, a famous Russian physiologist, discovered classical conditioning through his dog experiments. He found that a dog could learn to associate a neutral stimulus, like a bell, with an unconditioned stimulus, like food, which elicits an unconditioned response, like salivation. After repeated pairings, the neutral stimulus alone could elicit the conditioned response of salivation. Pavlov's experiments demonstrated key concepts of classical conditioning like acquisition, extinction, spontaneous recovery, stimulus generalization, and discrimination. Classical conditioning principles can be applied to areas like teaching and advertising.
Theory of Operant Conditioning - B F Skinner
Operant conditioning is a theory of learning developed by B.F. Skinner that states organisms learn by reinforcing behaviors that lead to desirable outcomes or avoiding undesirable ones. Skinner conducted experiments using rat cages and levers to show rats learned to press levers more frequently when rewarded with food. He distinguished between elicited responses controlled by stimuli and emitted operant behaviors that are reinforced. Operant conditioning involves reinforcing desired behaviors through positive or negative reinforcement to increase their frequency.
Classical conditioning
power point presentation on classical conditioning theory-theory of classical conditioning-Pavlov's classical conditioning
Spearman 2 factor theory
Spearman's two-factor theory proposes that intelligence consists of two factors: general intelligence (G factor) and specific abilities (S factors). G factor is an innate general mental ability that is used in all cognitive tasks. S factors are specific learned abilities that vary between tasks. According to Spearman's theory, an individual's performance on a task is determined by both their level of G factor and the specific S factors required for that task. The theory provided insights into the nature of intelligence and implications for education, such as the need to develop both general and specific abilities.
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Skinner operant conditioning
This document provides an overview of B.F. Skinner's theory of operant conditioning. It defines operant conditioning as changing behavior through reinforcement or punishment. There are three types of operants: neutral, reinforcers, and punishers. Reinforcers increase behavior and punishers decrease it. Schedules of reinforcement like continuous, fixed ratio, and variable interval are also discussed. The document contrasts operant conditioning with classical conditioning and explains how shaping is used to successively reinforce closer approximations of a desired behavior through reinforcement.
Reinforcement
Education aims to fully develop students' abilities and personality traits, but lack of motivation can hinder achieving objectives. Reinforcement principles may help by strengthening desired behaviors. Reinforcement increases the likelihood a response will occur again by presenting a contingent stimulus. It can be positive (adding a reward) or negative (removing an unwanted stimulus). Effective reinforcement schedules include continuous, fixed-ratio, variable-ratio, fixed-interval, and variable-interval. B.F. Skinner influenced education by showing positive reinforcement is more effective than punishment at changing behaviors. Teachers can improve by using immediate positive reinforcement, continuous reinforcement programs, and reinforcing across different times and settings.
PAVLOV'S CLASSICAL CONDITIONING THEORY
This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.
Classical Conditioning by Ivan Pavlov.
Psychology . Classical Conditioning by Ivan Pavlov and Watson.
the Little Albert Experiment and some basic applications of classical conditioning.
Classical conditioning
Classical conditioning is a type of learning where organisms learn to associate stimuli. Ivan Pavlov, a famous Russian physiologist, discovered classical conditioning through his dog experiments. He found that a dog could learn to associate a neutral stimulus, like a bell, with an unconditioned stimulus, like food, which elicits an unconditioned response, like salivation. After repeated pairings, the neutral stimulus alone could elicit the conditioned response of salivation. Pavlov's experiments demonstrated key concepts of classical conditioning like acquisition, extinction, spontaneous recovery, stimulus generalization, and discrimination. Classical conditioning principles can be applied to areas like teaching and advertising.
Theory of Operant Conditioning - B F Skinner
Operant conditioning is a theory of learning developed by B.F. Skinner that states organisms learn by reinforcing behaviors that lead to desirable outcomes or avoiding undesirable ones. Skinner conducted experiments using rat cages and levers to show rats learned to press levers more frequently when rewarded with food. He distinguished between elicited responses controlled by stimuli and emitted operant behaviors that are reinforced. Operant conditioning involves reinforcing desired behaviors through positive or negative reinforcement to increase their frequency.
Classical conditioning
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Spearman 2 factor theory
Spearman's two-factor theory proposes that intelligence consists of two factors: general intelligence (G factor) and specific abilities (S factors). G factor is an innate general mental ability that is used in all cognitive tasks. S factors are specific learned abilities that vary between tasks. According to Spearman's theory, an individual's performance on a task is determined by both their level of G factor and the specific S factors required for that task. The theory provided insights into the nature of intelligence and implications for education, such as the need to develop both general and specific abilities.
Classical and operant conditioning
This document provides an overview of classical and operant conditioning. It discusses how classical conditioning involves forming associations between stimuli through repeated pairing, as discovered by Ivan Pavlov, and identifies the key components of classical conditioning. It also defines operant conditioning as modifying behavior through reinforcement and punishment based on consequences, as outlined by B.F. Skinner's experiments with rats pressing levers. The document further explains the concepts of reinforcement, both positive and negative, as well as punishment, both positive and negative, in operant conditioning.
Theory of Learning (Classical Conditioning)
Topic: Theory of Learning (Classical Conditioning)
Student Name: Sunena Imtaiz
Class: B.Ed. Hons Elementary Part (III)
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"Project Founder: Prof. Dr. Amjad Ali Arain
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Operant conditioning
Operant conditioning is a method of learning through reinforcement and punishment. Behavior is strengthened when followed by a reinforcer or weakened when followed by a punisher. B.F. Skinner coined the term and studied operant conditioning using animal experiments. Reinforcers can be positive like praise or negative like escaping an unpleasant stimulus. Punishers are consequences that weaken behavior and can be positive by applying an unpleasant stimulus or negative by removing a desirable one. The timing and schedule of reinforcement impacts how effectively behaviors are learned through operant conditioning.
Hull's Theory of Learning
Clark Hull developed a drive-reduction theory of learning that stated drives create arousal or tension that motivates behavior to reduce the drive, and learning occurs through conditioning when behaviors are associated with drive reduction. His theory proposed several concepts including habit strength, reaction inhibition, and effective reaction potential to explain learning quantitatively. Although influential, Hull's theory faced criticisms for not fully explaining real-world behavior and inconsistencies in its predictions.
Operant Conditioning Theory
Operant condition theory is one among prominent behaviorist theories proposed by Skinner. The slides will help to unfold basic ideas about this theory.
2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
Socialization is the process of learning the norms, values, behaviors, and social skills needed to function in a social group or society. Education institutions are social structures that transmit knowledge and skills through teaching and learning. There are several key agents of socialization, including family, school, peers, media, and religion. Understanding socialization is significant for education as it helps educators strengthen their skills in working with students and gives insight into students' perceptions and social mobility.
Classical conditioning
Classical conditioning is a type of learning that had a major influence on the school of thought in psychology known as behaviorism.Classical conditioning basically involves forming an association between two stimuli resulting in a learned response.
Operant conditioning
Positive reinforcement. Wearing makeup is being reinforced by receiving attention from others.
Levels of teaching
The document discusses the three phases of teaching: pre-active, active, and post-active. In the pre-active phase, the teacher plans lessons including objectives, strategies, and use of teaching aids. During the active phase, the teacher provides learning experiences to students through various modes of instruction. In the post-active phase, the teacher evaluates student learning through tests or other assessments and reflects on the lesson to improve future instruction. The document also discusses three levels of the teaching-learning process: memory, understanding, and reflective, with reflective being the highest level.
Classical vs Operant Conditioning
Classical conditioning (CC) and operant conditioning (OC) both involve learning through associations between stimuli and responses. However, they differ in key ways:
1. In CC, the response is involuntary and precedes the stimulus, while in OC the response is voluntary and occurs after reinforcement.
2. CC involves passive learning as the response is automatic, while OC requires an active learner who operates on the environment to obtain reinforcement.
3. The timing of the stimulus and response differ between the two: in CC the stimulus precedes the response, while in OC the response precedes reinforcement.
Pramod Katti-Micro Teaching
The document discusses the technique of microteaching, which involves practicing teaching skills on short lessons with small groups. It defines microteaching, outlines the microteaching cycle of planning, teaching, feedback, and reteaching. It also compares microteaching to traditional teaching and discusses skills practiced in microteaching like introduction, questioning, explanation, stimulus variation, and blackboard use.
Self concept
This document discusses the concept of self-concept and its importance in education and psychology. It states that self-concept is developed through socialization, parenting, and experiences in school. A person's self-concept influences their behavior, motivation, and academic performance. The document also explores how self-concept has multiple components including physical, academic, social, and transpersonal aspects. It emphasizes that self-concept can be modified through self-reflection and changing one's views of themselves. Overall, the document analyzes how a person's self-concept is integral to their learning and behavior.
Skinner’s operant conditioning theory
Skinner's operant conditioning theory posits that behavior is shaped by its consequences rather than driven by internal processes or stimuli. Through experiments using a Skinner box, he found that rats would learn to press a lever when rewarded with food pellets. Their behavior was conditioned and reinforced through positive reinforcement. Operant conditioning is a process of learning whereby behaviors are strengthened if followed by rewarding consequences or weakened if followed by unpleasant consequences, with the goal of increasing or decreasing certain behaviors.
Curriculum transaction and mode
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
Achievement tests
Achievement tests measure what students have learned after a period of instruction. There are two main types - standardized tests which have uniform procedures and scoring, and teacher-made tests which assess learning in a particular classroom. Standardized tests provide norms and impartial information, while teacher-made tests help evaluate teaching effectiveness but have less accuracy and refinement. Both types of achievement tests are important for measuring student learning outcomes.
Thorndike multifactor theory
Thorndike proposed a multi-factor theory of intelligence that opposed the idea of general intelligence. He believed intelligence is composed of many specific mental abilities or factors. Each intellectual task involves a combination of these factors. The degree of correlation between two tasks depends on the common factors involved. Thorndike identified four attributes of intelligence: level, range, area, and speed. He also proposed three laws of learning: the law of readiness, the law of exercise, and the law of effect. Learning is influenced by motivation, practice, rewards and punishments.
Adjustment and maladjustment
Adjustment and maladjustment - Education Psychology (BEd)- its meaning,definition, process,students and teachers behavior, Maladjustment , symptoms and treatments
Social cognitive learning – Albert Bandura
Albert Bandura developed the Social Cognitive Theory, which posits that learning occurs through observation and modeling within a dynamic social environment. Key aspects of the theory include: reciprocal determinism between personal factors, environmental influences, and behavior; observational learning; and self-efficacy. The theory emphasizes how people can learn through observing others, and explores the role of reinforcement, both direct and vicarious. Behavior is explained as being influenced through continuous interaction between cognitive, behavioral, and environmental factors.
Role of teachers and parents in extrinsic motivation
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
Learning in Psychological Perspectives.pdf
In psychology, "learning" refers to a relatively permanent change in behavior, knowledge, or capability resulting from experience. Learning involves the acquisition of new information, skills, attitudes, or behaviors through various processes. Psychologists study learning to understand how individuals or animals acquire, retain, and apply knowledge or behaviors.
Signature Assignment Part 1,2,3- Pavlov1
Pavlov's classical conditioning experiments are summarized in three parts. Part 1 provides an autobiography of Pavlov and overview of his early work inspiring the development of classical conditioning. Part 2 describes several of Pavlov's key findings regarding concepts like generalization, discrimination, excitation and inhibition. Part 3 discusses applications of classical conditioning in psychology, medicine and education as well as ethical considerations.
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Classical and operant conditioning
This document provides an overview of classical and operant conditioning. It discusses how classical conditioning involves forming associations between stimuli through repeated pairing, as discovered by Ivan Pavlov, and identifies the key components of classical conditioning. It also defines operant conditioning as modifying behavior through reinforcement and punishment based on consequences, as outlined by B.F. Skinner's experiments with rats pressing levers. The document further explains the concepts of reinforcement, both positive and negative, as well as punishment, both positive and negative, in operant conditioning.
Theory of Learning (Classical Conditioning)
Topic: Theory of Learning (Classical Conditioning)
Student Name: Sunena Imtaiz
Class: B.Ed. Hons Elementary Part (III)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Operant conditioning
Operant conditioning is a method of learning through reinforcement and punishment. Behavior is strengthened when followed by a reinforcer or weakened when followed by a punisher. B.F. Skinner coined the term and studied operant conditioning using animal experiments. Reinforcers can be positive like praise or negative like escaping an unpleasant stimulus. Punishers are consequences that weaken behavior and can be positive by applying an unpleasant stimulus or negative by removing a desirable one. The timing and schedule of reinforcement impacts how effectively behaviors are learned through operant conditioning.
Hull's Theory of Learning
Clark Hull developed a drive-reduction theory of learning that stated drives create arousal or tension that motivates behavior to reduce the drive, and learning occurs through conditioning when behaviors are associated with drive reduction. His theory proposed several concepts including habit strength, reaction inhibition, and effective reaction potential to explain learning quantitatively. Although influential, Hull's theory faced criticisms for not fully explaining real-world behavior and inconsistencies in its predictions.
Operant Conditioning Theory
Operant condition theory is one among prominent behaviorist theories proposed by Skinner. The slides will help to unfold basic ideas about this theory.
2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
Socialization is the process of learning the norms, values, behaviors, and social skills needed to function in a social group or society. Education institutions are social structures that transmit knowledge and skills through teaching and learning. There are several key agents of socialization, including family, school, peers, media, and religion. Understanding socialization is significant for education as it helps educators strengthen their skills in working with students and gives insight into students' perceptions and social mobility.
Classical conditioning
Classical conditioning is a type of learning that had a major influence on the school of thought in psychology known as behaviorism.Classical conditioning basically involves forming an association between two stimuli resulting in a learned response.
Operant conditioning
Positive reinforcement. Wearing makeup is being reinforced by receiving attention from others.
Levels of teaching
The document discusses the three phases of teaching: pre-active, active, and post-active. In the pre-active phase, the teacher plans lessons including objectives, strategies, and use of teaching aids. During the active phase, the teacher provides learning experiences to students through various modes of instruction. In the post-active phase, the teacher evaluates student learning through tests or other assessments and reflects on the lesson to improve future instruction. The document also discusses three levels of the teaching-learning process: memory, understanding, and reflective, with reflective being the highest level.
Classical vs Operant Conditioning
Classical conditioning (CC) and operant conditioning (OC) both involve learning through associations between stimuli and responses. However, they differ in key ways:
1. In CC, the response is involuntary and precedes the stimulus, while in OC the response is voluntary and occurs after reinforcement.
2. CC involves passive learning as the response is automatic, while OC requires an active learner who operates on the environment to obtain reinforcement.
3. The timing of the stimulus and response differ between the two: in CC the stimulus precedes the response, while in OC the response precedes reinforcement.
Pramod Katti-Micro Teaching
The document discusses the technique of microteaching, which involves practicing teaching skills on short lessons with small groups. It defines microteaching, outlines the microteaching cycle of planning, teaching, feedback, and reteaching. It also compares microteaching to traditional teaching and discusses skills practiced in microteaching like introduction, questioning, explanation, stimulus variation, and blackboard use.
Self concept
This document discusses the concept of self-concept and its importance in education and psychology. It states that self-concept is developed through socialization, parenting, and experiences in school. A person's self-concept influences their behavior, motivation, and academic performance. The document also explores how self-concept has multiple components including physical, academic, social, and transpersonal aspects. It emphasizes that self-concept can be modified through self-reflection and changing one's views of themselves. Overall, the document analyzes how a person's self-concept is integral to their learning and behavior.
Skinner’s operant conditioning theory
Skinner's operant conditioning theory posits that behavior is shaped by its consequences rather than driven by internal processes or stimuli. Through experiments using a Skinner box, he found that rats would learn to press a lever when rewarded with food pellets. Their behavior was conditioned and reinforced through positive reinforcement. Operant conditioning is a process of learning whereby behaviors are strengthened if followed by rewarding consequences or weakened if followed by unpleasant consequences, with the goal of increasing or decreasing certain behaviors.
Curriculum transaction and mode
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
Achievement tests
Achievement tests measure what students have learned after a period of instruction. There are two main types - standardized tests which have uniform procedures and scoring, and teacher-made tests which assess learning in a particular classroom. Standardized tests provide norms and impartial information, while teacher-made tests help evaluate teaching effectiveness but have less accuracy and refinement. Both types of achievement tests are important for measuring student learning outcomes.
Thorndike multifactor theory
Thorndike proposed a multi-factor theory of intelligence that opposed the idea of general intelligence. He believed intelligence is composed of many specific mental abilities or factors. Each intellectual task involves a combination of these factors. The degree of correlation between two tasks depends on the common factors involved. Thorndike identified four attributes of intelligence: level, range, area, and speed. He also proposed three laws of learning: the law of readiness, the law of exercise, and the law of effect. Learning is influenced by motivation, practice, rewards and punishments.
Adjustment and maladjustment
Adjustment and maladjustment - Education Psychology (BEd)- its meaning,definition, process,students and teachers behavior, Maladjustment , symptoms and treatments
Social cognitive learning – Albert Bandura
Albert Bandura developed the Social Cognitive Theory, which posits that learning occurs through observation and modeling within a dynamic social environment. Key aspects of the theory include: reciprocal determinism between personal factors, environmental influences, and behavior; observational learning; and self-efficacy. The theory emphasizes how people can learn through observing others, and explores the role of reinforcement, both direct and vicarious. Behavior is explained as being influenced through continuous interaction between cognitive, behavioral, and environmental factors.
Role of teachers and parents in extrinsic motivation
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
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2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
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Similar to Difference between oc and cc theory of learning
Learning in Psychological Perspectives.pdf
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Signature Assignment Part 1,2,3- Pavlov1
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CLASSICAL CONDITIONING
This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.
Classical Conditioning
Classical conditioning is a type of learning where organisms learn to associate stimuli through repeated pairings. Ivan Pavlov studied classical conditioning by pairing a neutral stimulus (a bell) with an unconditioned stimulus of food, which elicited an unconditioned response of salivation in dogs. Through repeated pairings, the neutral stimulus became a conditioned stimulus that elicited the conditioned response of salivation. There are different types of classical conditioning procedures including forward, backward, and simultaneous conditioning. Classical conditioning principles can be applied to advertising through repetition, stimulus generalization, and stimulus discrimination.
Functionalistic and associationistic theories presentation
This document discusses functionalistic and associationistic theories of learning proposed by Ivan Pavlov and B.F. Skinner. It introduces Pavlov's theory of classical conditioning and concepts like unconditioned stimulus, unconditioned response, conditioned response and conditioned stimulus. It also introduces Skinner's theory of operant conditioning and concepts like reinforcement, punishment, and reinforcement schedules. The document analyzes how Pavlov and Skinner's ideas are still relevant today, such as in explaining addiction and the effects of television advertising.
Theories of Behvioursim.pptx easy to understand
This document summarizes theories of behaviorism, including classical conditioning by Ivan Pavlov and operant conditioning by B.F. Skinner. It describes Pavlov's experiment showing that behaviors can be learned by connecting a neutral stimulus with a positive one. It then explains Skinner's theory of operant conditioning, which is based on voluntary behaviors and their consequences of reinforcement or punishment. Key aspects of Skinner's theory include how behaviors are strengthened by reinforcers or weakened by punishers. Visual examples are provided of Skinner's box experimental setup.
Behavioural approach to learning
1) Behaviourism is a learning theory that proposes that behaviour can be modified through consequences like reinforcement or punishment. It focuses on observable behaviours rather than internal mental states.
2) Classical conditioning involves associating an unconditioned stimulus that naturally elicits a response with a neutral conditioned stimulus to produce a conditioned response. Pavlov's famous experiment conditioned dogs to salivate when a bell was rung.
3) Operant conditioning, proposed by Skinner, is learning through reinforcement and punishment of behaviours. Positive reinforcement strengthens behaviours by rewarding them, while negative reinforcement removes an unpleasant stimulus to increase a behaviour.
CLASSICAL CONDITIONING VS OPERANT CONDITIONING
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Classical Conditioning Terminology.pdf
Classical conditioning is a type of learning where an originally neutral stimulus becomes associated with an emotional or physiological response after being repeatedly paired with an unconditioned stimulus that elicits a natural response. Key terms in classical conditioning include the unconditioned stimulus, which automatically elicits an unconditioned response, and the conditioned stimulus, which was originally neutral but after conditioning can elicit a conditioned response similar to the unconditioned response due to its association with the unconditioned stimulus through repeated pairing. Classical conditioning involves simple association formation and learning processes.
Theories of learning
Classical conditioning is a learning process where an innate response to an unconditioned stimulus becomes elicited by a previously neutral stimulus through repeated pairings. Ivan Pavlov's famous experiments demonstrated this by pairing a neutral stimulus (bell) with food (unconditioned stimulus), resulting in dogs salivating (conditioned response) to the bell alone. Two major theories explain classical conditioning - stimulus substitution proposes the neutral stimulus takes on the properties of the unconditioned stimulus through association; information/expectation suggests the neutral stimulus comes to signal the expected unconditioned stimulus. Classical conditioning plays a role in emotions and behaviors and understanding it can help modify disturbing emotional responses through behavior therapy.
Module 7 behaviorism
1) Behaviorism focuses on observable and measurable behavior and how behavior is learned through conditioning and reinforcement without consideration of internal mental processes.
2) Key figures in the development of behaviorism include Ivan Pavlov, Edward Thorndike, John Watson, and B.F. Skinner. Pavlov discovered classical conditioning, Thorndike proposed laws of learning, Watson conducted experiments on conditioning emotional responses, and Skinner developed operant conditioning.
3) Operant conditioning by Skinner built upon Thorndike's law of effect and involves reinforcement to shape behaviors through rewards or removal of unpleasant stimuli.
PAVLOV’S CLASSICAL CONDITIONING .pptx
Who is Pavlov
What is Learning
Theories of Learning
The "Pavlov's Dog" Experiment
What is Classical Conditionin
Definition of Stimulus
Key Concepts of Classical Conditioning
Define Conditioning
Key principles of Classical Conditioning
Conclusion
Classical Conditioning in the Classroom
My Own Teaching
CH. 4 LEARNING, MEMORY, AND INTELLIGENCELearning is defined
CH. 4 LEARNING, MEMORY, AND INTELLIGENCE
Learning is defined as relatively permanent changes in behavior that result from experience but are not caused by fatigue, maturation, drugs, injury, or disease.
Memory is simply a process of encoding, storing, and retrieving pieces of information.
Everything we are, in our conscious experience, is dependent upon memory. Without memory we would live in a constant state of rediscovery, whereby every instance would be newly learned. Learning and memory are also intricately connected to intelligence.
Intelligence is the overall capacity to think and act logically and rationally within one’s environment.
What is Learning: Approaches to Learning
Learning, psychology tells us, consists of changes in behavior. But not all changes in behavior are examples of learning.
In the most brief explanation, learning is a change in behavior (or the potential for behavior) as a result of experience.
Learning:
A process resulting in a relatively consistent change in behavior or behavioral potential and is based on experience.
Learning is difficult to assess because it cannot be observed directly; instead, inferences are made about learning based on changes in performance.
Learning is not easily separated from other major topics in psychology. Changes in behavior are centrally involved in many aspects of psychology, including motivation, personality, development, and even mental disorders.
Cognitive Theories:
Theories that look at intellectual processes such as those involved in thinking, problem solving, imagining, and anticipating.
Behavioristic Theories:
Theories concerned with objective evidence of behavior rather than with consciousness and mind. Sometimes these are referred to as S-R or associationistic theories because they deal mainly with associations between stimuli and responses (muscular, glandular, or mental reaction to a stimulus).
Stimulus:
Any change in the physical environment capable of exciting a sense organ. Stimuli can also be internal events such as glandular secretions or even thoughts.
Behavioristic Approaches:
Classical Conditioning and Pavlov’s Experiments
An American named Edwin Twitmyer was actually the first person known to have reported the principle of classical conditioning. About a year later, a Russian by the name of Ivan Pavlov presented essentially the same findings—only he had used dogs as subjects whereas Twitmyer had used humans.
Classical Conditioning, sometimes called learning through stimulus substitution, is learning through stimulus substitution as a result of repeated pairings of an unconditioned stimulus with a conditioned stimulus
To clarify the laws of classical conditioning, Pavlov devised a series of experiments (Pavlov, 1927). In the best known of these, a dog is placed in a harness-like contraption. The apparatus allows food powder to be inserted directly into the dog’s mouth or to be dropped into a dish in front of the dog.
The salivation that ...
Classical conditioning
A brief description of Classical Conditioning theory along with its educational implications. Beneficial for students.
Learning Theories
This document discusses different theories of learning, including behavioral, cognitive, classical conditioning, and operant conditioning theories. Classical conditioning involves learning associations between stimuli through conditioning, as demonstrated by Pavlov's dogs learning to associate food with a stimulus. Operant conditioning involves learning through reinforcement of behaviors, as shown in Skinner's experiments with rats pressing bars for food rewards. Cognitive learning theory views learning as a mental process involving thinking, memory, and problem solving. The document also defines key concepts in learning theories and classifications of learning.
Behaviorism
Behaviorism is a movement in psychology that views learning as occurring through interactions between organisms and their environment. It proposes three major types of learning: classical conditioning, in which a neutral stimulus becomes associated with an unconditioned stimulus to elicit a response; operant conditioning, where behaviors are strengthened or weakened through reinforcement and punishment of consequences; and social learning theory, where observation of models leads to imitation of behaviors.
Mpo presentation theories of learning
Classical conditioning involves learning through association, where a neutral stimulus becomes linked to an unconditioned stimulus to produce a new learned response. It was discovered accidentally by Ivan Pavlov through his experiments with dogs. Operant conditioning, developed by B.F. Skinner, is a method of learning that uses reinforcement to change behavior by rewarding desired responses. Both theories involve stimuli that elicit innate or learned responses and formed the basis of early theories on learning.
obpresentation-150807181352-lva1-app6892.pdf
Pavlov's experiment demonstrated classical conditioning, where a dog learns to associate food with the sound of a metronome through repeated pairings. Classical conditioning is a form of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. Pavlov showed that dogs could be conditioned to salivate in response to a previously neutral stimulus like a bell through repeated pairing with food. His findings established the basic principles of classical conditioning, including acquisition, extinction, spontaneous recovery, stimulus generalization, and discrimination. Classical conditioning forms the basis for explaining many types of learned behaviors and has applications in treating phobias and anxiety disorders.
Application of pavlovian conditioningto mizo
1) The study aimed to apply Pavlovian classical conditioning to everyday life in the Mizo population. Participants were shown a demonstration of Pavlovian conditioning and asked to provide examples from their own lives.
2) Several participants provided examples of learned associations forming between neutral stimuli and responses in daily routines, such as feeling hungry at 12:00pm from eating lunch daily at that time in university or expecting food upon hearing a bell that preceded meals at a hostel.
3) The investigator found that classical conditioning can be observed in everyday experiences across cultures, as the participants demonstrated conditioned responses to previously neutral stimuli without conscious awareness of the learned associations.
Behavioral analysis
This document discusses Skinner's theories of classical and operant conditioning. Classical conditioning involves innate reflexes becoming associated with new stimuli through learning, while operant conditioning attempts to modify behavior using positive and negative reinforcement or punishment that follows a response. The key difference is that classical conditioning involves involuntary responses to stimuli, while operant conditioning focuses on voluntary behaviors and their consequences.
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Trial and error learning theory
1) Edward Thorndike's trial and error learning theory proposes that learning occurs through a process of testing different responses and retaining those that are successful.
2) In Thorndike's experiments with cats in puzzle boxes, the cats initially responded randomly but eventually learned to open the door by pulling a string, eliminating unsuccessful responses over time.
3) Thorndike identified factors in trial and error learning as motives, stimuli, responses, consequences, and fixation on successful responses. His laws of learning also addressed readiness, exercise, effect, use and disuse.
Classical conditioning theory
Pavlov's classical conditioning experiment involved pairing a neutral stimulus (the sound of a bell) with an unconditioned stimulus (food) for dogs. Through repeated pairings, the dogs learned to associate the bell with food and would salivate upon hearing the bell alone. Pavlov's experiment demonstrated the learning process of classical conditioning and identified the key components of an unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. Classical conditioning principles like acquisition, generalization, discrimination, extinction, and spontaneous recovery help explain how associations are formed between stimuli and responses through learning.
Defense mechanism
The document discusses defense mechanisms, which are unconscious psychological processes that protect individuals from anxiety and stress. Sigmund Freud first introduced the concept and proposed mechanisms like repression, regression, and rationalization. Defense mechanisms operate automatically to distort reality and resolve emotional conflicts. Examples are provided for different mechanisms like displacement, projection, and sublimation. The role of defense mechanisms in students and teachers is also discussed.
2. learning curves
The document discusses learning curves, which are graphical representations of the rate of learning or skill acquisition over time. Learning curves typically follow four stages - an initial lag phase with little progress, a steep exponential phase with rapid improvement, an intermediate plateau with arrested progress, and a final phase reaching maximum limits. The shape and progression of learning curves can indicate factors influencing the learning process like task difficulty, teaching methods, motivation, and fatigue.
1. learning process
Learning is a relatively permanent change in behavior due to experience. It involves acquiring new knowledge, skills, and behaviors. Maturation refers to the natural growth and development of the body and mind that occurs with age. Maturation sets the limits for what can be learned at different stages, as learning requires a certain level of physical and mental maturity. The relationship between learning and maturation is interdependent, as maturation facilitates and sets the prerequisites for learning, while learning also influences development. Teachers must consider a student's level of maturation to determine what and when to teach for optimal learning.
Intelligence
Meaning and Concept of Intelligence, nature and functions of Intelligence, Guilford structure of intellect Model, Howard Gardner theory of Multiple Intelligence.
Creativity
Concept and Definitions of Creativity, nature of Creativity, Stages of Creativity, Elements of Creativity, Characteristics of Creativity and creative child, role of Teachers in fostering Creativity.
Emotional intelligence
Meaning and concept of Emotional Intelligence, characteristics, EI Competencies and behavioral indicators, role of teachers in promoting emotional intelligence in students.
Individual difference
This document discusses individual differences, which refer to the variations between individuals. It notes that no two individuals are alike, even identical twins, and that people differ in traits like intelligence, interests, personality, and physical characteristics. These differences are caused by factors like heredity, environment, race, sex, age, and education. The document outlines dimensions of individual differences and educational implications, such as tailoring curriculum, teaching methods, activities, and grouping to students' varying abilities and needs. It also discusses problems that can arise from individual differences in the classroom and remedial measures teachers can take.
Social constructivism
Social Constructivism is a theory of learning developed by Lev Vygotsky that emphasizes how culture and social interaction influence cognitive development. According to Vygotsky, culture provides children with cognitive tools like language, which are transmitted through social interactions with adults and peers. Knowledge is constructed through collaboration within social and cultural contexts. Constructivist classrooms encourage social learning activities like collaborative work, discussion, and problem-solving to help students build knowledge together.
Psycho social development
- Erik Erikson proposed 8 stages of psychosocial development across the lifespan, where individuals face a crisis between two opposing tendencies that influence their development.
- The stages involve developing trust vs mistrust as an infant, autonomy vs shame and doubt as a toddler, initiative vs guilt in preschool, industry vs inferiority in school age, identity vs role confusion in adolescence, intimacy vs isolation in young adulthood, generativity vs stagnation in adulthood, and ego integrity vs despair in late adulthood.
- Positive resolution of each crisis leads to healthy development of that quality while negative resolution can cause problems with future crises and development.
Moral development
This document summarizes Lawrence Kohlberg's theory of moral development, which proposes that moral reasoning develops through six stages grouped into three levels - pre-conventional, conventional, and post-conventional. It describes the characteristics of reasoning at each of the first four stages, focusing on obeying rules to avoid punishment (Stage 1), self-interest exchange (Stage 2), interpersonal accord and expectations (Stage 3), and upholding laws and social order (Stage 4). An example is given to illustrate potential responses from each of these stages.
Moral development
This document summarizes Lawrence Kohlberg's theory of moral development, which proposes that moral reasoning develops through six stages across three levels - pre-conventional, conventional, and post-conventional. It describes the characteristics of reasoning at each of the first four stages, including obeying rules to avoid punishment (Stage 1), acting in one's self-interest (Stage 2), pleasing others and maintaining relationships (Stage 3), and upholding laws and social order (Stage 4). An example is also provided to illustrate potential responses from each of these first four stages.
Cognitive development
Jean Piaget was a developmental psychologist who studied how children's cognitive abilities develop. He identified 4 stages of cognitive development: sensory-motor, pre-operational, concrete operational, and formal operational. Piaget believed that children actively construct knowledge through interactions with their environment using processes like assimilation, accommodation, and equilibration. His theory emphasizes that cognitive development progresses in a fixed order and is dependent on children's experiences at each stage of development. Piaget's theory has significantly influenced modern education by informing how curricula are structured based on children's cognitive abilities at different ages.
Constructivism
This document discusses constructivism as it relates to teaching and learning. Some key points include:
- Constructivism posits that learners actively construct their own understanding and knowledge through experiences and reflection. Learning is an active, social process rather than passive reception of information.
- Vygotsky's zone of proximal development theory holds that learning is maximized when students are helped within their zone of potential development by more capable peers or teachers.
- Constructivist teaching strategies include engaging students in hands-on activities, using prior knowledge to build new understanding, collaboration and questioning to facilitate knowledge construction.
- Effective concept learning provides examples and opportunities for students to identify concepts in different contexts to build robust schemas or networks of
Dimenstions of individual development
This document discusses the dimensions of individual development during early childhood from ages 2 to 6 years. It covers physical, language, intellectual, emotional, social, and moral development during this stage. The early childhood period sees rapid development in these areas. Key developments include gaining height and weight, improved motor skills, expanding vocabulary and sentence complexity, increased attention span and questioning, developing friendships and understanding basic relationships. Early childhood lays the foundation for socialization and is an important time for healthy development across multiple domains.
Growth and development
The document discusses the key differences between growth and development. It defines growth as a quantitative increase in body size, height, and weight, while development refers to qualitative changes that result in improved functioning. Growth mainly affects physical maturation and stops at maturity, whereas development is a continuous process from birth to death that includes physical, intellectual, emotional and social changes. The document also outlines several principles of development, including that it is a continuous process that follows an orderly pattern from general to specific responses and is influenced by both heredity and the environment.
Different Schools of psychology
1. Behaviorism School of Psychology
2. gestalt School of Psychology.
3. Humanistic School of psychology
4. Cognitive school of psychology
5. Constructivist school of Psychology
Methods of studying learners behaviour
1. The document discusses four methods of studying learner behavior: introspection, observation, case study, and experimental method.
2. Introspection involves self-observation to understand one's own mental processes. Observation involves observing the overt behaviors of others.
3. Case study allows an in-depth examination of an individual to understand a specific problem or issue. The experimental method establishes cause-and-effect relationships under controlled conditions.
Educational Psychology- Brief History, introduction, meaning and concept of ...
Educational psychology is the branch of psychology that applies psychological theories and principles to education. It is concerned with understanding learners and the learning process, with a focus on facilitating teaching and learning experiences. Some key aspects covered are:
- The development of students and their cognitive abilities.
- How students learn and retain information through different processes like perception, motivation, and memory.
- Creating effective learning environments and improving teaching methods based on psychological principles.
- Evaluating learning outcomes and the various factors that influence the learning experience.
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- 1. Differences between Classical Conditioning and Operant Conditioning Dr. Manju N. D Assistant Professor SVK National College of Education Kuvempu University, Shimoga
- 2. Differences between Classical Conditioning and Operant Conditioning Classical Conditioning Operant Conditioning Classical conditioning is a learning process first discovered by the Russian physiologist Ivan Petrovich Pavlov in the early 1900s Operant Conditioning is the term coined by B.F. Skinner in 1938. The theory of Classical Conditioning deals with the learning process leading us to gain a new behavior via the process of association. Operant conditioning is a form of learning which explains the relation of behaviors on certain rewards and consequences.
- 3. Classical Conditioning Operant Conditioning Respondent Conditioning Operant conditioning ‘S’ type conditioning ‘R’ type conditioning Pairing of UCS and CS No pairing of UCS and CS CR and UCR are same CR and UCR are Different Association between S-R is on the basis of law of contiguity Association between S-R is on the basis of law of effect. Single S-R bond Sequence of responses
- 4. Classical Conditioning Operant Conditioning Essence of learning is stimulus substitution Essence of learning is response modification Stimulus generalization Stimulus discrimination The classically conditioned reflexes may have zero strength initially The operant cannot have zero strength because it has to occur at least once before it can be reinforced Respondent behaviour is internal Operant is external behaviour Controlled by autonomous nervous system Controlled by central nervous system Elicited behaviour Emitted behaviour