Download as PDF, PPTX
More Related Content
Similar to Introduction to Psychology - Topic 5 - Learning
Introduction to Psychology - Topic 5 - Learning
- 1. LEARNING ROBIN CHEAH INTRO TOPSYCHOLOGY TUTORIAL 5
- 2. LEARNING OUTCOMES Define Define learning Compare Compareclassical and operant conditioning Explain Explain how we learn using cognitive learning theory Describe Describe observational learning theory Apply Apply theories in everyday life
- 3. INTRODUCTION From the daywe born until the day we die, we never stop learning Born: learning how to crawl Child: Learning how to read Adulthood: Navigating life challenges Old Age: Coping with retirement 3
- 4.
- 5. WHAT IS LEARNING? 5 Welearn many things by observing and imitating people We also learn through association Learning as an association between a stimulus (e.g. toys) and a response (e.g. happiness) : Conditioning
- 6. WHAT IS LEARNING There aremany ways we have been conditioned without even realising 6
- 7. EXAMPLES OF CONDITIONING 7 E.g. Whenyou go to airport, you feel happy. Why? E.g. When you put the scent of hotel at home, you feel happy. Why?
- 8.
- 9. DEFINING LEARNING •Learning takes places whenever experienceor practice results in a relatively permanent change in behaviour 9
- 10. WHAT IS LEARNING 10 Changesthat can initiate in potential changes, but real changes wouldn’t take place because opportunity never arises You watch a YouTube video on how to make Starbucks-like coffee. But you can’t do it at home because you do not have the needed machine Changes in behaviour Change the way you play musical instrument after your teacher suggests a new way of playing
- 11. WHAT IS LEARNING 11 Although learningis relatively permanent, learnt behaviour not necessarily permanent Learning can be unlearnt Learning is the results of practice or experience We can learn by repeating the behaviour or simply experiencing it
- 12. CLASSICAL CONDITIONING 12 Classical conditioning, alsocalled Pavlovian conditioning and respondent conditioning, is learning through the association of a neutral stimulus with a biologically potent stimulus. The biologically potent stimulus is an involuntary response also known as reflex or reflexive response.
- 13. CLASSICAL CONDITIONING 13 Russian physiologistIvan Pavlov as he studied the digestive system of dogs in the early 1900s Pavlov observed that his dogs would salivate every time he entered the room, whether or not he brought food, because the dogs had associated his entrance into the room with being fed. https://www.youtube.com/watch?v=jd7Jdug5SRc
- 14.
- 15. 4 BASIC ELEMENTSOF CONDITIONING 15 Unconditioned stimulus (UCS) Unconditioned response (UCR) The conditioned stimulus (CS) The conditioned response (CR)
- 16.
- 17. OTHER EXAMPLES 17 A harshand strict teacher demotivates students Fear of dogs Food aversion (e.g. food poisoning) Anxiety over needles Stage fright
- 18. STEPS TO ESTABLISHA CLASSICALLY CONDITIONED RESPONSE 18 Repeated pairings of the UCS and the CS The strength of the CS increases each time these two stimuli are paired until it reaches a point where no further learning occurs Spacing of pairings Learning is slower if the spacing is too close
- 19. OPERANT CONDITIONING Instrumental conditioning employsrewards and punishments for behavior. 19
- 20.
- 21.
- 22.
- 23.
- 24. REINFORCEMENT 24 • Naturally occurring Primaryreinforcer • Must be paired with a stimulus Secondary reinforcer • Rate of behaviour increases Positive Reinforcement • Rate of behaviour increases due to the removal of an unpleasant stimulus Negative reinforcement
- 25. PUNISHMENT Decrease the probabilityof a behaviour recurring Adds something unpleasant to weaken a negative behaviour Should be consistent Does not encourage people to unlearn a behaviour, rather if the threat is removed the behaviour is likely to happen again 25
- 26. SCHEDULES OF REINFORCEMENT 26 • Whenpeople only receive reinforcements occasionally, they learn not to expect reinforcement after every response • Instead, they respond continuously hoping that they will get the desired outcome, eventually Continuous reinforcement • Fixed or variable Partial reinforcement
- 27.
- 28.
- 29. COGNITIVE LEARNING 29 Some argue thatmental activities should not be ignored because they are vital to the learning process How do you visualise the layout of a house from someone’s description of it? How do you hold a knife properly just by watching someone does it? Conditioning will never happen by just reading this module
- 30. COGNITIVE LEARNING 30 Refers tothe mental process that goes inside of us when we learn Insight: A sudden flash of understanding that occurs when you are trying to solve a problem
- 31.
- 32. OBSERVATIONAL LEARNING 32 A form ofsocial learning Watching others We learn how to respect others We learn how to do things
- 33. OBSERVATIONAL LEARNING We donot pay attention to everything that goes around us We usually imitate behaviours that are modelled by someone we look up to If the behaviour expressed by the modelled is not memorable, it will not be learnt If we are motivated to perform the observed behaviour, we probably will not show what we have learnt 33
- 34. THANK YOU ROBIN CHEAHWEN KIT wkcheah@oum.edu.my