Learning is a process of acquiring knowledge through experience or being taught. There are several types of learning, including classical conditioning, operant conditioning, and observational learning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, as demonstrated in Pavlov's experiments. Operant conditioning involves voluntary responses that are reinforced or punished to increase or decrease a behavior. Observational learning occurs through observing and imitating others. Factors that influence learning include intelligence, prior knowledge, motivation, and the learning material and methods used. Various therapies also apply learning principles, such as systematic desensitization for phobias.
learning is a specific change or modification in behavior involving the nervous system as an result of experience with an external event or series of events in a individuals life.
Animal behavior includes all the ways animals interact with other organisms and the physical environment. Behavior can also be defined as a change in the activity of an organism in response to a stimulus, an external or internal cue or combo of cues. ... Behavior is shaped by natural selection.
Chemoreceptors
Chemoreceptors or organs of chemical sense consist of olfactory organs and organs of taste. Both these organs are stimulated only by chemical substances or odours in air (nostrils) and in solution (tongue).
The medium for dissolving substances for taste is water for aquatic animals and mucus for land animals.
The olfactory organs can respond to a low concentration of the dissolved substance, whereas organs of taste need a higher concentration of the dissolved substance for a response.
Olfactory Organs in Vertebrates:
Odours bind to and activate olfactory receptors located on the dendrites of sensory neurons in the nose. Olfactory organs (olfactory-receptors) are a pair of invaginations of the ectodermal cells of the skin forming olfactory sacs on the anterior end of head.
Their external openings are called nostrils or nares.
In most fishes the olfactory organs consist of a pair of pits lined with folds or ridges of sensory epithelium.
The cyclostomes have a single median olfactory organ. This is a blind pit in the lampreys, but in hagfishes it opens into the pharynx.
Dipnoans resemble higher vertebrates in possessing paired nasal passages that open by means of choanae into pharynx. The nasal passages, therefore, have both internal and external openings. The olfactory epithelium within canals appears in the form of folds.
Sensory systems consist of peripheral receptor cells and integrating neurons in the brain.
Impulses are transmitted from receptors by sensory fibres to the central nervous system where they are interpreted as sensations or messages, which are sent to effector organs through efferent or motor nerve fibres, for responding in an appropriate manner.
A vertebrate has receptors or sense organs for touch, smell, taste, sight, and hearing, which are stimulated by the environment. These sense organs are termed external receptors or exteroceptors.
There are other sense organs found in the body, which detect temperature, pain, hunger, thirst, fatigue, and muscle position. They are spoken of as internal receptors or interoceptors.
Besides these two, third is proprioceptors, which are stretch receptors found in the muscles, joints, tendons, connective tissue and skeletons. All receptors are closely associated with the nervous system and respond to external or internal stimuli.
List of Common Senses:
1. Touch.- It includes contact, pressure, heat and cold, etc.
2. Taste. -Receive stimulus by chemicals in solution.
3. Smell.- Receive volatile chemicals and gases in air.
4. Hearing.- Receive sound vibrations.
5. Sight. -Receive light waves.
learning is a specific change or modification in behavior involving the nervous system as an result of experience with an external event or series of events in a individuals life.
Animal behavior includes all the ways animals interact with other organisms and the physical environment. Behavior can also be defined as a change in the activity of an organism in response to a stimulus, an external or internal cue or combo of cues. ... Behavior is shaped by natural selection.
Chemoreceptors
Chemoreceptors or organs of chemical sense consist of olfactory organs and organs of taste. Both these organs are stimulated only by chemical substances or odours in air (nostrils) and in solution (tongue).
The medium for dissolving substances for taste is water for aquatic animals and mucus for land animals.
The olfactory organs can respond to a low concentration of the dissolved substance, whereas organs of taste need a higher concentration of the dissolved substance for a response.
Olfactory Organs in Vertebrates:
Odours bind to and activate olfactory receptors located on the dendrites of sensory neurons in the nose. Olfactory organs (olfactory-receptors) are a pair of invaginations of the ectodermal cells of the skin forming olfactory sacs on the anterior end of head.
Their external openings are called nostrils or nares.
In most fishes the olfactory organs consist of a pair of pits lined with folds or ridges of sensory epithelium.
The cyclostomes have a single median olfactory organ. This is a blind pit in the lampreys, but in hagfishes it opens into the pharynx.
Dipnoans resemble higher vertebrates in possessing paired nasal passages that open by means of choanae into pharynx. The nasal passages, therefore, have both internal and external openings. The olfactory epithelium within canals appears in the form of folds.
Sensory systems consist of peripheral receptor cells and integrating neurons in the brain.
Impulses are transmitted from receptors by sensory fibres to the central nervous system where they are interpreted as sensations or messages, which are sent to effector organs through efferent or motor nerve fibres, for responding in an appropriate manner.
A vertebrate has receptors or sense organs for touch, smell, taste, sight, and hearing, which are stimulated by the environment. These sense organs are termed external receptors or exteroceptors.
There are other sense organs found in the body, which detect temperature, pain, hunger, thirst, fatigue, and muscle position. They are spoken of as internal receptors or interoceptors.
Besides these two, third is proprioceptors, which are stretch receptors found in the muscles, joints, tendons, connective tissue and skeletons. All receptors are closely associated with the nervous system and respond to external or internal stimuli.
List of Common Senses:
1. Touch.- It includes contact, pressure, heat and cold, etc.
2. Taste. -Receive stimulus by chemicals in solution.
3. Smell.- Receive volatile chemicals and gases in air.
4. Hearing.- Receive sound vibrations.
5. Sight. -Receive light waves.
ppt on flight adaptation
a well prepared ppt on the topic of bird's flight adaptation.
a good collaboration of knowledge on this topic , hope all of you like this
plz like and share if you like it
Introduction:
Adaptation to environment is one of the basic characteristics of the living organisms. Living organisms are plastic and posses the inherent properties to respond to a particular environment.
It is a facet of evolution and involve structural diversities amongst living organisms that are heritable. Organisms exhibit numerous structural and functional adaptations that help them to survive as species and to overcome the tremendous competition in nature.
All classes of vertebrates have their representatives leading to partial or total aquatic life.
Water is a homogenous medium for animals.
As a medium, it is heavy in concentration than air.
Stable gaseous and osmotic concentration in a specific region.
Temperature fluctuation is minimum for a particular region.
Water bodies generally have very rich food resources.
Characters of an Aquatic Animal:
An aquatic animal should have the ability to swim to overcome the resistance of the surrounding medium.
Therefore, it should have a streamlined body with an organ or ability to float.
The animal should also have to overcome the problem of osmoregulation.
There are two types of animals living in the present day water, which have undergone aquatic adaptation.
According to their origin, they are primary and secondary aquatic animals.
Adaptations to water habitat are of two types:
Primary aquatic adaptations which includes primitive gill-breathing vertebrates (fishes); Those animals, whose ancestors and themselves are living in the water from the very beginning of their evolution, are called primary aquatic animals. In other words, primary aquatic animals never had a terrestrial ancestry. They exhibit perfect aquatic adaptations. All fishes are primary aquatic animals.
Secondary aquatic adaptations which are acquired as in reptiles, birds and mammals. Those animals whose ancestors were lung breathing land animals, migrated to the water for some reason and ultimately got adapted to live in aquatic habitat, are called secondary aquatic animals. Some of them live partially while others live totally in the water. All aquatic reptiles, aves and mammals are representatives of secondary aquatic animals. Amphibians are in a transitional form between primary and secondary aquatic life.
Sensory adaptations like, electroreception for electrolocation and electro communication, olfaction (vomeronasal system), balance (spatial orientation, movement perception), vision (cornea curvature, retinal topography), and hearing (acoustics, ear anatomy) under the underwater sound reception mechanisms in various aquatic amniotes are well developed.
Origin of the Lateral Line System
Lateral line is a canal along the side of a fish containing pores that open into tubes supplied with sense organs sensitive to low vibrations.
Robert H. Denison explained the origin of the lateral line system. He explained that early vertebrates had a pore-canal system in the dermis which functioned as a primitive sensory system in detecting water movement.
Through the evidences from fossils, embryology and comparative anatomy, Denison (1966) established that the inner ear is closely related to the lateral line system. He found a distinct relationship between the pore canal system and the lateral line in Osteotraci.
The inner ear and the lateral line are developed from ectodermal thickenings, called dorso-lateral placodes. These have a number of similarities, including receptors with sensory hairs, and are both innervated by fibers in the acoustico-lateral area of the brain.
The pore canal system is present and developed in Osteostraci (ostracoderm).
It is also present in Heterostraci which is another group of ostracoderms and includes early vertebrates such as lungfishes and crossopterygians.
As its presence is extensive, it is reasonable to suggest that the pore canal system was a primitive character in early vertebrates .
In transverse sections also , it is very difficult to differentiate the pore canal system from a lateral line canal.
Structure of the Lateral Line System
Epidermal structures called neuromasts form the peripheral area of the lateral line.
Neuromasts consist of two types of cells, hair cells and supporting cells.
Hair cells have an epidermal origin and each hair cell has one high kynocyle (5-10 μm) and 30 to 150 short stereocilia (2-3 μm).
The number of hair cells in each neuromast depends on its size, and they can range from dozens to thousands.
Hair cells can be oriented in two opposite directions with each hair cell surrounded by supporting cells.
At the basal part of each hair cell, there are synaptic contacts with afferent and efferent nerve fibers. Afferent fibers, transmit signals to the neural centres of the lateral line and expand at the neuromast base. The regulation of hair cells is achieved by the action of efferent fibers.
Stereocilia and kinocilium of hair cells are immersed into a cupula and are located above the surface of the sensory epithelium.
The cupula is created by a gel-like media, which is secreted by non-receptor cells of the neuromast.
ppt on flight adaptation
a well prepared ppt on the topic of bird's flight adaptation.
a good collaboration of knowledge on this topic , hope all of you like this
plz like and share if you like it
Introduction:
Adaptation to environment is one of the basic characteristics of the living organisms. Living organisms are plastic and posses the inherent properties to respond to a particular environment.
It is a facet of evolution and involve structural diversities amongst living organisms that are heritable. Organisms exhibit numerous structural and functional adaptations that help them to survive as species and to overcome the tremendous competition in nature.
All classes of vertebrates have their representatives leading to partial or total aquatic life.
Water is a homogenous medium for animals.
As a medium, it is heavy in concentration than air.
Stable gaseous and osmotic concentration in a specific region.
Temperature fluctuation is minimum for a particular region.
Water bodies generally have very rich food resources.
Characters of an Aquatic Animal:
An aquatic animal should have the ability to swim to overcome the resistance of the surrounding medium.
Therefore, it should have a streamlined body with an organ or ability to float.
The animal should also have to overcome the problem of osmoregulation.
There are two types of animals living in the present day water, which have undergone aquatic adaptation.
According to their origin, they are primary and secondary aquatic animals.
Adaptations to water habitat are of two types:
Primary aquatic adaptations which includes primitive gill-breathing vertebrates (fishes); Those animals, whose ancestors and themselves are living in the water from the very beginning of their evolution, are called primary aquatic animals. In other words, primary aquatic animals never had a terrestrial ancestry. They exhibit perfect aquatic adaptations. All fishes are primary aquatic animals.
Secondary aquatic adaptations which are acquired as in reptiles, birds and mammals. Those animals whose ancestors were lung breathing land animals, migrated to the water for some reason and ultimately got adapted to live in aquatic habitat, are called secondary aquatic animals. Some of them live partially while others live totally in the water. All aquatic reptiles, aves and mammals are representatives of secondary aquatic animals. Amphibians are in a transitional form between primary and secondary aquatic life.
Sensory adaptations like, electroreception for electrolocation and electro communication, olfaction (vomeronasal system), balance (spatial orientation, movement perception), vision (cornea curvature, retinal topography), and hearing (acoustics, ear anatomy) under the underwater sound reception mechanisms in various aquatic amniotes are well developed.
Origin of the Lateral Line System
Lateral line is a canal along the side of a fish containing pores that open into tubes supplied with sense organs sensitive to low vibrations.
Robert H. Denison explained the origin of the lateral line system. He explained that early vertebrates had a pore-canal system in the dermis which functioned as a primitive sensory system in detecting water movement.
Through the evidences from fossils, embryology and comparative anatomy, Denison (1966) established that the inner ear is closely related to the lateral line system. He found a distinct relationship between the pore canal system and the lateral line in Osteotraci.
The inner ear and the lateral line are developed from ectodermal thickenings, called dorso-lateral placodes. These have a number of similarities, including receptors with sensory hairs, and are both innervated by fibers in the acoustico-lateral area of the brain.
The pore canal system is present and developed in Osteostraci (ostracoderm).
It is also present in Heterostraci which is another group of ostracoderms and includes early vertebrates such as lungfishes and crossopterygians.
As its presence is extensive, it is reasonable to suggest that the pore canal system was a primitive character in early vertebrates .
In transverse sections also , it is very difficult to differentiate the pore canal system from a lateral line canal.
Structure of the Lateral Line System
Epidermal structures called neuromasts form the peripheral area of the lateral line.
Neuromasts consist of two types of cells, hair cells and supporting cells.
Hair cells have an epidermal origin and each hair cell has one high kynocyle (5-10 μm) and 30 to 150 short stereocilia (2-3 μm).
The number of hair cells in each neuromast depends on its size, and they can range from dozens to thousands.
Hair cells can be oriented in two opposite directions with each hair cell surrounded by supporting cells.
At the basal part of each hair cell, there are synaptic contacts with afferent and efferent nerve fibers. Afferent fibers, transmit signals to the neural centres of the lateral line and expand at the neuromast base. The regulation of hair cells is achieved by the action of efferent fibers.
Stereocilia and kinocilium of hair cells are immersed into a cupula and are located above the surface of the sensory epithelium.
The cupula is created by a gel-like media, which is secreted by non-receptor cells of the neuromast.
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Reproductive Physiology Overview
User
Reproductive system physiology
ChatGPT
The reproductive system is responsible for the production and development of offspring. It includes various organs and structures that differ between males and females. In this response, I will provide an overview of the reproductive system physiology for both males and females.
Male Reproductive System Physiology:
Testes: The testes are the primary male reproductive organs. They produce sperm cells through a process called spermatogenesis and secrete the hormone testosterone.
Epididymis: The epididymis is a coiled tube located on the surface of each testis. It serves as a site for sperm maturation and storage.
Vas Deferens: The vas deferens is a muscular tube that transports mature sperm from the epididymis to the urethra during ejaculation.
Seminal Vesicles, Prostate Gland, and Bulbourethral Glands: These accessory glands produce seminal fluid, which nourishes and protects the sperm. The seminal fluid is combined with sperm to form semen.
Urethra: The urethra is a tube that carries urine from the bladder and also serves as a passage for semen during ejaculation.
Female Reproductive System Physiology:
Ovaries: The ovaries are the primary female reproductive organs. They produce ova (eggs) through a process called oogenesis and secrete hormones such as estrogen and progesterone.
Fallopian Tubes: The fallopian tubes are ducts that connect the ovaries to the uterus. They serve as the site for fertilization, where the sperm meets and fertilizes the egg.
Uterus: The uterus, also known as the womb, is a hollow, muscular organ where a fertilized egg implants and develops into a fetus. It undergoes cyclic changes during the menstrual cycle in preparation for pregnancy.
Cervix: The cervix is the lower part of the uterus that connects to the vagina. It contains a small opening called the os, which allows the passage of menstrual blood and sperm.
Vagina: The vagina is a muscular canal that connects the cervix to the external genitalia. It serves as the birth canal during childbirth and also receives the penis during sexual intercourse.
Mammary Glands: While not directly part of the reproductive system, the mammary glands in the breasts produce milk for nourishing newborns after childbirth.
Hormonal Regulation:
The reproductive system is regulated by hormones that coordinate and control its functions. In males, the hypothalamus releases gonadotropin-releasing hormone (GnRH), which stimulates the pituitary gland to release luteinizing hormone (LH) and follicle-stimulating hormone (FSH). LH stimulates the production of testosterone in the testes, while FSH promotes sperm production.
In females, the hypothalamus releases GnRH, which triggers the release of LH and FSH from the pituitary gland. FSH stimulates the development of ovarian follicles and the production of estrogen. LH causes ovulation and the formation of the corpus luteum, which produces pro
Behaviorism school of thought in psychologyNadeemShoukat3
Ishallah this video help you to comprehend about behaviorism school of thought, its major thinker, major experiment, advantages and disadvantages and much more
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. Learning
• Learning is the acquisition and
development of memories and
behaviors, including skills, knowledge,
understanding, values, and wisdom.
5. Learning
• Learning refers to relatively
permanent changes in behavior
resulting from practice or
experience
• Innate behaviors are inborn,
emerge during certain periods,
and are not the result of
learning
6. مقدمة
• يعد التعلم سمة وقدرة يكاد يتميز بها الكائن البشري عن كافة المخلوقات الخرى,
على الرغم من وجودها في بعض الكائنات الحية الخرى.
• التعلم يشير إلى عملية حيوية تحدث لدى الكائن البشري وتتمثل في التغير
السلوكي وفي الخبرات ويستدل عليها من خلل السلوك الخارجي القابل للملحظة
والقياس.
• يمكن النظر إلى التعلم على أنه عملية ديناميكية تتجلى في جملة التغيرات
السلوكية وفي خبرات الفرد بهدف تحقيق التوازن بين الفرد والبيئة المحيطة به.
11. Classical Conditioning
• Certain stimuli can elicit a reflexive response
– Air puff >> eye-blink
– Smelling food >> can produce salivation
• The reflexive stimulus (UCS) and response
(UCR) are unconditioned
• The neutral stimulus is referred to as the
conditioned stimulus (CS)
• In classical conditioning, the CS is repeatedly
paired with the reflexive stimulus (UCS)
• Eventually the CS will produce a response (CR)
similar to that produced by the UCS
14. Generalization – Learning on stimulus A changes
behavior regarding stimulus B
Discrimination – Learning on stimulus A doesn’t
change behavior regarding stimulus B
Extinction – Loss of learned behavior after
training stops
Spontaneous Recovery – Exhibiting learned
behavior after extinction has occurred.
15. Extinction (Deconditioning)
• Pairings of the CS and UCS lead to
conditioning whereas presentation of
the CS only leads to loss of the
conditioned response
• Extinction refers to loss of response to
a CS presented without the UCS
– Extinction is not forgetting
• Extinction is useful in clinical situations
– Extinction of a phobia can be treated by
exposure to the CS only
16. Operant/Skinnerian
Conditioning
• Organisms must make responses
that have consequences
– Punishment
– Reinforcement
– The response can be associated with
cues in the environment
• We put coins in a machine to obtain food
• But we refrain when an Out of Order
sign is placed on the machine
17. Key Aspects of Operant
Conditioning
• In operant conditioning, the
stimulus is a cue, it does not
elicit the response
• Operant responses are
voluntary
• In operant conditioning, the
response elicits a reinforcing
stimulus
18. Key Terms of Operant
Conditioning
• Reinforcement is any procedure
that increases the response
• Punishment is any procedure that
decreases the response
• Types of reinforcers:
– Primary: e.g. food or water
– Secondary: money or power
19. Punishment
• Positive Punishment – presenting a
stimulus that leads to a lowered
likelihood for a response to occur
in the future
• Negative Punishment – removing a
stimulus that leads to a lowered
likelihood for a response to occur
in the future
20. Two Types of Reinforcers and
Punishers.
• Positive reinforcement occurs when a behavior (response) is followed
by a favorable stimulus (commonly seen as pleasant) that increases the
frequency of that behavior. In the Skinner box experiment, a stimulus
such as food or sugar solution can be delivered when the rat engages in
a target behavior, such as pressing a lever.
• Negative reinforcement occurs when a behavior (response) is followed
by the removal of an aversive stimulus (commonly seen as unpleasant)
thereby increasing that behavior's frequency. In the Skinner box
experiment, negative reinforcement can be a loud noise continuously
sounding inside the rat's cage until it engages in the target behavior, such
as pressing a lever, upon which the loud noise is removed.
• Positive punishment (also called "Punishment by contingent
stimulation") occurs when a behavior (response) is followed by an
aversive stimulus, such as introducing a shock or loud noise, resulting in
a decrease in that behavior.
• Negative punishment (also called "Punishment by contingent
withdrawal") occurs when a behavior (response) is followed by the
removal of a favorable stimulus, such as taking away a child's toy
following an undesired behavior, resulting in a decrease in that behavior.
22. Two Types of Reinforcers and
Punishers.
• The difference occurs due to whether you
add or remove something.
• If you add something following a response
= positive
• If you remove something following a
response = negative
• Positive does not mean good:
• Negative does not mean bad.
23. Schedules of Reinforcement
• Continuous: reinforcement occurs
after every response
– Produces rapid acquisition and is
subject to rapid extinction
• Partial: reinforcement occurs after
some, but not all, responses
– Responding on a partial reinforcement
schedule is more resistant to
extinction
24. Partial Reinforcement
Schedules
• Ratio: every nth response is reinforced
– Fixed: every nth response
– Variable: on average, every nth response
• Interval: first response after some
interval results in reinforcement
– Fixed: interval is x in length (e.g. 1 min)
– Variable: the average interval is x
25. Shaping
• Shaping – rewarding
successive approximations
towards the final goal
–Used often in phobias…
–E.G. fear of snakes…
26. Thorndike's law of effect
• Operant conditioning, sometimes called instrumental
conditioning or instrumental learning, was first
extensively studied by Edward L. Thorndike
(1874-1949).
• In his Law of Effect, Thorndike theorized that
successful responses, those producing satisfying
consequences, were "stamped in" by the experience
and thus occurred more frequently. Unsuccessful
responses, those producing annoying consequences,
were stamped out and subsequently occurred less
frequently.
• In short, some consequences strengthened behavior
and some consequences weakened behavior.
28. Classical Conditioning Applied
John B. Watson's Little Albert
• John B. Watson proposed that emotions (such as
fear) can be conditioned in humans.
• To study this, Watson conditioned an nine month
old child, Albert, to fear various neutral objects
(including a rabbit, a dog and some wool) by
repetitively pairing their presence with a loud noise.
• Watson's experiment was successful and resulted in
little Albert displaying severe fear responses to the
previously unfeared objects.
• The goal of Watson's experiment had been to prove
that behaviour is learned, in contrast to the then-
prevalent, Freudian belief that behaviour came from
the unconscious.
29. Types of learningSimple non-associative
learning
• Habituation
In psychology, habituation is an example of
non-associative learning in which there is a
progressive diminution of behavioral
response probability with repetition of a
stimulus.
An animal first responds to a stimulus, but if it
is neither rewarding nor harmful the animal
reduces subsequent responses.
30. Types of learningSimple non-associative
learning
• Habituation is stimulus specific. It does not
cause a general decline in responsiveness.
• Habituation is also commonly found in the case
of odors. For example, one may not be able to
smell one's own bad breath while being able to
smell another's.
• Dishabituation is when a second stimulus is
used, which briefly increases habituated
response, it has been shown that this is a
different mechanism from sensitization.
31. Types of learningSimple non-associative
learning
• Sensitization
Sensitization is an example of non-
associative learning in which the
progressive amplification of a response
follows repeated administrations of a
stimulus.
32. Types of learningSimple non-associative
learning
• A different type of sensitization is that of
kindling, where repeated stimulation of
hippocampal or amygdaloid neurons in the
limbic system eventually leads to seizures
in laboratory animals.
33. Imprinting
• Konrad Z. Lorenz being followed by his
imprinted geese
• Imprinting is the term used in psychology
and ethology to describe any kind of
phase-sensitive learning (learning
occurring at a particular age or a particular
life stage) that is rapid and apparently
independent of the consequences of
behavior.
• It was first used to describe situations in
which an animal or person learns the
characteristics of some stimulus, which is
therefore said to be "imprinted" onto the
subject.
34. Observational learning (social
learning or modeling)
• It is learning that occurs as a function of
observing, retaining and, in the case of imitation
learning, replicating novel behavior executed by
others.
• It is most associated with the work of
psychologist Albert Bandura, who implemented
some of the seminal studies in the area and
initiated social learning theory.
• It involves the process of learning to copy or
model the action of another through observing
another doing it.
35. Observational learning (social
learning or modeling)
• Many mistake observational learning with
imitation.
• The two terms are different in the sense
that observational learning leads to a
change in behavior due to observing a
model.
• This does not mean that the behavior
exhibited by the model is duplicated.
36. Learning by trail and error
• Primitive
• Young children and animals
• Less time with repetition
37. Learning by insight
• Planning
• Mental level before hand
• Adults
• Experiment of chimpanzee and banana
• Foresight
43. Psychotherapy Goals
• Psychotherapy can provide relief to a client for
issues relating to:
Eclectic Approach – combining techniques from various theories to
find the most appropriate treatment
44. Behavior Therapies
• Learning techniques are used to alter
behaviors; these techniques include:
–Classical conditioning
•Aversion therapy…
•Systematic desensitization…
45. Aversion therapy
• This is a form of psychological therapy that is designed
to eliminate, for example, sexual behaviour by
associating an aversive stimulus such as nausea with
sex.
• Because the aversive stimulus performs as a US and
produces a UR, the association between the stimulus
and behaviour leads to the same consequences each
time.
• If the treatment has worked, the patient will not have a
compulsion to engage in such behaviours again.
• This sort of treatment has been used to treat alcoholism
as well as drug addiction.
47. Systematic desensitization
• Patients might learn that the object of their phobias or
fears are not so fearful if they can safely relive the feared
stimulus.
• However, anxiety often obstructs such recovery. This
obstruction is overcome by reintroducing the fear-
producing object gradually by a process known as
reciprocal inhibitions.
• A person constructs a hierarchy of events leading to the
feared situation.
• This hierarchy is approached step by step and anxiety is
relieved at every level.
• The fear is eventually removed if the therapy is
performed correctly.