Learning involves a relatively permanent change in behavior due to experience. The three main theories of learning are classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a response. Operant conditioning uses reinforcement or punishment to increase or decrease a behavior. Cognitive learning occurs through observation rather than direct experience.

1. LEARNING
IN
PSYCHOLOGY

2. DEFINITION
A relatively permanent change in behavior
brought about by experience.

3. Features of Learning
Learning should be occurred out of exposure or
experience of stimulus.
It should be temporary not because accidental/
maturation.
In learning habituation is also possible.
 Habituation is the decrease in response to a stimulus
that occurs after repeated presentations of the same
stimulus.

4. TYPES OF LEARNING
THEROIES
 Classical Conditioning
A learning process in which an association is made between a previously
neutral stimulus and a stimulus that naturally evokes a response
 Operant Conditioning
A learning process in which the probability of response occurring is
increased or decreased due to reinforcement or punishment.
 Cognitive Learning
Acquiring new behaviors and information through observation rather than
direct experience.

6. Classical Conditioning
• Ivan Pavlov, a Russian physiologist developed
the principles of classical conditioning.
• In 1904 he won the Nobel Prize for his work on
digestion, testimony to his contribution to that
field.
• Yet Pavlov is remembered not for his
physiological research but for his experiments on
basic learning processes— work that he began
quite accidentally

8. Classical Conditioning
• Conditioned = Learned.
• Unconditioned = Not learned.
• An un conditioned stimulus -> Un conditioned
response.
• Un conditioned stimulus -> Un conditioned
response pairings are not learned & not
trained: They are naturally occurring.

9. Operant Conditioning
• A voluntary response is strengthened or
weakened, depending on its favorable or
unfavorable consequences.
• Law of effect: Responses that lead to satisfying
consequences are more likely to be repeated.
Ex: If someone learnt that long hour of work leads to
high monetary benefits from an employer, they will
become a workaholic to gain the same benefits.

10. REINFORCEMENT: THE CENTRAL
CONCEPT
OF OPERANT CONDITIONING
• Reinforcement:
The process by which a stimulus increases the
probability that a preceding behavior will be repeated.
• Reinforcer:
Any stimulus that increases the probability that a preceding
behavior will occur again.
• Primary reinforcer
Something which satisfies some biological need and works
regardless of a person’s previous experience. Ex: Food
• Secondary reinforcer
A stimulus that becomes reinforcing because of its
association with a primary reinforce. Ex: Money

11. • Positive reinforcer:
A stimulus added to the environment that
brings about an increase in a preceding
response.
• Negative reinforcer:
An unpleasant stimulus whose removal leads to an
increase in the probability that a preceding
response will be repeated in the future.
• Punishment:
A stimulus that decreases therobability that a
previous behavior will occur again.

12. • Schedules of reinforcement:
Different patterns of frequency and timing of
reinforcement following desired behavior.
• Continuous reinforcement schedule:
Reinforcing of a behavior every time it occurs.
• Partial (or intermittent):
Reinforcement schedule Reinforcing of a
behavior some but not all of the time.

13. Cognitive Learning
• An approach to the study of learning that focuses on
the thought processes that underlie learning.
• Latent learning:
A new behavior is acquired but is not demonstrated
until some incentive is provided for displaying it.
• Observational learning:
Learning by observing the behavior of another person
or model.