The document summarizes several key learning theories including classical conditioning, operant conditioning, and observational learning. Classical conditioning, proposed by Ivan Pavlov, explains how organisms learn associations between stimuli and responses. Operant conditioning, developed by B.F. Skinner, describes how behaviors are strengthened or weakened through reinforcement and punishment. Observational learning, identified by Albert Bandura, refers to learning through observing and imitating others. These theories provide frameworks for understanding how human behavior is acquired and changed through interaction with the environment.

1. Learning Theories

2. Definitions of Learning
1. “a persisting change in human
performance
or performance potential . . .
(brought) about as a result of the learner‟s
interaction with the
environment” (Driscoll, 1994,
pp. 8-9).
“the relatively permanent change in a
person‟s knowledge or behavior due to
experience” (Mayer, 1982, p. 1040).
3. “an enduring change in behavior, or in the
capacity to behave in a given fashion,
which
results from practice or other forms
of experience” (Shuell, 1986, p. 412).
2.

3. Classical Conditioning
Ivan Pavlov (1849-1936)

4. Ivan Pavlov
 Pavlov, a Russian
physiologist, first
described
classical
conditioning in
1899 while
conducting
research into the
digestive system
of dogs.

5. Pavlov’s Research
 Pavlov used an
apparatus to
measure the amount
of saliva produced
when a dog ate.
 The flow of saliva
occurred naturally
whenever food was
placed in the dog‟s
mouth, as salivation
is an involuntary,
reflex response.

6. Pavlov’s Observation
 A stimulus is any event that elicits a




response from an organism.
A response is a reaction by an organism to a
stimulus. In Pavlov‟s experiment, the stimulus
of food initially produced the response of
salivation.
The salivation response is controlled by the
autonomic division of the PNS.
Involuntary.
The salivation had become associated with,
and conditioned to, a new stimulus – the lab
tech.

7. Pavlov’s Basic Principles
 Acquisition- period during which a
response is being learned.
Unconditioned Stimulus (UCS)
Unconditioned Response (UCR)
Conditioned Stimulus (CS)
Conditioned Response (CR)

9. Before conditioning
Car
No fear, no
anxiety
During conditioning
Car
(CS)
+
Traumatic
accident
(UCS)
After conditioning
Cars
(CS)
Fear, Anxiety
Fear, Anxiety

10. Pavlov’s Basic Principles
 Extinction- the CS is presented
repeatedly in the absence of UCS,
causing the CR to weaken and
eventually disappear. (Extinction Trial)
 Spontaneous Recovery- the
reappearance of a previously
extinguished CR after a rest period and
without new learning trials.
 Generalization- stimuli similar to the
initial CS elicit a CR.

11. Pavlov’s Basic Principles
 Discrimination- demonstrated when a
CR (alarm reaction) occurs to one
stimulus (sound) but not to others.
 Higher-order Conditioning- a neutral
stimulus becomes a CS after being
paired with an already established CS.

12. Peter’s Progress
Application
Rabbit anywhere in room
triggers fear
Helps us understand human behavior
through Classical Conditioning Rabbit 12 ft away
tolerated
 Acquiring and
Rabbit 3 ft away tolerated
overcoming fear
Rabbit close in cage
Exposure
tolerated
TherapiesRabbit free in room
patient is exposed
tolerated
to a stimulus that
Rabbit touched when free
arises anxiety,
in room
without the
Rabbit allowed on tray of
presence of UCS,
high chair
extinction occur.
Holds rabbit on lap

13. Application
 Attraction and Aversion
 Sickness and Health
 Allergic Reactions
 Anticipatory Nausea and Vomiting
 The Immune System

14. Operant Conditioning
B.F. Skinner

15. Instrumental Learning

Thorndike’s Law of effect
> “In a given situation, a response
followed by a satisfying consequence
will become more likely to occur and a
response followed by an annoying
consequence will become less likely to
occur.”

16. Instrumental Learning
 A procedure in which an organism
learns that certain responses are
instrumental in producing desired
effects in the environment

17. Operant Conditioning
 Came from B.F. Skinner‟s study
on “how an organism learns to
„operate on‟ its environment to
produce an effect”
Is a type of learning in which
behavior is influenced by the
consequence that follow it.

18. Skinner Box
 a special
chamber used
by Skinner to
study operant
conditioning
experimentally

20. Events Of The Three-part
Consistency
A.) ANTECEDENTS
 stimuli that are present before a behavior occurs
B.) BEHAVIORS
 action or response an organism emits
C.) CONSEQUENCES
 follows the behavior
 CONTINGENCY is the relation between the behavior
and consequence

21. Consequences That Shape
Behavior
1. Reinforcement
• response is strengthened by an outcome
that follows it
• Reinforcer
o The outcome that increases the
frequency of a response

22. Reinforcements
1.1. Positive
Reinforcement
• when the response is strengthened by
the subsequent Presentation of a
stimulus
1.2. Negative Reinforcement
• a response is strengthened by the
subsequent Removal of an aversive
stimulus

23. Shaping And Chaining
1. Shaping

reinforcing “successive approximations”
toward a final response
2. Chaining

use to develop a sequence of
responses by reinforcing each
responses with the opportunity to
perform the next response

24. Shaping And Chaining

25. Immediate And Delayed
Reinforcers
1. Immediate
Reinforcers
 Occurs INSTANTLY after a behavior
2.
Delayed Reinforcers
 Delayed in time for a certain behavior
•
Man is inclined to pursue small immediate
reinforcers rather than large delayed
reinforcers.

26. Reinforcement Schedules
Continuous Reinforcement
 Every response of a particular type is
reinforced
2. Partial (Intermittent)
Reinforcement
1.
 only a portion of the responses of a
particular type are reinforced

27. Ratio Schedule
2.1. Fixed-ratio Schedule (FR)
 Reinforcement is given after a fixed
number of responses
2.2 Variable-ratio Schedule (VR)
 Reinforcement is given after a variable
(unpredictable)number of responses
Averaged around some mean

28. Ratio Schedule
2.3. Fixed-interval Schedule (FI)
 Reinforces the first response
displayed after a fixed time interval
2.4. Variable- Interval Schedule (VI)
 reinforces a response at unpredictable
time intervals ( averaged around a
mean)
Produces slow, steady responses

29. Consequences That Shape
Behavior
2. Punishment
• When response is weakened by
outcomes that follow it
• PUNISHER
o Consequence that weakens the
behavior

30. Punishments
2.1 . Aversive Punishment
o Positive punishment or punishment by
application
o A response is weakened by the
subsequent presentation of a stimulus
2.2. Response Cost
o Negative punishment or punishment by
removal
o Response is weakened by a subsequent
removal of a stimulus

31. Consequences That Shape
Behavior
3. Extinction
 weakening and eventual disappearance of a
response because it is no longer reinforced
 A good alternative for punishment
 Resistance To Extinction
o Degree to which nonreinforced responses
still persist
 low resistance
 high resistance

33. Consequences That Shape
Behavior

34. Generalization And Discrimination
1. GENERALIZATION
Occurs to a new antecedent stimulus or
situation that is similar to the original one

2.
DISCRIMINATION
 Operant response will occur to one
antecedent stimulus but not to another
 STIMULUS CONTROL
o
behavior that is influenced by discriminative stimuli

35. Observational Learning
Albert Bandura (1925- present)

36. Observational Learning
 Identified by Albert Bandura
 Learning through observation and imitation
 Most common during childhood
 Significant role in the socialization process
 Belief that people can adapt new information
without committing new behaviors.

37. Factors That Influence Observational
Learning
 People we perceive as warm and nurturing
 People who receive rewards for their
behavior
 When you have been rewarded for imitating
the behavior in the past
 When we lack confidence in our own
knowledge or abilities

38. Factors That Influence Observational
Learning
 People who are in a position of authority over
our lives
 People who are similar to us in age, sex, and
interests
 People who we admire or who are of a higher
social status
 When the situation is confusing, ambiguous,
or unfamiliar

39. Social-learning theory
 Also known as Social-cognitive theory
 Learning that processes through observation
of a certain model‟s behavior
 Acquiring belief that people can produce
behaviors to influence events in their lives
 Modeling – man‟s ability to learn by observation
 Self-efficacy – people‟s belief in their capability to
produce a particular situation they desired

40. Three basic models of observational
learning
1. A live model – an individual demonstrating a
behavior
2. A verbal instructional model – descriptions and
explanations of a behavior
3. A symbolic model – real or fictional characters
displaying behaviors

41. Factors in the Four-step process
of modeling
 Attention – paying attention to the model‟s
behavior
 Retention – storing the information in memory
 Reproduction – performing the model‟s
behavior
 Motivation – being motivated to display the

42. Levels of Analysis
Biological
Level
Environmental
Level
Psychological
Level

43. Sources
Social Learning Theory - An Overview of Bandura's Social Learning Theory
http://psychology.about.com/od/developmentalpsychology/a/sociallearning.htm
What Is Observational Learning?
http://psychology.about.com/od/oindex/fl/What-Is-Observational-Learning.htm
What Is Self-Efficacy?
http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm
Classical Conditioning ppt
https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja
&ved=0CCsQFjAA&url=http%3A%2F%2Fvcepsychpages.wikispaces.com%2Ffile%
2Fview%2FClassical%2BConditioning.ppt&ei=leGrUuqCDouzrgf7q4D4Cw&usg=AF
QjCNGX1hBU4N2Z5fWPiMZbLCZiVkGynA&sig2=CFQya31wTsvzdqOP1D1PzA&bv
m=bv.57967247,d.bmk
Psychology : the science of mind and behavior / Michael W. Passer, Ronald E.
Smith.

44. Members
 Deuna, Ina Francesca
 Lee, Sujeong (Chloe)
 Lustañas Bridgette
-2ELS