Learning can occur through classical conditioning, operant conditioning, and cognitive processes. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through rewards and punishments that strengthen or weaken behaviors. Cognitive learning involves mental processes and problem-solving. Different reinforcement schedules like fixed ratio and variable interval can be used to shape behaviors.
AP Chapter 6 Learning.ppt:Classical Conditioning, Operant Condition, Social C...TameneKeneni
Elaborated slides on the different views of learning: Classical Conditioning, Operant Condition, Social Cognitive Learning theory, and cognitive learning theories.
Classical Conditioning and Operant Conditioning.pptMarinelSadia
This document discusses different types of learning, including classical and operant conditioning. It provides details on Ivan Pavlov's classical conditioning experiments with dogs. Pavlov found that a neutral stimulus could become associated with an unconditioned stimulus and elicit the same response through repeated pairing. The document also discusses B.F. Skinner's work on operant conditioning and how reinforcement and punishment can shape behavior. Reinforcers increase behaviors while punishments decrease behaviors. Different reinforcement schedules like continuous and intermittent are also covered.
The document discusses several key concepts in learning psychology including:
1. Classical conditioning involves learning associations between stimuli through experiences, like Pavlov's dog experiment.
2. Operant conditioning involves learning through reinforcement or punishment of behaviors, as in Skinner's box experiments with rats.
3. Behaviorism views psychology objectively in terms of observable behaviors rather than internal mental states, as proposed by theorists like Watson and Skinner.
This document summarizes several theories and concepts related to learning. It begins by defining learning as a process that occurs throughout life and involves both physical and mental adaptation. It then discusses three main types of learning: classical conditioning, instrumental/operant conditioning, and insight conditioning. For each type, it provides examples of influential theorists like Pavlov, Thorndike, and Kohler. It also outlines concepts like reinforcement, punishment, and how learning occurs in each type. Finally, it briefly discusses Edward Thorndike's three laws of learning: the law of readiness, the law of exercise, and the law of effect.
There are three main types of learning: classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating two stimuli through repeated pairing, like Pavlov's dogs learning to salivate to a bell. Operant conditioning is changing behavior through consequences, as Skinner showed with rats learning to press levers for food rewards. Cognitive learning involves acquiring knowledge through observation and instruction rather than direct experience.
Learning refers to any relatively permanent change in behavior resulting from practice or experience. There are two main types of learning: classical conditioning and operant conditioning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, like Pavlov's dog experiment. Operant conditioning is learning through rewards and punishments for behaviors. Behaviors followed by reinforcement tend to be repeated while behaviors followed by punishment tend to decrease.
This document provides an overview of classical and operant conditioning. It defines classical conditioning as learning through association, where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a response. Operant conditioning is defined as changing behavior through consequences, where behaviors followed by reinforcement increase in likelihood. Examples of classical and operant conditioning are described, including Pavlov's experiments with dogs and Skinner's research using operant chambers.
The document discusses various principles of learning including conditioning and different types of learning. It defines learning as a relatively permanent change in behavior through experience or interactions with the environment. Conditioning involves associating environmental stimuli with behavioral responses. There are two main types of conditioning - classical conditioning which involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, and operant conditioning where behavior is learned through reinforcement or punishment of responses. Other types of learning discussed include cognitive, latent, and perceptual learning.
AP Chapter 6 Learning.ppt:Classical Conditioning, Operant Condition, Social C...TameneKeneni
Elaborated slides on the different views of learning: Classical Conditioning, Operant Condition, Social Cognitive Learning theory, and cognitive learning theories.
Classical Conditioning and Operant Conditioning.pptMarinelSadia
This document discusses different types of learning, including classical and operant conditioning. It provides details on Ivan Pavlov's classical conditioning experiments with dogs. Pavlov found that a neutral stimulus could become associated with an unconditioned stimulus and elicit the same response through repeated pairing. The document also discusses B.F. Skinner's work on operant conditioning and how reinforcement and punishment can shape behavior. Reinforcers increase behaviors while punishments decrease behaviors. Different reinforcement schedules like continuous and intermittent are also covered.
The document discusses several key concepts in learning psychology including:
1. Classical conditioning involves learning associations between stimuli through experiences, like Pavlov's dog experiment.
2. Operant conditioning involves learning through reinforcement or punishment of behaviors, as in Skinner's box experiments with rats.
3. Behaviorism views psychology objectively in terms of observable behaviors rather than internal mental states, as proposed by theorists like Watson and Skinner.
This document summarizes several theories and concepts related to learning. It begins by defining learning as a process that occurs throughout life and involves both physical and mental adaptation. It then discusses three main types of learning: classical conditioning, instrumental/operant conditioning, and insight conditioning. For each type, it provides examples of influential theorists like Pavlov, Thorndike, and Kohler. It also outlines concepts like reinforcement, punishment, and how learning occurs in each type. Finally, it briefly discusses Edward Thorndike's three laws of learning: the law of readiness, the law of exercise, and the law of effect.
There are three main types of learning: classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating two stimuli through repeated pairing, like Pavlov's dogs learning to salivate to a bell. Operant conditioning is changing behavior through consequences, as Skinner showed with rats learning to press levers for food rewards. Cognitive learning involves acquiring knowledge through observation and instruction rather than direct experience.
Learning refers to any relatively permanent change in behavior resulting from practice or experience. There are two main types of learning: classical conditioning and operant conditioning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, like Pavlov's dog experiment. Operant conditioning is learning through rewards and punishments for behaviors. Behaviors followed by reinforcement tend to be repeated while behaviors followed by punishment tend to decrease.
This document provides an overview of classical and operant conditioning. It defines classical conditioning as learning through association, where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a response. Operant conditioning is defined as changing behavior through consequences, where behaviors followed by reinforcement increase in likelihood. Examples of classical and operant conditioning are described, including Pavlov's experiments with dogs and Skinner's research using operant chambers.
The document discusses various principles of learning including conditioning and different types of learning. It defines learning as a relatively permanent change in behavior through experience or interactions with the environment. Conditioning involves associating environmental stimuli with behavioral responses. There are two main types of conditioning - classical conditioning which involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, and operant conditioning where behavior is learned through reinforcement or punishment of responses. Other types of learning discussed include cognitive, latent, and perceptual learning.
The document discusses different types of learning including classical conditioning, operant conditioning, and cognitive learning theories. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through reinforcement and punishment of voluntary behaviors. Cognitive learning theories examine thought processes underlying learning and include latent learning, observational learning, and insight learning.
This document discusses several theories of learning, including:
- Pavlov's classical conditioning theory involving conditioning stimuli to elicit responses.
- Skinner's operant conditioning theory involving reinforcing or punishing behaviors to shape learning through rewards and punishments.
- Bandura's social learning theory which emphasizes how observation, modeling, and imitation of others influences learning behaviors and reactions. Bandura's experiments showed learning through observing consequences to others.
Learning can be defined as a relatively permanent change in behavior or mental state arising from experience. Classical conditioning involves learning associations between stimuli through repeated pairing, such as Pavlov's dogs learning to salivate to a bell. Operant conditioning is a form of learning where behaviors are reinforced or punished to increase or decrease the likelihood of reoccurrence. Reinforcers that immediately follow a behavior are most effective at shaping learning. Cognitive factors like latent learning and observational learning also influence the learning process.
CH 7_Behaviorial And Cogntive Approaches.pptxVATHVARY
Define learning and
describe five approaches to studying it.
Compare classical
conditioning and operant conditioning.
Apply behavior
analysis to education.
Summarize social
cognitive approaches to learning.
BEHAVIORISM.PPT in Facilitating Learner Centered Teaching.pptxgrieferwild
This document summarizes the theory of behaviorism according to its major founders and principles. It describes the work of Ivan Pavlov on classical conditioning, Edward Thorndike who proposed the laws of effect and exercise, John Watson who studied emotion and behavior, and B.F. Skinner who developed operant conditioning. The key ideas discussed include classical conditioning using neutral and unconditioned stimuli, Thorndike's laws of learning, Watson's research on emotion, and Skinner's principles of reinforcement and shaping behavior through positive and negative reinforcement.
In this content consists of 'Learning Theories', presented by Dr. S.S. Srinithi as an Invited Resource Person in the webinar hosted by Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
Learning involves relatively permanent changes in behavior or understanding that result from experience. There are two main types of learning - classical conditioning, where organisms learn to associate stimuli through repeated pairings, and operant conditioning, where behavior is modified by its consequences. Both types involve cognitive processes and can be influenced by observation, reinforcement schedules, attention, and other factors. Research on learning principles can help improve teaching methods and skill acquisition.
This document defines and discusses different types of learning including trial and error learning, insight learning, imitation/observation, and cognitive learning. It also covers classical and operant conditioning, including definitions of key concepts like unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response. Factors that influence learning are discussed, including motivation, reward and punishment, interest, group participation, familiarity, meaningfulness, and amount of material.
Open sidebar
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
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.
This document discusses various theories of learning, including behavioral, social, and cognitive theories. It provides definitions and key concepts for each theory.
The behavioral theories of classical and operant conditioning are described in detail, outlining Pavlov's and Skinner's work. Key concepts like reinforcement, punishment, and different schedules of reinforcement are defined.
Social learning theory, proposed by Bandura, is summarized. It emphasizes observational learning and the Bobo doll experiment is mentioned. The four necessary conditions for observational learning are attention, retention, motor reproduction, and motivation.
Finally, cognitive learning theory is introduced as focusing on mental processes like thinking and memory rather than just behavioral responses. Latent learning and insight learning are provided
The document summarizes different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves learning associations between stimuli through repetition, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning is learning through consequences, where behaviors are strengthened or weakened based on rewards and punishments. Cognitive learning involves acquiring new behaviors and information through observation rather than direct experience.
Operant Conditioning : Behavioral theory (B.F.SKINNER THEORY)AMME SANDHU
Operant conditioning is a theory of learning developed by B.F. Skinner that focuses on how voluntary behaviors are strengthened or weakened based on positive and negative consequences. Key aspects of operant conditioning include shaping behavior through reinforcement of closer approximations, extinction of behaviors when reinforcers are withheld, and spontaneous recovery of behaviors when removed from extinction. Reinforcers can be positive or negative and immediate or delayed. Different reinforcement schedules like fixed ratio and variable interval impact behaviors differently. While punishment can decrease behaviors, it has disadvantages and reinforcement is generally a better strategy for behavior change. Operant conditioning principles are applied in behavior modification programs and to enhance performance in sports, work, and other domains.
This document discusses classical and operant conditioning. Classical conditioning links a stimulus to a response through association, like a child dancing when seeing a tiger plate that is usually paired with a peanut butter sandwich. Operant conditioning changes behavior through consequences of reinforcement or punishment to increase or decrease certain behaviors. Reinforcement can be positive (adding a reward) or negative (removing something unpleasant), while punishment can be positive (adding something unpleasant) or negative (removing something pleasant). Examples are provided of using each type of conditioning to influence behaviors around homework, cleaning, presentations, insults, and criticism.
Principles and Applications of Classical and operant conditioningppt.pptxsarahfauzna
Classical conditioning involves forming associations between stimuli and responses. Ivan Pavlov's famous experiments with dogs demonstrated this, showing that dogs could associate the sound of a bell (conditioned stimulus) with the delivery of food (unconditioned stimulus) and learn to salivate in response to the bell alone. Three key principles of classical conditioning are acquisition, where the association is formed; extinction, where the response weakens without reinforcement; and spontaneous recovery, where an extinguished response briefly returns. Stimulus generalization also occurs, where similar stimuli to the original conditioned stimulus can elicit the same response.
This document provides an overview of learning theories and concepts, including:
1. Classical conditioning theories proposed by Pavlov involving reflexes in dogs. Operant conditioning theories from Thorndike, Skinner involving reward and punishment shaping behavior.
2. Key concepts in classical conditioning include stimulus generalization, extinction, spontaneous recovery. Operant conditioning concepts include reinforcement schedules, shaping, chaining, and Premack's principle.
3. Social learning theory from Bandura proposed observational learning through attention, retention, reproduction, and motivation from the environment.
This document summarizes different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, as demonstrated by Pavlov's dog experiments. Operant conditioning uses reinforcement and punishment to shape behaviors, as theorized by Skinner. Cognitive learning involves higher-level thinking processes and can include imitation, modeling, and solving problems through observation rather than trial-and-error. The document also discusses how media can influence learning through observational modeling of behaviors.
This document provides an overview of classical conditioning theory and operant conditioning theory. It defines key terms for both theories like unconditioned stimulus, conditioned response, reinforcement and punishment. It also explains Ivan Pavlov's classic dog experiment that demonstrated classical conditioning and B.F. Skinner's research on operant conditioning using a Skinner Box. The document notes implications of both theories for education, including how to shape student behavior through reinforcement and feedback. It concludes with references used to develop the content.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
The document discusses different types of learning including classical conditioning, operant conditioning, and cognitive learning theories. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through reinforcement and punishment of voluntary behaviors. Cognitive learning theories examine thought processes underlying learning and include latent learning, observational learning, and insight learning.
This document discusses several theories of learning, including:
- Pavlov's classical conditioning theory involving conditioning stimuli to elicit responses.
- Skinner's operant conditioning theory involving reinforcing or punishing behaviors to shape learning through rewards and punishments.
- Bandura's social learning theory which emphasizes how observation, modeling, and imitation of others influences learning behaviors and reactions. Bandura's experiments showed learning through observing consequences to others.
Learning can be defined as a relatively permanent change in behavior or mental state arising from experience. Classical conditioning involves learning associations between stimuli through repeated pairing, such as Pavlov's dogs learning to salivate to a bell. Operant conditioning is a form of learning where behaviors are reinforced or punished to increase or decrease the likelihood of reoccurrence. Reinforcers that immediately follow a behavior are most effective at shaping learning. Cognitive factors like latent learning and observational learning also influence the learning process.
CH 7_Behaviorial And Cogntive Approaches.pptxVATHVARY
Define learning and
describe five approaches to studying it.
Compare classical
conditioning and operant conditioning.
Apply behavior
analysis to education.
Summarize social
cognitive approaches to learning.
BEHAVIORISM.PPT in Facilitating Learner Centered Teaching.pptxgrieferwild
This document summarizes the theory of behaviorism according to its major founders and principles. It describes the work of Ivan Pavlov on classical conditioning, Edward Thorndike who proposed the laws of effect and exercise, John Watson who studied emotion and behavior, and B.F. Skinner who developed operant conditioning. The key ideas discussed include classical conditioning using neutral and unconditioned stimuli, Thorndike's laws of learning, Watson's research on emotion, and Skinner's principles of reinforcement and shaping behavior through positive and negative reinforcement.
In this content consists of 'Learning Theories', presented by Dr. S.S. Srinithi as an Invited Resource Person in the webinar hosted by Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
Learning involves relatively permanent changes in behavior or understanding that result from experience. There are two main types of learning - classical conditioning, where organisms learn to associate stimuli through repeated pairings, and operant conditioning, where behavior is modified by its consequences. Both types involve cognitive processes and can be influenced by observation, reinforcement schedules, attention, and other factors. Research on learning principles can help improve teaching methods and skill acquisition.
This document defines and discusses different types of learning including trial and error learning, insight learning, imitation/observation, and cognitive learning. It also covers classical and operant conditioning, including definitions of key concepts like unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response. Factors that influence learning are discussed, including motivation, reward and punishment, interest, group participation, familiarity, meaningfulness, and amount of material.
Open sidebar
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
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.
This document discusses various theories of learning, including behavioral, social, and cognitive theories. It provides definitions and key concepts for each theory.
The behavioral theories of classical and operant conditioning are described in detail, outlining Pavlov's and Skinner's work. Key concepts like reinforcement, punishment, and different schedules of reinforcement are defined.
Social learning theory, proposed by Bandura, is summarized. It emphasizes observational learning and the Bobo doll experiment is mentioned. The four necessary conditions for observational learning are attention, retention, motor reproduction, and motivation.
Finally, cognitive learning theory is introduced as focusing on mental processes like thinking and memory rather than just behavioral responses. Latent learning and insight learning are provided
The document summarizes different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves learning associations between stimuli through repetition, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning is learning through consequences, where behaviors are strengthened or weakened based on rewards and punishments. Cognitive learning involves acquiring new behaviors and information through observation rather than direct experience.
Operant Conditioning : Behavioral theory (B.F.SKINNER THEORY)AMME SANDHU
Operant conditioning is a theory of learning developed by B.F. Skinner that focuses on how voluntary behaviors are strengthened or weakened based on positive and negative consequences. Key aspects of operant conditioning include shaping behavior through reinforcement of closer approximations, extinction of behaviors when reinforcers are withheld, and spontaneous recovery of behaviors when removed from extinction. Reinforcers can be positive or negative and immediate or delayed. Different reinforcement schedules like fixed ratio and variable interval impact behaviors differently. While punishment can decrease behaviors, it has disadvantages and reinforcement is generally a better strategy for behavior change. Operant conditioning principles are applied in behavior modification programs and to enhance performance in sports, work, and other domains.
This document discusses classical and operant conditioning. Classical conditioning links a stimulus to a response through association, like a child dancing when seeing a tiger plate that is usually paired with a peanut butter sandwich. Operant conditioning changes behavior through consequences of reinforcement or punishment to increase or decrease certain behaviors. Reinforcement can be positive (adding a reward) or negative (removing something unpleasant), while punishment can be positive (adding something unpleasant) or negative (removing something pleasant). Examples are provided of using each type of conditioning to influence behaviors around homework, cleaning, presentations, insults, and criticism.
Principles and Applications of Classical and operant conditioningppt.pptxsarahfauzna
Classical conditioning involves forming associations between stimuli and responses. Ivan Pavlov's famous experiments with dogs demonstrated this, showing that dogs could associate the sound of a bell (conditioned stimulus) with the delivery of food (unconditioned stimulus) and learn to salivate in response to the bell alone. Three key principles of classical conditioning are acquisition, where the association is formed; extinction, where the response weakens without reinforcement; and spontaneous recovery, where an extinguished response briefly returns. Stimulus generalization also occurs, where similar stimuli to the original conditioned stimulus can elicit the same response.
This document provides an overview of learning theories and concepts, including:
1. Classical conditioning theories proposed by Pavlov involving reflexes in dogs. Operant conditioning theories from Thorndike, Skinner involving reward and punishment shaping behavior.
2. Key concepts in classical conditioning include stimulus generalization, extinction, spontaneous recovery. Operant conditioning concepts include reinforcement schedules, shaping, chaining, and Premack's principle.
3. Social learning theory from Bandura proposed observational learning through attention, retention, reproduction, and motivation from the environment.
This document summarizes different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, as demonstrated by Pavlov's dog experiments. Operant conditioning uses reinforcement and punishment to shape behaviors, as theorized by Skinner. Cognitive learning involves higher-level thinking processes and can include imitation, modeling, and solving problems through observation rather than trial-and-error. The document also discusses how media can influence learning through observational modeling of behaviors.
This document provides an overview of classical conditioning theory and operant conditioning theory. It defines key terms for both theories like unconditioned stimulus, conditioned response, reinforcement and punishment. It also explains Ivan Pavlov's classic dog experiment that demonstrated classical conditioning and B.F. Skinner's research on operant conditioning using a Skinner Box. The document notes implications of both theories for education, including how to shape student behavior through reinforcement and feedback. It concludes with references used to develop the content.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
2. A Life without Learning
Learning is more than school, books and
tests. Without learning our lives would
simply be a series of reflexes and instincts.
We would not be able to communicate, we
would have no memory of our past or
goals for the future.
3. Learning
Learning is a lasting change in behavior or
mental process as the result of an experience.
There are two important parts:
a lasting change…a simple reflexive reaction is not learning
learning regarding mental process is much harder to
observe and study.
4. Learning & It’s Effect on Behavior
In humans, learning has a much larger influence
on behavior than say instincts.
6. Simple Learning
Habituation: Learning not to respond to the
repeated presentation of a stimulus.
Example: Emergency sirens in the city
How often do
you look when
a car alarm
goes off?
7. Simple Learning
Mere Exposure Effect: A learned preference for
stimuli to which we have been previously exposed.
Ex-A coach/parent’s voice
Which do you
prefer?
Which did your
parents drink when
you were a little kid?
8. Complex Learning
Behavioral Learning: Forms of learning, such
as classical and operant conditioning which can be
described in terms of stimuli and responses.
Classical conditioning is more simple learning, operant
conditioning is more complex learning.
9. Ivan Pavlov and Classical Conditioning
One of most famous people in the study of learning is
Ivan Pavlov.
Originally studying salivation and digestion, Pavlov
stumbled upon classical conditioning while he was
experimenting on his dog.
Classical Conditioning: A form of learning in which a previously
neutral stimulus (stimuli w/o reflex provoking power) acquires the
power to elicit the same innate reflex produced by another stimulus.
10. Pavlov’s Findings Explained
Pavlov discovered that a neutral stimulus, when paired with
a natural reflex-producing stimulus, will begin to produce a
learned response, even when it is presented by itself.
Neutral Stimulus: Any stimulus that produces no
conditioned response prior to learning.
12. Components of Conditioning
There are 5 main components of conditioning.
Classical Conditioning always involves these parts.
They are:
Neutral Stimulus
Unconditioned Stimulus (UCS)
Unconditioned Response (UCR)
Conditioned Stimulus (CS)
Conditioned Response (CR)
13. Unconditioned Stimulus (UCS)
UCS: A stimulus that
automatically-without conditioning
or learning- provokes a reflexive
response.
In Pavlov’s experiment, food was
used as the UCS because it
produced a salivation reflex.
Classical conditioning cannot happen without UCS. The only
behaviors that can be classically conditioned are those that are
produced by unconditioned stimulus.
14. Unconditioned Response (UCR)
UCR: A response resulting from
an unconditioned stimulus
without prior learning.
In Pavlov’s experiment, the UCR
was the dog salivating when its
tongue touched food.
Realize that the UCS-UCR
connection involves no learning or
acquisition.
15. From Unconditioned to Conditioned
During acquisition, a neutral stimulus is paired with the
unconditioned stimulus.
After several trials the neutral stimulus will gradually begin to
elicit the same response as the UCS.
Acquisition: The learning stage during which a conditioned
response comes to be elicited by the conditioned stimulus.
=
16. Conditioned Stimulus
A CS is the originally neutral stimulus that gains the
power to cause the response.
In Pavlov’s experiment, the bell/tone began to produce
the same response that the food once did.
17. Conditioned Response
A CR is a response elicited by a previously neutral stimulus
that has become associated with the unconditioned
stimulus.
Although the response to the CS is essentially the same as
the response originally produced by the UCS, we now call it
a conditioned response.
18. Extinction
Extinction: The diminishing (or lessening) of a
learned response, when an unconditioned stimulus
does not follow a conditioned stimulus.
To acquire a CR, we repeatedly pair a neutral stimulus with the
UCS. But, if we want to reverse this learning, we must weaken the
strength of the connection between the two stimuli.
It is important to realize that extinction does not mean complete
elimination of a response.
19. Spontaneous Recovery
Extinction merely suppresses the conditioned response,
and the CR can reappear during spontaneous recovery.
Spontaneous Recovery: The response after a rest period of
an extinguished conditioned response.
Spontaneous recovery is weaker than the original CR.
21. Reinforcement Procedures
What if we could not distinguish between stimuli that were
similar?
The bell ending class vs. fire alarm
The door bell vs. our cell phones
Discrimination: The ability to distinguish between two
similar signals stimulus.
25. Classical vs. Operant Conditioning
With classical conditioning you can teach a dog to
salivate, but you cannot teach it to sit up or roll
over. Why?
Salivation is an involuntary reflex, while sitting up
and rolling over are far more complex responses
that we think of as voluntary.
26. Operant Conditioning
An operant is an observable behavior that an
organism uses to “operate” in the environment.
Operant Conditioning: A form of learning in
which the probability of a response is changed by
its consequences…that is, by the stimuli that
follows the response.
27. B.F. Skinner
B.F. Skinner became famous
for his ideas in behaviorism
and his work with rats.
Law of Effect: The idea that
responses that produced desirable
results would be learned, or
“stamped” into the organism.
29. Reinforcement
A reinforcer is a condition in which the
presentation or removal of a stimulus, that occurs
after a response (behavior) and strengthens that
response, or makes it more likely to happen again
in the future.
Positive Reinforcement: A stimulus presented
after a response that increases the probability of
that response happening again.
Ex: Getting paid for good grades
30. Negative Reinforcement
Negative Reinforcement: The removal of an
unpleasant or averse stimulus that increases the
probability of that response happening again.
Ex: Taking Advil to get rid of a headache.
Ex: Putting on a seatbelt to make the annoying seatbelt
buzzer stop.
The word “positive” means add or apply;
“negative” is used to mean subtract or remove.
31. Reinforcement Schedules
Continuous Reinforcement: A reinforcement
schedule under which all correct responses are
reinforced.
This is a useful tactic early in the learning process.
It also helps when “shaping” new behavior.
Shaping: A technique where new behavior is
produced by reinforcing responses that are similar
to the desired response.
32. Punishment
A punishment is an averse/disliked stimulus
which occurs after a behavior, and decreases the
probability it will occur again.
33. Punishment
Negative Punishment: When a desirable event
ends or is taken away after a behavior.
Example: getting grounded from your cell phone after
failing your progress report, it is the taking away from a
fun activity
34. The consequence
provides something
($, a spanking…)
The consequence
takes something away
(removes headache,
timeout)
Positive
Reinforcement
Negative
Reinforcement
The consequence
makes the behavior
more likely to happen
in the future.
Positive
Punishment
Negative
Punishment
The consequence
makes the behavior
less likely to happen in
the future.
Reinforcement/Punishment Matrix
35. Reinforcement vs. Punishment
Unlike reinforcement, punishment must be
administered consistently. Intermittent punishment
is far less effective than punishment delivered after
every undesired behavior.
In fact, not punishing every misbehavior can have
the effect of rewarding the behavior.
36. Punishment vs. Negative Reinforcement
Punishment and negative reinforcement are
used to produce opposite effects on behavior.
Punishment is used to decrease a behavior or reduce its
probability of reoccurring.
Negative reinforcement always increases a behavior’s
probability of happening in the future (by taking away an
unwanted stimuli).
Remember, “positive” means adding something and
“negative means removing something.
37. Uses and Abuses of Punishment
Punishment often produces an immediate change in
behavior, which ironically reinforces the punisher.
However, punishment rarely works in the long run for four reasons:
1. The power of punishment to suppress behavior usually disappears
when the threat of punishment is gone.
2. Punishment triggers escape or aggression
3. Punishment makes the learner apprehensive: inhibits learning.
4. Punishment is often applied unequally.
38. Making Punishment Work
To make punishment work:
Punishment should be swift.
Punishment should be certain-every time.
Punishment should be limited in time and intensity.
Punishment should clearly target the behavior, not the person.
Punishment should not give mixed messages.
The most effective punishment is often omission training-
negative punishment.
39. Reinforcement Schedules
Intermittent Reinforcement: A type of
reinforcement schedule by which some, but not all,
correct responses are reinforced.
Intermittent reinforcement is the most effective way
to maintain a desired behavior that has already been
learned.
40. Continuous Reinforcement
Continuous Reinforcement:
A schedule of reinforcement
that rewards every correct
response given.
Example: A vending machine.
What are other examples?
41. Schedules of Intermittent Reinforcement
Interval schedule: rewards subjects after a
certain time interval.
Ratio schedule: rewards subjects after a certain
number of responses.
There are 4 types of intermittent reinforcement:
Fixed Interval Schedule (FI)
Variable Interval Schedule (VI)
Fixed Ratio Schedule (FR)
Variable Ratio Schedule (VR)
42. Interval Schedules
Fixed Interval Schedule (FI):
A schedule that a rewards a learner only for the first correct
response after some defined period of time.
Example: B.F. Skinner put rats in a box with a lever connected to a feeder. It
only provided a reinforcement after 60 seconds. The rats quickly learned that it
didn’t matter how early or often it pushed the lever, it had to wait a set amount of
time. As the set amount of time came to an end, the rats became more active in
hitting the lever.
43. Interval Schedules
Variable Interval Schedule (VI):
A reinforcement system that rewards a correct
response after an unpredictable amount of time.
Example: A pop-quiz
44. Ratio Schedules
Fixed Ratio Schedule (FR):
A reinforcement schedule that rewards a response
only after a defined number of correct answers.
Example: At Safeway, if you use your Club Card to buy 7
Starbucks coffees, you get the 8th one for free.
45. Ratio Schedules
Variable Ratio Schedule (VR):
A reinforcement schedule that rewards an
unpredictable number of correct responses.
Example: Buying lottery tickets
46. Primary and Secondary reinforcement
Primary reinforcement: something that is naturally
reinforcing: food, warmth, water…
Secondary reinforcement: something you have learned is a
reward because it is paired with a primary reinforcement in the
long run: good grades.
48. Two Important Theories
Token Economy: A therapeutic method based on operant
conditioning that where individuals are rewarded with
tokens, which act as a secondary reinforcer. The tokens can
be redeemed for a variety of rewards.
Premack Principle: The idea that a more preferred activity
can be used to reinforce a less-preferred activity.
49. A Third Type of Learning
Sometimes we have “flashes of insight” when dealing
with a problem where we have been experiencing
trial and error.
This type of learning is called cognitive learning,
which is explained as changes in mental processes,
rather than as changes in behavior alone.
50. Cognitive Learning
Cognitive learning is a powerful mechanism that provides
the means of knowledge, and goes well beyond simple
imitation of others.
Conditioning can never fully explain what you are learning
Cognitive learning is defined as the acquisition of
knowledge and skill by mental or cognitive processes — ;the
procedures we have for manipulating information 'in our
heads'. Cognitive processes include creating mental
representations of physical objects and events, and other
forms of information processing
51. Latent Learning
In a similar study, rats were allowed to wander
around a maze, without reinforcements, for
several hours. It formerly was thought that
reinforcements were essential for learning.
However, the rats later were able to negotiate the
maze for food more quickly than rats that had
never seen the maze before.
Latent learning: Learning that occurs but is not
apparent until the learner has an incentive to
demonstrate it.
53. Observational Learning
You can think of observational learning as an
extension of operant conditioning, in which we
observe someone else getting rewarded but act as
thought we had also received the reward.
Observational learning: Learning in which new
responses are acquired after other’s behavior and the
consequences of their behavior are observed.
54. Media and Violence
Does violence on TV/movies/video games have an
impact on the learning of children?
Correlation evidence from over 50 studies shows that
observing violence is associated with violent
behavior.
In addition, experiment evidence shows that viewers
of media violence show a reduction in emotional
arousal and distress when they subsequently observe
violent acts-a condition known as psychic
numbing.
55. Classroom Discipline
Reinforcing one particular behavior may actually be reinforcing the
opposite behavior.
Ignoring students who misbehave in class rather than yelling at them
(works most generally in the elementary level).
Peer approval= more powerful than teacher approval
56.
57.
58. Cognitive Factors in Learning
Learning is purposeful & not mechanical.
Person can learn by thinking about something or
watching others.
People search for information, weigh evidence, &
then make decisions.
Exercise That
Brain!!
59.
60. Self-Control
People set up personal systems of rewards and
punishment to shape their own thoughts and actions.
First step to develop some self control is to define
the problem.
Set up a behavioral contract.
61. What do all of these
behaviors have in
common? What
kinds of behaviors
are they?
62. Improving Study Habits
Pay attention, read/recite information you have
heard.
Make flash cards—USE THEM
Redo problems or questions on a lengthy assignment
or test.
Make meaningful connections with the information
you are learning.
Find a study partner—you haven’t mastered
something until you can teach it to someone else.
Study material in small dose—not the night of the
exam.
63. Reinforcement
Primary: stimuli that increases the probability of a response
because they satisfy a biological need, such as food or water.
Secondary: stimuli that increases the probability of a
response because of their learned value, such as money and
material possessions.
Positive: adding or presenting a stimulus which strengthens
a response and makes it more likely to occur.
Negative: taking away or removing a stimulus, which
strengthens a response and makes it more likely to occur.
64. Schedules of Reinforcement Examples
Fixed Ratio: employee receives $10 for every 4
customers he/she helps at Best Buy.
Variable Ratio: slot machine at Caesars’ Palace
pays out after an average number of responses,
maybe every 15 minutes.
Fixed Interval: Intel employee receives a paycheck
every two weeks for their service as an engineer.
Variable Interval: Chemistry class gives pop
quizzes, student studies at a slow but steady rate
because they can’t anticipate the next quiz.
65. Reinforcement Example
You want to teach a dog to shake hands. One way
would be to give the animal a treat every time it lifts
its paws up to you. The treat is called a positive
reinforcer.
Your dog will stop shaking hands when you forget to
reward it for the trick as extinction will occur
because the reinforcement is withheld; But will take
a period of time
71. Response Chain
Learned reactions that follow one another in
sequence, each reaction producing the signal for the
next.
Example—in swimming, you would have three
separate chains to make up the pattern (arm stroke,
breathing, leg kick).
73. Punishment
The most obvious form of aversive control.
An unpleasant consequence occurs & decreases the
frequency of the behavior that produced it.
Behavior that is punished decreases or is not
repeated—that is the goal of punishment.
78. Disadvantages of Punishment
1. Aversive stimuli can produce unwanted side effects—rage,
aggression, fear.
2. Instead of one behavior to change, multiple behaviors could
emerge.
3. People learn to avoid the person delivering the aversive
consequences—children learn to stay away from parents or
teachers who often punish them.
4. Can just merely “suppress” the undesired behavior, not
totally eliminate it.
5. A child may not learn “correct” behaviors by punishment
alone—coaching/training is needed.
79. Questions
1. How do you learn?
2. What environment is most suitable for you to
learn?
3. Are you a visual or auditory learner?
4. What can you do to improve your ability to learn
new material?
5. What causes you not to learn?
6. Is there some material or information that people
just simply cannot grasp?
83. Self-Control
Personal systems of rewards and punishments—
helps shape one’s own thoughts and actions.
First step in self-control is to define the problem.
People who have a very poor opinion of themselves
would have to define the problem more concretely.
Keep track of self-deprecating thoughts and remarks
you make—may lead to a start in changing behavior.
85. Improving Study Habits
Studying in a new place—free from distractions.
Don’t study too much at any one given time.
Attempt to study at the same time each day.
Set specific goals.
Tell friends not to call during study times.
86. Summary
1. Human behavior influenced by one’s history of
rewards and punishments.
2. Behavior can be reinforced according to continuous
or partial reinforcement schedules.
3. Punishments are stimuli that actually decrease the
likelihood of certain behaviors from repeating
themselves.
87. Questions
1. What are appropriate punishments for teenagers
who commit crimes?
2. How would you go about “modifying” teenagers or
even younger children’s behavior?
3. What are two advantages and two disadvantages of
punishment