Introduction to psychology, learning theories, operand conditioning, association theories, CLASSICAL CONDITIONING, cognitive theories

1. A simplified edition of the theories of learning

2. WHAT IS
LEARNING

3. TYPES OF
LEARNING

4. DOMAINS OF
LEARNING

5. THEORIES OF
LEARNING

6. THE ASSOCIATIONIST
THEORIES

10. BASIC LEARNING PRINCIPLES
• Stimulus Generalization
• Stimulus Discrimination
• Extinction
• Spontaneous Recovery

11. APPLICATION OF CONDITIONING PRINCIPLES
o Behaviour Modification
o Influencing the behaviour of
clients at the hospital
o Health Education

12. OPERANT CONDITIONING THEORY
LEARNING THROUGH CONSEQUENCES
(B. F. SKINNER)

13. BASIC LEARNING PRINCIPLES FORMULATED
• REINFORCEMENT
 Positive Reinforcement (reinforcers)
 Negative Reinforcement
(reinforcers)
 Punishment (Punisher)

14. REINFORCEMENT
• Reinforcement is used to help increase the
probability that a specific behavior will occur in
the future by delivering a stimulus immediately
after a response/behavior is exhibited.
• Another way to put it is that positive
reinforcement is adding something that will
motivate the child (or individual) to increase the
likelihood they will engage in that behavior
again.

15. POSITIVE REINFORCEMENT
Positive reinforcement works by
presenting a motivating/reinforcing
stimulus to the person after the
desired behavior is exhibited, making
the behavior more likely to happen in
the future.

16. THE FOLLOWING ARE SOME EXAMPLES OF POSITIVE
REINFORCEMENT:
• A mother gives her son praise (positive stimulus) for
doing homework (behavior).
• The little boy receives $5.00 (positive stimulus) for
every A he earns on his report card (behavior).
• A father gives his daughter candy (positive stimulus)
for cleaning up toys (behavior).

17. NEGATIVE REINFORCEMENT:
• Negative reinforcement occurs when a certain stimulus
(usually an aversive stimulus) is removed after a
particular behavior is exhibited. The likelihood of the
particular behavior occurring again in the future is
increased because of removing/avoiding the negative
consequence.
• Negative reinforcement should not be thought of as a
punishment procedure. With negative reinforcement,
you are increasing a behavior, whereas with
punishment, you are decreasing a behavior.

18. THE FOLLOWING ARE SOME EXAMPLES OF
NEGATIVE REINFORCEMENT
• Bob does the dishes (behavior) in order to
avoid his mother nagging (negative stimulus).
• Natalie can get up from the dinner table
(negative stimulus) when she eats 2 bites of
her broccoli (behavior).

19. When thinking about reinforcement, always
remember that the end result is to try to
increase the behavior, whereas punishment
procedures are used to decrease behavior. For
positive reinforcement, think of it as adding
something positive in order to increase a
response. For negative reinforcement, think of
it as taking something negative away in order
to increase a response.

20. PUNISHMENT
• When people hear that punishment procedures are
being used, they typically think of an aversive or
harmful consequence. This is not always the case as
you can see below.
• Punishment is a process by which a consequence
immediately follows a behavior which decreases the
future frequency of that behavior. Like reinforcement,
a stimulus can be added (positive punishment) or
removed (negative punishment).
• With punishment, always remember that the end
result is to try to decrease the undesired behavior

21. APPLICATION
• In health Education
• Administration of Discrimination

23. BEHAVIORAL OR
SOCIAL LEARNING
THEORIES
LEARNING BY WATCHING

24. TENETS OF SOCIAL LEARNING THEORIES
• Vicarious Learning
• Modeling
• Self Regulatory behaviour

25. VICARIOUS LEARNING
Atkinson et al (1983)

26. MODELING
SECORD & BACKMAN (1964)
• Life
• Representative
• Symbolic

27. CHOICE OF MODEL DEPENDS ON THE FOLLOWING
• Previous Reinforcement
• Similarity
• Social Power

28. SELF REGULATORY BEHAVIOUR
Bandura (1557)

29. APPLICATIONS

31. THE COGNITIVE AND
INFORMATION
PROCESSING THEORY

32. • Stimulus: The lots of information
received from the environment through the
five senses
• Selective filter: takes in the
information relevant to the individual

33. FACTORS TO DETERMINE THE DEGREE OF ATTENTION
TO BE GIVEN TO ANY INCOMING INFORMATION
• The interest of the topic under discussion
• The fatigue on the part of the listener
• The presence of variables like voice, boring
nature of the talk and method of teaching
• Cueing

34. APPROACHES TO COGNITIVE LEARNING
• DICOVERY LEARNING
• MEANINGFUL RECEPTION LEARNING

35. APPLICATIONS

36. FACTORS AFFECTING LEARNING
• Motivation
• Intelligence
• Maturation
• Physical condition
• Mental Health
• Working condition
• Acting practice and
repetition
• Distributed Learning
• The teaching method & aids
• The relevant of the content
• Timing
• Education and previous
knowledge
• Feedback or results