The document discusses different types of learning, including classical conditioning and operant conditioning. It defines classical conditioning as learning through association, where a conditioned stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. The document outlines the classical conditioning process and applications. It then defines operant conditioning as learning through reinforcement or punishment, including positive and negative reinforcement. Different schedules of reinforcement are also discussed, including continuous and intermittent reinforcement. The document concludes by briefly mentioning cognitive aspects of learning like insight learning and observational learning.

1. learning
Group 2:
• Ta Quang Tuyen – BABAAU12057
• Le Thi Kieu Oanh – BAFNIU13209

2. which is learned?
do you have drooling when you taste lemon?

3. a relatively permanent change in
behavior or the potential to
make a response that occurs as a
results of experience

4. classical conditioning
• a conditioned stimulus + An unconditioned
stimulus
• two stimulus are paired and become associated
with each other.

5. classical conditioning
• unconditioned Stimulus (UCS)
• unconditioned Response (UCR)
• conditioned Stimulus (CS)
• conditioned Response (CR)

6. classical conditioning

7. classical conditioning process
Classical
conditioning
Acquisition
Sequence of CS-UCS
presentation
Forward
conditioning
Backward
conditioning
Strength of the
UCS
Number of CS-UCS
pairing
Extinction
Spontaneous
recovery
Generalization and
discrimination

8. classical conditioning

9. classical conditioning application
John Watson

10. `

11. classical conditioning and our motives

12. operant conditioning
(instrumental conditioning)
an organism operates on its environment to produce a change (Leahey & Harris, 2001).
• reinforcers.
• schedules of reinforcers.

13. reinforcers
a stimulus or event that strengthens or weakens the behavior
that produced it.
Burrhus Frederic Skinner (1904 – 1990).
Skinner Box

14. reinforcers: positive & negative.
positive reinforcer:
• presented after target response.
• increase the ability the response
will occur again.
negative reinforcer:
• removed after target response.
• increase the likelihood that the
response will occur again.

15. schedules of reinforcers
show the rate of responding in a series of operant
conditioning trials.
• continuous reinforcement: given a reinforcement after each
target response occurs.
• intermittent reinforcement (partial reinforcement): with two main
types ratio and interval.

16. intermittent reinforcement

17. schedules of reinforcers
show the rate of responding in a series of operant
conditioning trials.
• continuous reinforcement will result in fast acquisition, but it is more
susceptible to extinction.
• intermittent reinforcement will result in slower acquisition, but is
more resistant to extinction.
Variable Ratio schedules tend to produce
the highest rates of responding.

18. punishment:
the opposite of reinforcement.
less effective than positive reinforcement

19. cognitive and social
perceptives on learning
• the role of cognition.
• observational learning.

20. the role of cognition
• insight learning: sudden grasp of a concept or the solution to
a problem that result from perceptual restructuring; typically
characterized by an immediate change in behavior.
• latent learning: learning that has occurred but is not
demonstrated.

21. observational learning
(modeling)

22. thank you.