Learning_yourself_Module2_week2_Perdev_12
- 1. LEARNING
- 2. 1. discuss the definition and theories of learning, 2. recognize the role of learning in human behavior, 3. distinguish the advantages and disadvantages of reward and punishment in shaping behavior, and 4. value the importance of knowing the proper way of shaping behaviors.
- 3. is defined as a relatively permanent change in behavior that occurs as a result of experience. It does not include behavior changes that are due to maturation or temporary conditions of the organism, such as fatigue or drug-induced states. Learning
- 5. is a type of learning in which a neutral stimulus comes to bring about a response after it is paired with a stimulus that naturally brings about the response. 1. Classical Conditioning
- 7. excitation states that repeated pairing of the conditioned response and unconditioned stimulus elicit conditioned response. A. Principle of acquisition
- 8. states that the inhibitory process occurs when, after establishing the conditioned responses, a new stimulus is presented at the same time with the conditioned stimulus. B. Principle of extinction
- 9. states that a conditioned response, after being extinguished, will reoccur or reappear without further conditioning. C. Principle of spontaneous recovery
- 10. is the basis for many of the most important kinds of human and animal learning. It is a kind of learning in which a voluntary response is strengthened or weakened, depending on its favorable of unfavorable consequences. 2. Operant Conditioning
- 12. is a process by which a stimulus increases the probability that a preceding behavior will be repeated. Reinforcement
- 13. Reinforcer -refers to any stimulus that increases the probability that a preceding behavior will occur again.
- 14. positive reinforcer - is a stimulus added to the environment that brings about an increase in a preceding response.
- 15. Example: If food, water, money, or praise is provided after a response, it is more likely that that response will occur again in the future.
- 16. • negative reinforcer - refers to an unpleasant stimulus whose removal leads to an increase in the probability that a preceding response will be repeated in the future.
- 17. Example: If your iPad volume is so loud that it hurts your ears when you first turn it on, you are likely to reduce the volume level. Lowering the volume is negatively reinforcing and you are more apt to repeat the action in the future when you first turn it on.
- 18. - refers to a stimulus that decreases the probability that a prior behavior will occur again. Punishment
- 19. (“positive” means adding something). weakens a response through the application of unpleasant stimulus. 1. Positive punishment
- 20. For instance, spanking a child from misbehaving or spending ten years in jail for committing a crime is positive punishment.
- 21. (“negative” means removing something). Negative punishment consists of the removal of something pleasant. 2. Negative punishment
- 22. For instance, when a teenager is told she is “grounded” and no longer be able to use the family car because of her poor grades is negative punishment.
- 24. In operant conditioning, schedules of reinforcement are an important component if the learning process. When and how often we reinforce a behavior can have a dramatic impact on the strength and rate of the response. Certain schedules of reinforcement may be more effective in specific situations. There are two types of reinforcement schedules:
- 25. which is done when a behavior is reinforced everytime it occurs
- 26. wherein a response is reinforced only part of the time.
- 27. FOUR SCHEDULES OF PARTIAL REINFORCEMENT
- 28. occurs when a response is reinforced only after a specified number of responses. 1. Fixed-ratio schedules
- 29. Examples include workers who are paid for the number of baskets of fruits picked or reports written. This type of fixed-ratio payment is commonly referred to as “piecework”
- 30. reinforcement occurs after a varying number of responses rather that after a fixed number. 2. Variable-ratio schedules
- 31. Example: Gambling and lottery games are good examples of a reward based on a variable ratio schedule. One never knows when he might hit the jackpot, and a high response rate is likely to occur.
- 32. occur when the first response is rewarded only after a specified amount of time has elapsed.. 3. Fixed-interval schedules
- 33. Example: Employees who are paid an hourly or daily wage or a weekly or monthly salary are being reinforced on this schedule
- 34. occurs when a response is rewarded after an unpredictable amount of time has passed. 4. Variable-interval schedules
- 35. For example, a worker is paid on the average of one month, but the exact time depends on when the owner does the payroll.
- 36. An approach to the study of learning that focuses on the thought processes that underlie learning.
- 37. 1. Concept learning Concepts are generalized symbolic responses to represent similar stimuli or situations. Concepts are either abstract or concrete (Ariola, 2000)
- 38. 2. Insight Learning is a mental process marked by sudden and expected solution to a problem, a phenomenon often called the “ah-ha!” experience.
- 39. 3. Observational learning is learning by observing the behavior of another person or a model.
- 41. Psychologist formulate the laws of learning to make learning effective when properly used. Some of these laws are described below. Edward Lee Thorndike proposed the primary laws of learning (laws of effect, readiness and exercise). Other psychologists proposed the laws of apperception, association, frequency and recency, intensity, and the law of forgetting (Ariola, 2000).
- 42. A. The law of Effect states that if the responses are rewarded and the reward is satisfying or pleasant, the connection or behavior is strengthened.
- 43. B. The law of Readiness states that when an individual is ready (matured) to act, doing it is satisfying; not doing it is annoying or when an individual is not ready (not matured) to act, trying to do it is annoying and frustrating.
- 44. C. The law of Exercise states that the more connections are exercised, the stronger the connections become.
- 45. D. The law of apperception states that when a new experience is connected or integrated with the past experiences, learning is effective.
- 46. E. The law of association It points out that the more experiences are associated or related to each other to form new connections, the better is the learning.
- 47. F. The law of frequency states that the more frequent a response is made, the easier is the stimulus recalled while the law of recency stresses that if there are several responses made to a stimulus, the more recent one is easily learned of recalled.
- 48. G. The law of intensity states that the more intense is the connection, the stronger is the connection, and consequently learning is effective.
- 49. H. The law of primacy states that the first learned act will be better remembered that acts learned later.
- 50. I. The law of forgetting states that meaningful stimuli are easily learned and less likely forgotten than non- meaningful stimuli