Theories of learning. Classical and operant conditioning as well as cognitive and humanist, Summaries of Psychology

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Chapter Three

Learning

Extrasensory Perception (ESP)

• (^) Telepathy
  • (^) Direct communication from one mind to another
• (^) Clairvoyance is the perception of an event or fact without normal sensory input
• (^) Precognition is the perception of an event that has not yet happened
• (^) Psychokinesis is the ability to affect the physical world purely through thought

Characteristics of learning

• (^) Continuous modification of behavior throughout life
• (^) Pervasive
• (^) responsive to incentives
• (^) active process
• (^) Purposeful
• (^) Depends on maturation, motivation and practice

Principles of learning

• (^) principles that help explaining how learning occurs effectively - (^) physically, mentally, and emotionally ready to learn - (^) meaningful practice and exercise - (^) Strengthened when accompanied by a pleasant or satisfying feeling - (^) Things learned first create a strong impression - (^) recently learned are best remembered - (^) principle of intensity

Behavioral Theory of Learning

• (^) Classical conditioning theory
  • (^) Learning of making involuntary emotional or physiological responses to stimuli that normally elicit no response
  • (^) humans and animals can be trained to act involuntarily to a stimulus that previously had no effect
  • (^) Classical conditioning involves what are known as conditioned reflexes

Basics of Classical Conditioning

• (^) Neutral stimulus
• (^) Unconditioned stimulus (UCS)
• (^) Unconditioned response (UCR)
• (^) Conditioned stimulus (CS)
• (^) Conditioned response (CR)

Principles of Classical Conditioning

• (^) Stimulus generalization and stimulus discrimination
• (^) Extinction and spontaneous recovery
• (^) Higher Order Conditioning

Operant/Instrumental conditioning

• (^) Reinforcement
  • (^) Food, water, light which satisfy our biological needs
  • (^) have the ability to strengthen a behavior without prior learning
• (^) Secondary Reinforcers
  • (^) Because of their prior association with primary reinforcing stimuli
  • (^) Money, praise, applause, good grades, awards, and gold stars

Operant/Instrumental conditioning

• (^) Positive reinforcement
  • (^) presentation of a stimulus makes behavior more likely to occur again
• (^) Negative reinforcement
  • (^) termination of an aversive stimulus makes behavior more likely to occur - (^) Nagging to study
  • (^) Escape learning: response that terminates/stops a noxious stimuli
  • (^) Avoidance Learning; learning to avoid a painful, noxious stimulus prior to exposure

Schedules of reinforcement

Punishment

• (^) a stimulus that weakens the response or makes it less likely to recur - (^) Primary punishers; Pain and extreme heat or cold - (^) Secondary punishers; Criticism, demerits, catcalls, scolding, fines, and bad grades - (^) Positive punishment and negative punishment

The Pros and Cons of Punishment

• (^) In order to be effective
  • (^) Immediacy
  • (^) Consistency
  • (^) Intensity

The Pros and Cons of Punishment

• (^) The recipient of punishment often responds with anxiety, fear or rage
• (^) Effectiveness of punishment is often temporary
• (^) Most behavior is hard to punish immediately
• (^) Punishment conveys little information
  • (^) May become reinforcing if it brings attention