Post on 26-Oct-2014
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THEORIES OF LEARNING: Behaviorist Theory
Proponents & Principles:WatsonPavlov
Thorndike
John Broadus Watson • Early 20th century, "Father of
Behaviorism.”• The first person to use the term
behaviorism to study human behavior
• Watson was interested in taking Pavlov's research further to show that emotional reactions could be classically conditioned in people.
• Researched classical conditioning• Children are passive beings who
can be molded by controlling the stimulus-response associations.
• “Little Albert” experiment
"Little Albert" experiment• One of the most controversial experiments in the
history of psychology• It was an experiment showing empirical evidence
of classical conditioning in humans• The goal of the experiment ;
– to show how principles of, at the time recently discovered, classical conditioning could be applied to condition fear of a white rat into "Little Albert", an 8-month-old boy
Watson and Raynor exposed the child to a series of stimuli. ( a white rat, a rabbit, a monkey, a Santa clause masks and burning newspapers)
The next time Albert was exposed to the rat, Watson made a loud noise by hitting a metal pipe with a hammer.
Naturally, the child began to cry after hearing the loud noise.
After repeatedly pairing the white rat with the loud noise, Albert began to cry simply after seeing the rat.
• No Fear• Unconditioned
Response (UR)
Before Conditioning
-White Rat
-Unconditioned Stimulus (US)
• Albert cries and avoids touching
• Unconditioned Response (UR)
During Conditioning
-White Rat
-Unconditioned Stimulus (US)
-Loud Noise
-Conditioning Stimulus (CS)
• Conditioned Response (CR)
• Fear
After Conditioning -white rat
-Conditioned Stimulus (CS)
CONCLUSION OF THE EXPERIMENT
• all behaviors are learned. • all phobias are most likely conditioned. • phobias were probably either a fear of the original
stimulus or that they had been transferred to other stimuli, as the person grew older.
Criticisms of the Little Albert Experiment
•First, the experimental design and process was not carefully constructed
•Secondly, the experiment also raises many ethical concerns.
Proponents & Principles:Ivan Pavlov (1849-1936) Classical Conditioning
Ivan Pavlov (1849-1936)
• Born in Russia • Studying physiology• He was noted for his
work on the physiology of digestion and was awarded the Nobel Prize for work in this area.
• However, he only became interested in psychology in 1900 at the age of 50.
Classical Conditioning
• In his classic experiment with dogs, he measured the saliva secreted by the animals when food was given.
Figure 1: Dog with tube inserted in its cheek. When the dog salivates, the saliva is collected in the test tube and its quantity is recorded on the rotating drum
Step 1: Before Conditioning
• He gave a hungry dog a bowl of food. The dog is hungry, the dog sees the food and the dog salivates.
Food Salivation
Unconditioned Stimulus
(US)
Unconditioned Response
(UR)
• This is a natural sequence of events, an unconscious, uncontrolled, and unlearned relationship.
Step 2: During Conditioning
• Next, Pavlov, presented the hungry dog with food and simultaneously rang a bell, and the dog salivated.
Food
Bell
Salivation
Unconditioned Stimulus (US)
Unconditioned Response (UR)
Conditioning Stimulus (CS)
Step 3: After Conditioning
• This time Pavlov rang only the bell at mealtime, but he did not show any food. Guess what the dog did.
BellSalivatio
n Conditioning
Stimulus (CS)
Conditioning Response
(CS)
In short:
Classical Conditioning
• This type of learning involves:– An unconditioned stimulus (food)– An unconditioned response (salivation)– A conditioned stimulus (bell)– A conditioned response (dog salivate
every time bell is rings)
Basic Process/Principle in Classical Conditioning
Acquisition: Forming New Responses
Extinction: Weakening Conditioned Response
Spontaneous Recovery:
Resurrecting Responses
Higher-Order Conditioning
Stimulus Discrimination
Stimulus Generalization
Implications of Pavlov’s Conditioning Theory in
Teaching-Learning
Example 1: In Language Learning
Word ‘book’
Expressed word ‘book’
verbally
A card of word ‘book’
Teacher shows a
book
Pupil directly express
verbally the word book
Teacher shows a book
Pupil directly express verbally the word book
Step 1
Step 2
Step 3
Example: Behavior in classrom
• It is the first day in school and suddenly Suzy hears her teacher Ms. Lim yell “Keep Quiet” at the top of her voice.
• Suzy was startled and terrified and started to cry. In the next few days, whenever Ms. Lim entered the class she cried.
• She had associated the presence of Ms. Lim with fear. In other words, she has been conditioned to respond by crying whenever encountering Ms. Lim even though she had not yelled, “Keep Quiet”.
Example 1: In Language Learning
Ms. Lim yelled “Keep quite”
Suzy, startled, terrified (fear)
Ms. Lim
Suzy (fear)
Suzy, crying
Ms. Lim (enter class, did not
yelled)
Suzy (fear, cry)
Step 1
Step 2
Step 3
Classical Conditioning
• Using classical conditioning, teacher have the ability to:– affect students likes/dislikes– Influence our student’s attitude– Develop a respects for authority
Proponents & Principles:Edward Thorndike (1874-1949)
Classical Conditioning
Edward Thorndike (1874-1949)
• 1874 – 1949• doctoral thesis entitled
Animal Intelligence: An Experimental Study of the Associative Process in Animals in 1898.
• “trial-and-error learning “
Connectionism
• Thorndike conclude that learning is incremental.
Figure 2.3 Thorndike’s puzzle box
Figure 2.3 Thorndike’s puzzle box
• Based on his experiments, Thorndike proposed the following theories of learning:
The Law of Readiness
The Law of Exercise
The Law of Effect
•The Law of Readiness•The Law of Exercise
IMPLICATIONS OF THORNDIKE’S
THEORIES
• Thorndike developed the idea of connectionism.
• People of higher intellect formed more bonds between stimuli and response and formed them more easily than people of lower ability.
stimulus response
essence of intellectual development.
Complex ideas
pre-requisite concepts
Positive reinforcemen
t
Transfer of learning
depends on the match between elements across the two events.
presence of identical elements in the original and new learning situations.
specific and never general.
Transfer from one school task to a highly similar task ,and from school subject to non-
school settings could be facilitated by teaching knowledge and skills in school subjects that have elements identical to
activities encountered in the initial context.