EDUS 220 Educational Psychology Dean Owen, Ph.D., LPCC Spring
2011 Unit 4: Human Learning Slide 2 Critical terms: Behaviorist:
One who views all human or animal activity as a behavior and thus
is more or less observable. Slide 3 Critical terms: The Three
Domains of Behavior (CAP) C = Cognitive A = Affective P =
Psycho-motor Slide 4 Critical terms: The Three Domains of Behavior
(CAP) C = Cognitive A = Affective P = Psycho-motor Slide 5 Critical
terms: The Three Domains of Behavior (CAP) C = Cognitive A =
Affective P = Psycho-motor Slide 6 Critical terms: The Three
Domains of Behavior (CAP) C = Cognitive A = Affective P =
Psycho-motor Slide 7 Critical terms: Learning: A relatively
permanent change in behavior as the result of training, practice,
or experience. Learning is acquiring new or modifying existing
knowledge, behaviors, skills, values, attitudes, beliefs or
preferences and may involve integrating different types of
information. Progress over time tends to follow learning curves.
Slide 8 Critical terms: Teaching: The process of creating an
environment in which behavior change is most likely to occur. Slide
9 Critical terms: Stimulus: Any event or condition that is sensed
by our central nervous system. We have 5 doorways through which we
know the world a. Touch (tactile sense) b. Taste (gustatory sense)
c. Smell (olfactory sense) d. Hearing (auditory sense) e. Sight
(visual sense) Slide 10 Critical terms: Habituation: A primitive
form of non associative learning in which there is a decrease in
response after repeated or prolonged exposure to a stimulus. This
helps to avoid neural overload! Are you wearing clothes now? Are
your shoes comfortable? Is your chair warm or cold? Slide 11
Critical terms: Sensitization: A primitive form of non associative
learning in which there is an increase in response after repeated
or prolonged exposure to a stimulus. Try rubbing your arm. Slide 12
Critical terms: Imprinting: A phase sensitive or time limited
period in which learning can occur. Example would be the work of
Konrad Lorenz and his work with graylag geese. The critical period
for the hatchlings was 13-16 hours after hatching. Slide 13
Critical terms: Observational Learning: Imitation of the behavior
of others. Assimilationculture, style, language, values, beliefs,
ad infinitum. Slide 14 Critical terms: Play: Spontaneous behavior
that occurs with no particular goal or purpose other than for the
pleasure it provides.and it improves future performance. Slide 15
Critical terms: Enculturation: The process by which an individual
learns the requirements of their native culture by which he or she
is surrounded, and acquires values and behaviors that are
appropriate or necessary in that culture. Slide 16 Critical terms:
Multi-media learning: When a person uses both auditory and visual
stimuli to learn information Slide 17 Critical terms: Rote
Learning: The process of memorizing typically written material so
that it can be recalled by the learner exactly as it was read or
heard.may or may not imply understanding. Learning by repetition.
Slide 18 Critical ideas Behaviorists tend to see learning as
occurring in natural situations in which events a person is both
motivated and has the opportunity to experience something..this
motivation to behave is referred to as a drive.or need and by
interacting with the environment that drive or need is
satisfied.the experience leaves the the person changed. Slide 19
Three Theories Respondent Learning Classical Conditioning
Instrumental Learning Operant Conditioning Social Learning Theory
Imitative Learning Slide 20 Learning How can learning be defined?
Learning is the acquisition and development of memories and
behaviors, including skills, knowledge, understanding, values, and
wisdom. It is the product of experience and the goal of education.
Slide 21 Classical Learning (aka Pavlovian or Respondent
Conditioning.) Ivan Pavlov Slide 22 Classical Learning (aka
Pavlovian or Respondent Conditioning.) A form of associative
learning first demonstrated by Ivan Pavlov, a Russian physiologist
who was doing research on the digestion of dogs.. Slide 23
Classical Learning (aka Pavlovian or Respondent Conditioning.) The
dogs had been surgically altered so that saliva could be collected.
The dogs were presented meat powder and they would begin to
salivate. Later, Pavlov noticed that the dogs would begin to
salivate when the lab technician came into the room. He designed a
study to investigate this phenomenon. Slide 24 Classical Learning
(aka Pavlovian or Respondent Conditioning.) Some basic definitions.
Unconditioned Stimulus (US): An event which has the ability to
trigger a reflex or biological response. Unconditioned Response
(UR): A natural and innate behavioral response Slide 25 Classical
Learning (aka Pavlovian or Respondent Conditioning.) Some basic
definitions. Conditioned Stimulus (CS): A neutral event which lacks
the ability to trigger a reflex or biological response. Conditioned
Response (CR): A learned behavioral response to a previously
neutral stimulus. Slide 26 Classical Learning (aka Pavlovian or
Respondent Conditioning.) Pavlovs experiment involved pairing the
US (food powder) with a CS (Ringing Bell). Following several
trials, he observed that the dogs would salivate upon hearing the
bell alone. Slide 27 Classical Learning (aka Pavlovian or
Respondent Conditioning.) Food Power (US)Salivation (UR) Ringing
Bell (CS) No Salivation Slide 28 Classical Learning (aka Pavlovian
or Respondent Conditioning.) Food Power (US) Ringing Bell (CS)
Conditional trials were conducted in which the food power and the
bell were pairedpresented at the same time.. Salivation (UR)
Ringing Bell (CS)Salivation (CR) Slide 29 Classical Learning (aka
Pavlovian or Respondent Conditioning.) 1. USUR 2. US + CSUR 3. CS
CR Slide 30 Classical Learning (aka Pavlovian or Respondent
Conditioning.) 1. USUR 2. US + CSUR 3. CS CR Slide 31 Classical
Learning Slide 32 Slide 33 Slide 34 Slide 35 John B. Watson The
Little Albert study of 1920 Slide 36 John B. Watson: The Little
Albert experiment was an experiment showing empirical evidence of
classical conditioning. This study was also an example of stimulus
generalization. It was conducted in 1920 by John B. Watson along
with Rosalie Rayner, his assistant whom he later married. The study
was done at Johns Hopkins University. Stimulus Generalization: In
classical conditioning, stimulus generalization is the tendency for
the conditioned stimulus to evoke similar responses after the
response has been conditioned. For example, if a rat has been
conditioned to fear a stuffed white rabbit, it will exhibit fear of
objects similar to the conditioned stimulus. Slide 37 John B.
Watson, after observing children in the field, was interested in
finding support for his notion that the reaction of children,
whenever they heard loud noises, was prompted by fear. Furthermore,
he reasoned that this fear was innate or due to an unconditioned
response. He felt that following the principles of classical
conditioning, he could condition a child to fear another
distinctive stimulus which normally would not be feared by a child.
Slide 38 Slide 39 Slide 40 John B. Watson: Loud sound
(Unconditioned Stimulus) -> Fear (Unconditioned Response)
Natural response. Rat (Neutral Stimulus) + Loud sound
(Unconditioned Stimulus)-> Fear (Unconditioned Response) During
pairing them. Rat (Conditioned Stimulus) -> Fear (Conditioned
Response) The fear response later generalized to .. ( Stimulus
Generalization ) White Rabbit (17 days post conditioning.) Furry
Dog Seal Skin Coat Santa Claus beard composed of white cotton
balls. Slide 41
