1. Dr. Mohamed Abdelghani M.B.B.Ch., M.Sc., M.D. Psych. Zagazig
Faculty Of Medicine
2. DEFINITION A relatively permanent change in behavior brought
about by experience
3. The most important types of learning are: 1) Classical
conditioning 2) Operant conditioning 3) Cognitive Learning Latent
learning Social (observational) learning
4. Classical Conditioning A previously neutral stimulus elicits
a response through its association with a stimulus that naturally
brings about the response. Once an association had been made
between the two stimuli, the conditioned stim. alone could lead to
a response.
6. Other related definitions Extinction: Unlearning what we
have learned. It occurs when a previously conditioned response
decreases in frequency and eventually disappears. Spontaneous
recovery: Reappearance of a previously extinguished response after
a period of time during which the conditioned stimulus has been
absent. Stimulus generalization: Response to a stimulus that is
similar to the original conditioned stimulus. The great similarity
between the two stimuli increases the likelihood of generalization.
Stimulus discrimination: Process by which an organism learns to
differentiate among stimuli, restricting its response to one in
particular.
7. Clinical Applications of classical conditioning 1) Emotional
response: o Emotional responses may be learned through classical
conditioning. o 11-month old infant named Albert 2) Behavior
therapy: A. Systematic desensitization: developed by Wolpe. B.
Addiction to alcohol: apomorphine.
8. Operant Conditioning It describes learning in which a
voluntary response is strengthened or weakened, depending on its
positive or negative consequences
9. Comparison between Classical and operant conditioning
Classical conditioning Stimulus Response Operant conditioning a) A
specific event, e.g. a light flash. a) Not a specific event. b)
Briefly presented. b) Longer-lasting situation. a) Variable, may be
learned in a a) Specific (usually a reflex or sequence (or chain of
behaviors) innate reaction to a situation, e.g. so that the end
result is attainment limb flexion or salivation) of a desired goal.
b) Involuntary (determined by the b) Voluntary (not so closely
unconditioned stimulus) determined by the nature of stimulus) Does
not depend on the response (i.e., if it always presented regardless
of what the organism Reinforcement does, e.g. the meat is given to
the dog whether the dog salivated or not). Reinforcement is
contingent upon what the learner does. (If the leaner does the
'right' thing, it is reinforced, otherwise it is not).
10. Other related definitions Positive reinforcer: a stimulus
added to the environment that leads to an increase in a preceding
response. Negative reinforcer: a stimulus that removes something
unpleasant from the environment, leading to an increase in the
probability that a preceding response will occur again in the
future. Punishment: an unpleasant or painful stimulus that
decreases the probability that a preceding behavior will occur
again.
11. Clinical Applications of Operant conditioning
12. I- Programmed learning An instruction technique in which
material to be learned is presented in successive, well- planned
steps. Subjects are expected to respond to a certain problem and
then check answer they have given is correct or not. The answer
provides feedback or reinforcement, immediately.
13. II-Behavior Therapy: Acceptable responses will be
reinforced and unacceptable response will be extinguished. It
includes: 1) Shaping 2) Token economy 3) Time-out
14. 1) Shaping It is the teaching of a complex behavior by
reinforcing successive approximation of the desired activity. A
complex desired behavior is broken down into a series of simpler
responses. This technique is effective in: Training of autistic
children to speak Rehabilitation of physically handicapped Treating
phobias.
15. 2) Token economy For chronic mental hospital patients. To
apply the rules of reinforcement to individual behavior on ward
basis. What patients want is the reinforcement, what the staff want
them to do is the response and the token is the intermediary.
16. 3) Time-out o To isolate the child, who made misbehavior,
for a brief period. o "Go to your room" without receiving any
positive reinforcement (no dinner, no TV, no phone calls).
17. Cognitive learning
18. Cognitive learning implies understanding the connection
between: Cause and effect Action and the consequences of the
action. It includes: 1. Latent learning Cognitive map 2. Social
learning
19. 1) Latent learning It is a type of cognitive learning, in
which, a new behavior is acquired but not readily demonstrated
until reinforcement is provided for displaying it.
20. . Cognitive map A mental representation of spatial
locations and directions. People develop cognitive maps of their
surroundings, based primarily on particular landmarks.
21. 2) Social learning (Observational learning)
22. Social learning theory relies on role modeling
identification, and human behavior. A person can learn by imitating
the behavior of another person, but personal factors are
involved.
23. Albert Bandura is a major proponent of the social learning
school. Behavior results from the interplay between cognitive and
environmental factors. Persons learn by observing others,
intentionally or accidentally. Modeling is an important component
of group therapy in which members of the group learn from one
another.
24. Factors affecting learning
25. Personal factors: Intelligence Motivation Emotion General
health Previous learning Objective factors o Method of learning o
Teachers role Environmental factors Good lighting Adequate
ventilation Noise
