Pavlov/Skinner: Classical Conditioning * Classical conditioning is a type of learning that had a major influence on the school of thought in psychology known as behaviourism. Discovered by Russian physiologist Ivan Pavlov, classical conditioning is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus. * Behaviourism is based on the assumption that learning occurs through interactions with the environment. Two other assumptions of this theory are that the environment shapes behaviour and that taking internal mental states such as thoughts, feelings, and emotions into consideration is useless in explaining behaviour. * It's important to note that classical conditioning involves placing a neutral signal before a naturally occurring reflex.
Classical conditioning is a type of learning that had a major influence on the school of thought in psychology known as behaviorism. Discovered by Russian physiologist Ivan Pavlov, classical conditioning is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus. Behaviorism is based on the assumption that learning occurs through interactions with the environment. Two other assumptions of this theory are that the environment shapes behavior and that taking internal mental states such as thoughts, feelings, and emotions into consideration is useless in explaining behavior. It's important to note that classical conditioning involves placing a neutral signal before a naturally occurring reflex.
Explanations for how cognitive processes work are known as information processing theories or models. This model suggests that information is added from the environment into the mind of students. If the students are paying attention that information will register and then goes to the short term memory and later encoded to the long term memory where it can be retrieved at a later time. Based on this model, I now realize that demonstrations allow me to encode information to my long term memory as a result learning takes place. According to B.F Skinner learning and motivation to learn are caused by external forces.
It is a basic human need to eat and nourish our bodies. If we don't eat, we die. It is as clean cut as that. To cook well, turns the simplest ingredients into ecstasy for the soul, social celebration and future memories. It is completely different than need.
Vygotsky (1978, p. 90) sustained "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human, psychological functions. “ What this mean is that learning is a process that contributes to the development of higher order thinking. According to his view, learning moves from an initial state based on guided learning, to a later independent learning, by going through the Zone of Proximal Development. He described this concept as “ the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978, p. 86). In other words, it is the distance between what a child is capable to do alone and what he/she could do with the direction of an adult.
Of all the symbols and ironic devices Wilde uses, food is one of the most prominent. Food is often used throughout Earnest to symbolise other appetites and indulgences, but with an ironic twist. Where a good meal would represent a good friendship, Wilde twists to do just the opposite. It is a common literary theory that when one eats, it is to share ideas with another. In the simplest terms, if the meal goes well it is to say ‘I like you’, if the meal does not go well it is to say ‘I do not like you’, and if the meal does not take place as originally planned, it is to say ‘ I hate you.’ In Earnest, however, these conventions are not met.
According to MUS behaviorism is a development theory that measures observable behaviors produced by a learner’s response to stimuli. The learning process for this learning theory is simple. Instead of paying attention to what is going on inside the person or animal, a behaviorist “observes the responses and then manipulates the environment to bring about the intended change” (Bastable, 2011). This theory is more likely to be used in a combination with other learning theories. There are many assumptions of behaviorists.
In this essay, I will compare and contrast the theories of Piaget and Vygotsky, who both influenced the more scientific approach to analysing the cognitive development process of the child active construction of knowledge, (Flanagan 1996). Both Vygotsky and Piaget were regarded as constructivists in the field of cognitive development, meaning that cognition is the result of mental construction (Davison, 2006). According to constructivists, a person’s ability to learn is affected by the context in which the person is taught, as well as their personal beliefs and attitudes.
The external conditions can be thought of as factors surrounding one's behavior, and include the arrangement and timing of stimulus events. Thus, his phases of learning include: · Phase I: receiving the stimulus situation · Phase II stage of acquisition · Phase III storage · Phase IV retrieval Implications for Instructional Technology: Gagne's (1965) theory of conditions of learning has several implications for instructional technology. The design of instruction should involve: analyzing requirements, selecting media and designing the instructional events. Additionally the instructional technologist must keep in mind the following learning concepts when developing methods of instruction. · Skills should be learned on at a time and each new skill learned should build on previously acquired skills · The analysis
Phobias and Addictions February 27, 2012 Phobias and Addictions “Learning refers to any enduring change in the way an organism responds based on its experience.” (Kowalski & Westen, 2011) A large amount of learning tales place, in people and animals, when the environment makes a choice, the only option, and every choice has a consequence. A learning theory, according to Kowalski and Westen, is that organisms adapt to what they learn and this learning shapes their behavior. Classical and operant conditioning are two common learning methods, however, they are different in the way organisms learn behavior. The learner may not be aware that a learning process is taking place at the time it is in motion. The end results, or outcomes, due to classical and operant conditioning, play a huge role in how an individual functions in society as we know it.