communities of practice
... learning is challenging and profoundly problematic. It highlights just how far the frameworks for schooling, lifelong learning and youth work in states like Britain and Northern Ireland have drifted away from a proper appreciation of what constitutes learning (or indeed society). Educators have a ma ...
... learning is challenging and profoundly problematic. It highlights just how far the frameworks for schooling, lifelong learning and youth work in states like Britain and Northern Ireland have drifted away from a proper appreciation of what constitutes learning (or indeed society). Educators have a ma ...
Learning
... While in classical conditioning we learn to associate two stimuli, in operant conditioning we learn to associate a response and its consequence. Skinner showed that rats and pigeons could be shaped through reinforcement to display successively closer approximations of a desired behavior. Researchers ...
... While in classical conditioning we learn to associate two stimuli, in operant conditioning we learn to associate a response and its consequence. Skinner showed that rats and pigeons could be shaped through reinforcement to display successively closer approximations of a desired behavior. Researchers ...
Document
... – In classical conditioning, a person or animal learns to associate a neutral stimulus (the conditioned stimulus, or CS) with a stimulus (the unconditioned stimulus, or US) that naturally produces a behavior (the unconditioned response, or UR). As a result of this association, the previously neutral ...
... – In classical conditioning, a person or animal learns to associate a neutral stimulus (the conditioned stimulus, or CS) with a stimulus (the unconditioned stimulus, or US) that naturally produces a behavior (the unconditioned response, or UR). As a result of this association, the previously neutral ...
Preview from Notesale.co.uk Page 1 of 4
... an organism. CS- a stimulus that elicits a conditioned response in an organism. CR- the response that is elicited by a conditioned stimulus. Stimulus generalization versus stimulus discrimination Stimulus generalization is responding in a like fashion to similar stimuli while stimulus discriminati ...
... an organism. CS- a stimulus that elicits a conditioned response in an organism. CR- the response that is elicited by a conditioned stimulus. Stimulus generalization versus stimulus discrimination Stimulus generalization is responding in a like fashion to similar stimuli while stimulus discriminati ...
Definition
... – He believed that intelligence could be broken down into three categories • creative intelligence-ability to solve problems with novel solutions • practical intelligence-”common sense” • analytical intelligence-ability to analyze a problem into its integral components ...
... – He believed that intelligence could be broken down into three categories • creative intelligence-ability to solve problems with novel solutions • practical intelligence-”common sense” • analytical intelligence-ability to analyze a problem into its integral components ...
Chapter 6 Notes
... from the training stimulus to similar stimuli. • Discrimination – making different responses to different stimuli that have been followed by different outcomes. ...
... from the training stimulus to similar stimuli. • Discrimination – making different responses to different stimuli that have been followed by different outcomes. ...
Learning - Mr. Hunsaker`s Classes
... How do we learn? • Two types of associative learning: – Classical Conditioning – Operant Conditioning • Other types of learning: – Cognitive learning – Observational learning ...
... How do we learn? • Two types of associative learning: – Classical Conditioning – Operant Conditioning • Other types of learning: – Cognitive learning – Observational learning ...
cognition notes learning, memory, problem solving
... • SLT: Learning is purposeful and goes beyond the scope of mechanical S-R relationships. People can learn by simply watching others. • Cognitive learning: focus is on how information is obtained, processed, and organized. What are the thought processes? – Learned helplessness: People need to know th ...
... • SLT: Learning is purposeful and goes beyond the scope of mechanical S-R relationships. People can learn by simply watching others. • Cognitive learning: focus is on how information is obtained, processed, and organized. What are the thought processes? – Learned helplessness: People need to know th ...
Educ2130 chapter 1 B
... * Behaviors and actions, rather than thoughts or emotions, are worthy of study. * Behaviorists believe that all behavior is learned and can also be unlearned and replaced by new behaviors. * A key element to this theory of learning is the rewarded response. The desired response must be rewarded in o ...
... * Behaviors and actions, rather than thoughts or emotions, are worthy of study. * Behaviorists believe that all behavior is learned and can also be unlearned and replaced by new behaviors. * A key element to this theory of learning is the rewarded response. The desired response must be rewarded in o ...
Review Session for Review Test 2
... A.Memories retrieved through recognition are stored in long term memory which is easier to access B.Recognition involves more recent memories, while recall involves events that occurred father in the past C.The process of recognition involves matching an event to something already stored in memory D ...
... A.Memories retrieved through recognition are stored in long term memory which is easier to access B.Recognition involves more recent memories, while recall involves events that occurred father in the past C.The process of recognition involves matching an event to something already stored in memory D ...
Defining Psychology
... 10-I talk about the hierarchy of needs. 11-I talk about imprinting. 12-People learn by observation and insight. 13-I talk about the locus of control. 14-I talk about the reciprocal determinism in selfefficacy. 15-I believe that the structure of personality consists of the id, ego, and superego. 16- ...
... 10-I talk about the hierarchy of needs. 11-I talk about imprinting. 12-People learn by observation and insight. 13-I talk about the locus of control. 14-I talk about the reciprocal determinism in selfefficacy. 15-I believe that the structure of personality consists of the id, ego, and superego. 16- ...
Conditioning Notes - Donna Vandergrift
... Acquisition—once again, the initial stage in learning. Responses that are reinforced are conditioned. Operant conditioning responses go through a process called shaping which brings about the response over time Extinction—same definition as in Classical Conditioning. ...
... Acquisition—once again, the initial stage in learning. Responses that are reinforced are conditioned. Operant conditioning responses go through a process called shaping which brings about the response over time Extinction—same definition as in Classical Conditioning. ...
Level I - smw15.org
... to its original state by reversing the process by which it was changed Reciprocity occurs when 2 things change in opposite ways in order to balance each other out; e.g., conservation experiment with liquid ...
... to its original state by reversing the process by which it was changed Reciprocity occurs when 2 things change in opposite ways in order to balance each other out; e.g., conservation experiment with liquid ...
The Cognitive Perspective
... the first philosophers to take a cognitive perspective on learning and behavior. John Locke, George Berkely and David Hume were such associationists and they rejected the then-prevalent notion of innate ideas. Instead, they theorized that humans form individual personalities through mental associati ...
... the first philosophers to take a cognitive perspective on learning and behavior. John Locke, George Berkely and David Hume were such associationists and they rejected the then-prevalent notion of innate ideas. Instead, they theorized that humans form individual personalities through mental associati ...
Chapter 14
... both the NMDA and non-NMDA receptors. LTP apparently depends not on Ca2+ influx into the postsynaptic receptor, but on Ca2+ influx into the presynaptic cell after the LTP-inducing stimulus. Kandel refers to this as nonassociative - the organism learns about the properties of a single stimulus. Habit ...
... both the NMDA and non-NMDA receptors. LTP apparently depends not on Ca2+ influx into the postsynaptic receptor, but on Ca2+ influx into the presynaptic cell after the LTP-inducing stimulus. Kandel refers to this as nonassociative - the organism learns about the properties of a single stimulus. Habit ...
Consciousness, Learning, Cognition and Language Test 1. A two
... (B) An estimate of the likelihood of an event based on how easily it can be recalled. (C) Biased decision making based on the way a question in framed. (D) The tendency to believe something after it has been discredited. (E) The tendency to use an initial value as a reference point in making new est ...
... (B) An estimate of the likelihood of an event based on how easily it can be recalled. (C) Biased decision making based on the way a question in framed. (D) The tendency to believe something after it has been discredited. (E) The tendency to use an initial value as a reference point in making new est ...
AS-Learning-Checklis..
... influence the behaviour of individual (power of therapist in flooding compared to SD). The use of psychological knowledge within society (e.g. using patterns of reward to shape behaviour in schools or prisons). ...
... influence the behaviour of individual (power of therapist in flooding compared to SD). The use of psychological knowledge within society (e.g. using patterns of reward to shape behaviour in schools or prisons). ...
Learning
... – emphasized the role of cognitive processes during acquisition – said that classical conditioning “is not a stupid process by which the organism willy-nilly forms associations between any two stimuli that happen to occur.” ...
... – emphasized the role of cognitive processes during acquisition – said that classical conditioning “is not a stupid process by which the organism willy-nilly forms associations between any two stimuli that happen to occur.” ...
Learning Theories - Behaviorism
... - Students commonly react to physical punishment by learning to dislike the punisher and perhaps by reacting aggressively toward that person. Thus, punishment does not convey any information about what an alternative and more appropriate behaviour might be. It may suppress one inappropriate beh ...
... - Students commonly react to physical punishment by learning to dislike the punisher and perhaps by reacting aggressively toward that person. Thus, punishment does not convey any information about what an alternative and more appropriate behaviour might be. It may suppress one inappropriate beh ...
MindTools - IHMC Public Cmaps
... any other sensory system, yet we cannot output ideas visually, except in mental images and dreams, which cannot be shared visually except using paint/draw programs. While it is not yet possible to dump our mental images directly from our brains into a computer, a very new and growing class of visual ...
... any other sensory system, yet we cannot output ideas visually, except in mental images and dreams, which cannot be shared visually except using paint/draw programs. While it is not yet possible to dump our mental images directly from our brains into a computer, a very new and growing class of visual ...
Learning theory (education)
Learning theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.Behaviorists look at learning as an aspect of conditioning and will advocate a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behavior is too narrow and prefer to study the learner rather than their environment and in particular the complexities of human memory. Those who advocate constructivism believe that a learner's ability to learn relies to a large extent on what he already knows and understands, and the acquisition of knowledge should be an individually tailored process of construction. Transformative learning theory focuses upon the often-necessary change that is required in a learner's preconceptions and world view.Outside the realm of educational psychology, techniques to directly observe the functioning of the brain during the learning process, such as event-related potential and functional magnetic resonance imaging, are used in educational neuroscience. As of 2012, such studies are beginning to support a theory of multiple intelligences, where learning is seen as the interaction between dozens of different functional areas in the brain each with their own individual strengths and weaknesses in any particular human learner.