Behavioral View in Learning Flashcards
A relatively permanent change in behavior that occurs as a result of experience
Learning
by Ivan Pavlove
*Learning through pairing of
different stimuli
Classical Conditioning
classical conditioning different parts:
US – unconditioned stimulus
UR – unconditioned response
NS – neutral Stimulus
CS – conditioned stimulus
CR – conditioned response
Weakening Conditioned Response. Elimination of response due to
the less pairing of the CS and US.
○ Ex. You have a fear of visiting the
doctor (CR) because you have
been conditioned to experience an
injection (CS) which is very painful
to you (UR). When you grew up, when you went to the doctor, all you did was check-ups with him. So in a few years your fear of doctors was extinguished.
Extinction
Recovering Conditioned Responses
○ Ex. A person who has abstained
himself from smoking for 2 years
sees his brother lighting a cigarette.
Eventually he remember all the
pleasure he gets from smoking
Spontaneous Recovery
- Presence of primary and secondary stimuli
and - Primary and secondary responses
- Ex. Taylor Sheeeesh, Hearing famous Tiktok Music
Higher Order Conditioning
- Little Albert Experiment
● Generalization and Discrimination
- Stimulus Generalization
- Continuous Conditioning
- Prediction of stimulus and response
- Stimulus Discrimination
● Contiguity and Predictability
by B.F. Skinner
- Instrumental learning (reinforcement)
Operant Conditioning
*Positive Reinforcement
*Negative Reinforcement
*Positive Punishment
*Negative Punishment
Types of Reinforcement
*Fixed Ratio
*Variable Ratio
*Fixed Interval
*Variable Interval
Schedules of Reinforcement
is the scientific term referring to
the mental processes involved in gaining
knowledge and comprehension, including
thinking, knowing, remembering, judging,
and problem solving.
Cognition
is knowledge and
understanding of our own cognitive
processes and abilities and those of others,
as well as regulation of these processes. It is
the ability to make your thinking visible.
- Commonly defined as “thinking about
thinking”
- It is the awareness of the scope and
limitations of your current knowledge and
skills.
- Enables the person to adapt their existing
knowledge and skills to approach a learning
task, seeking for the optimum result of the
learning experience
- Includes keeping one’s emotions and
motivations while learning in check
- The goal of metacognition is for the student
to be a self-regulated learner
Metacognition
Metacognition basically has two aspects:
Self-appraisal
Self-management
is your personal
reflection on your knowledge and
capabilities.
Self-appraisal
is the mental
process you employ using what you
have in planning and adapting to
successfully learn or accomplish a
certain task.
Self-management
___ or what
you know about how you think
metacognitive knowledge
_____ or how
you adjust your thinking processes
to help you learn better
metacognition regulation
- Understanding that having a strategy might help
you to solve a problem more efficiently, or that
having an essay plan may help to keep your
argument on track, - Knowing that it is more difficult to concentrate in
a room that is noisy than one which is quiet, - Knowing that you are good at remembering
people’s faces but not their names, while your
friend is good with names, not faces. - There are three types of metacognitive
knowledge that each play a role in learning and
problem-solving.
metacognitive knowledge
“knowing what” –
knowledge of one’s own learning processes,
and about strategies for learning
* The factual knowledge the learner needs
before being able to process or use critical
thinking related to the topic
* Knowing about, what, or that
* Knowledge of one’s skills, intellectual
resources, and abilities as a learner
* Students can obtain knowledge through
presentations, demonstrations, discussion
Declarative knowledge
“knowing how” –
knowing what skills and strategies to use
* The application of knowledge for the
purposes of completing a procedure or
process
* Knowledge about how to implement learning
procedures (e.g., strategies)
* Requires students know the process as well
as when to apply process in various
situations
* Students can obtain knowledge through
discovery, cooperative learning, and problem
solving
Procedural knowledge
“knowing when” –
knowledge about why and when various
learning strategies should be used
* The determination under what circumstances
specific processes or skills should transfer
* Knowledge about when and why to use
learning procedures
* Application of declarative and procedural
knowledge with certain conditions presented
* Students can obtain knowledge through
simulation
Conditional knowledge
Under metacognitive knowledge, there are
several variables that affect how you know or assess yourself as a thinker:
personal variable
task variable
strategy variable
which is your evaluation of your strengths and weaknesses in learning
personal variable
