Introduction to Learning Theories

A type of learning where a neutral stimulus (CS) is repeatedly paired with a stimulus that naturally elicits a response (US), resulting in the CS eventually eliciting a similar response (CR).

A type of classical conditioning where a pleasant stimulus (e.g., food) is repeatedly paired with a neutral stimulus (e.g., a bell).

A type of classical conditioning where an unpleasant stimulus (e.g., electric shock) is repeatedly paired with a neutral stimulus (e.g., a tone).

A type of learning where an organism learns to associate a specific behavior with a specific consequence. If the consequence is positive (reinforcing), the behavior is more likely to be repeated. If the consequence is negative (punishing), the behavior is less likely to be repeated.

A stimulus that increases the likelihood of a behavior being repeated. It can be positive (adding something pleasant) or negative (removing something unpleasant).

A type of reinforcement that involves adding something pleasant after a behavior occurs.

A type of reinforcement that involves removing something unpleasant after a behavior occurs.

The interval of time that passes between the occurrence of a behavior and the delivery of reinforcement.

The tendency of a conditioned response (CR) to be elicited by stimuli similar to the original conditioned stimulus (CS).

The gradual weakening and eventual disappearance of a conditioned response (CR) when the conditioned stimulus (CS) is repeatedly presented without the unconditioned stimulus (US).

The reappearance of a previously extinguished conditioned response (CR) after a period of rest, even without further pairings of the conditioned stimulus (CS) and unconditioned stimulus (US).

Decreasing the strength of a conditioned response (CR) by pairing the conditioned stimulus (CS) with a different, neutral stimulus. This neutral stimulus does not elicit the unconditioned response (UR).

The learned ability to distinguish between similar stimuli, responding only to the original conditioned stimulus (CS) and not to similar stimuli.

A learned behavior that occurs in response to a specific environmental cue or trigger.

A stimulus that becomes reinforcing through its association with a primary reinforcer. For example, money, praise, or grades become reinforcing because they've been paired with things like food, safety, or social approval.

The tendency for a learned response to weaken and eventually disappear when reinforcement is no longer provided.

The strength of a learned response when facing extinction. It's how resistant the behavior is to fading away.

The more reinforcements a behavior receives during learning, the more resistant it becomes to extinction. This is because the behavior is more strongly associated with positive outcomes.

Reinforcement delivered only some of the time during acquisition trials. This makes the behavior more resistant to extinction.

The process by which the solution to a problem suddenly becomes clear, often after a period of trial and error.

A mental representation of the spatial relationships between locations, allowing an individual to navigate and find their way.

Learning that occurs without immediate reinforcement and only becomes apparent when reinforcement is provided.

Learning based on associating words with each other.

A type of learning where an organism learns to associate a behavior with a consequence, typically a reward or punishment.

A well-established theory of learning that suggests learning occurs through trial and error and reinforcement.

A type of learning where an organism learns to associate a stimulus with a response.

The process of discovering a solution to a problem by making a series of attempts and adjustments.

The ability to perform a complex task smoothly and efficiently, often involving a chain of perceptual motor responses or S-R associations.

The gradual development of a skill through repeated practice and exercise.

The initial phase of skill learning where learners are aware of their performance, make numerous errors, and experience slow progress due to the need to consciously process each step.

The second phase of skill learning where learners become more efficient, making fewer errors, and experiencing faster progress as they begin linking sensory inputs to appropriate responses.

The final phase of skill learning where performance becomes automatic and errorless, requiring minimal conscious effort, with reduced attentional demands and interference from external factors.

The process of linking multiple skills together to create a more complex behavior or action.

A skill that is learned through practice and repetition, leading to a gradual improvement in performance and the development of automaticity.

The gradual increase in performance rate as practice continues, eventually leading to errorless performance.

A learning method where individuals learn to associate pairs of words or symbols, often involving stimulus-response pairings. The learner is presented with stimulus words and tries to recall the corresponding response words.

The word or symbol presented to the learner that triggers the recall of a response, in paired-associates learning. This could be a nonsense syllable or a word from a different language.

The word or symbol that the learner is supposed to recall after being presented with the stimulus term, in paired-associates learning. It could be a related word or an equivalent.

The number of trials it takes for a learner to recall all response words without making any mistakes. Used to measure how efficiently someone has learned the paired-associates.

A set of items used in serial learning, often consisting of words or nonsense syllables that are presented in a specific order for the learner to remember.

In serial learning, the learner is presented with the entire list of items and then asked to recall them in the same order they were presented. This process continues until successful recall is achieved.

The ability to reproduce the items in the same order they were presented in serial learning, without any errors. It reflects successful learning of the sequence.