Topics 1-7 Psychology of Learning

Psychology of Learning - Topic 1-7

• Psychology of learning is a branch of psychology focusing on how individuals acquire, process, and retain knowledge, skills, attitudes, and behaviors (KSAs).
• It explores observable behaviors and internal learning processes.
• Key learning frameworks include Classical Conditioning, Operant Conditioning, Connectionism, Behaviorism, Social Learning, and Cognitive Learning.
• Learning is differentiated between rationalism and empiricism.

Criteria of Learning

• Learning involves observable changes in behavior. Examples include mastering new skills like bike riding.
• Learning persists over time, not temporary, like due to mood fluctuations. This is demonstrated in learning skills like cycling or swimming.
• Learning comes from experience, interacting with the environment. Language acquisition, reinforced by practice and exposure, rather than solely by age, is an example.

Experimental Methods

• Experimental methods are used to establish cause-and-effect relationships.
• Various methods (lab, field, natural, quasi) are used to assess learning.
• Research involves specific steps including identifying the problem, formulating hypotheses (null and alternative), designing methodology, collecting data, analyzing data, interpreting findings, and reporting results.
• Eight steps in the experimental process: developing hypotheses, creating operational definitions of independent (IV) and dependent variables (DV), randomly sampling participants, randomly assigning control and treatment groups, controlling confounding variables (using single-blind or double-blind), learning IV impacing on DV.
• Conducting statistical analysis to find the relationship between variables.

Key Concepts with Examples

• Classical Conditioning: Learning occurs through associating a neutral stimulus with an unconditioned stimulus, leading to a conditioned response. An example includes a bell tone before recess eventually triggering excitement in pupils.

• Operant Conditioning: Learning through consequences of behaviors, which can increase or decrease their likelihood. For example, receiving praise (positive reinforcement) for answering questions correctly motivates future participation.

• Connectionism: Learning through trial and error, with successful responses being reinforced and unsuccessful ones decreasing. A cat escaping and getting food by pressing a lever is an example.

• Behaviorism: Focusing on observable behaviors, emphasizing the environmental impact on behavior. A teacher using a token system to reward good classroom behavior demonstrates this idea.

Classical, Operant, and Connectionist Summary Table

• Founder: Ivan Pavlov (Classical), B.F. Skinner (Operant), Edward Thorndike (Connectionism)
• Key Mechanism: Stimulus pairing (Classical), reinforcement/punishment (Operant), trial and error (Connectionism)
• Type of behaviour: Involuntary/reflexive (Classical), Voluntary (Operant), both reflexive and voluntary (Connectionism)
• Role of reinforcement: Indirect (Classical), Central (Operant), Critical (Connectionism)
• Focus of learning: Stimulus-response (Classical), Behavior-consequences (Operant), Neural Connection (Connectionism)
• Cognitive involvement: Minimal (Classical), Moderate (Operant), Implicit (Connectionism)
• Example: Dogs salivating at a bell, classroom management, and a cat learning in a puzzle box, respectively.
• Extinction: Weakening of the conditioned response (Classical). Removal of reinforcement (Operant). Loss of connection without repetition/practice (Connectionism).
• Application: Phobia therapy (Classical), classroom management/behaviour shaping (Operant), problem-solving and skills development (Connectionism).
• Learning Process: Passive (responses occur following stimulus) (Classical), Active (behavior shapes learning environment) (Operant) and trial-and-error, habit learning (Connectionism)

1. Intro to psychology of learning
2. Research methods
3. Connection 4, Classical conditioning
4. Behaviourism
5. Operant conditioning
6. Classical conditioning VS Operanr conditioning