Learning
Contents
Theoretical perspeities........................................................................................................................2
Assoiicatie Lecarning..............................................................................................................................3
Classical Conditioning - type 1 of associatiie learning.......................................................................3
Operant Conditioning - type 2 of Associatiie Learning..........................................................................5
Reinforiement...................................................................................................................................6
Punishment........................................................................................................................................6
NON-ASSOCIATIVE LEARNING................................................................................................................8
Hcabitucaton........................................................................................................................................8
Sensitscaton.......................................................................................................................................8
OBSERVATIONA L LEARNING..................................................................................................................9
Albert Bcandurca...................................................................................................................................9
Elements of obsericatoncal lecarning - ARRM......................................................................................9
COGNITIVE LEARNING..........................................................................................................................10
What is leaning?
“ca relatively permavevt / evdurivg chavge iv behaviour or kvowledge thcat results from previous
experievce with certaiv stimuli avd respovses. It’s can adaptive proiess through whiih experienie
modifies pre-existng behcaiiours cand understcanding CCiiicarelli et cal., p 201-203)
- Relatively permavevt ihcange in behcaiiour
- Allows us to adapt to our eniironment
- Results in physical braiv chavges
- Brought cabout by experievce or practice
Reflexes
Ivvoluvtary respovse to stimuli
Very fast, reliable Ci.e. most people hcaie these) responses iontrolled by the CNS
Impossible to chavge, but possible to covtrol when cawcare of it.
Instnits
Ivborv pattervs of behaviour
Eg: mcatng behcaiiour, pcarentng behcaiiour
Lecarned behcaiiours
Covsciously lecarned behcaiiours from the evvirovmevt
, Theoretical perspectives
1. Humcanisti lecarning theories: Mcaslow Ccarl Rogers
Foiuses on the potentcal for persoval growth avd developmevt in life.
Self-determived potevtial: personcal growth through personcal lecarning.
Mcaslow: eduicator should be ca facilitator of lecarning, not ca lecader. You should tcake lecarning into your
own hcands. Superiority of experievtial lecarning oier speitcator knowledge.
Mcaslow’s capprocaih of experientcal lecarning wcas implemented in outcomes-based educatiov
iniorporcated in SA post-1994.
2. Behcaiiourist lecarning theories: Wcatson BF Skinner
Emphcasises the importcanie of scievtific methodology:
- Belief thcat only observable behcaiiours ican be scievtifically ivvestigated
- Emotiovs, motivatiov, avd thoughts care ionsidered subjective cand therefore cannot be
quavtified or measured
If lecarning hcas oiiurred, then some sort of observable exterval behaviour should be apparevt.
Wcatson belieied ‘nurture’ wcas domincant oier ‘ncature’.
3. Cognitie lecarning theories:
Critques behcaiiourists for their reductiovist capprocaih.
‘Whcat goes on in the mivd determives observed behaviour’
How the mind influenies behcaiiour:
- Explcains lecarning by using ivterval processes suih cas thinking cand memory
- Lecarning iniolies cogvitive processes cand covvectiovs from prior learvivg thcat ican be
applied to vew situatiovs. We ican cadcapt beicause we ican remember things we lecarn.
4. Soiical Theories:
Lecarning ican be bcased on the observatiov avd imitatiov of other people’s behaviour. CBcandurca)
Eg: ihildren lecarn by imitcatng cadults
Perspeities aren’t mutually exclusiie. There care iery few situcatons thcat ican be explcained
by one theory.
Contents
Theoretical perspeities........................................................................................................................2
Assoiicatie Lecarning..............................................................................................................................3
Classical Conditioning - type 1 of associatiie learning.......................................................................3
Operant Conditioning - type 2 of Associatiie Learning..........................................................................5
Reinforiement...................................................................................................................................6
Punishment........................................................................................................................................6
NON-ASSOCIATIVE LEARNING................................................................................................................8
Hcabitucaton........................................................................................................................................8
Sensitscaton.......................................................................................................................................8
OBSERVATIONA L LEARNING..................................................................................................................9
Albert Bcandurca...................................................................................................................................9
Elements of obsericatoncal lecarning - ARRM......................................................................................9
COGNITIVE LEARNING..........................................................................................................................10
What is leaning?
“ca relatively permavevt / evdurivg chavge iv behaviour or kvowledge thcat results from previous
experievce with certaiv stimuli avd respovses. It’s can adaptive proiess through whiih experienie
modifies pre-existng behcaiiours cand understcanding CCiiicarelli et cal., p 201-203)
- Relatively permavevt ihcange in behcaiiour
- Allows us to adapt to our eniironment
- Results in physical braiv chavges
- Brought cabout by experievce or practice
Reflexes
Ivvoluvtary respovse to stimuli
Very fast, reliable Ci.e. most people hcaie these) responses iontrolled by the CNS
Impossible to chavge, but possible to covtrol when cawcare of it.
Instnits
Ivborv pattervs of behaviour
Eg: mcatng behcaiiour, pcarentng behcaiiour
Lecarned behcaiiours
Covsciously lecarned behcaiiours from the evvirovmevt
, Theoretical perspectives
1. Humcanisti lecarning theories: Mcaslow Ccarl Rogers
Foiuses on the potentcal for persoval growth avd developmevt in life.
Self-determived potevtial: personcal growth through personcal lecarning.
Mcaslow: eduicator should be ca facilitator of lecarning, not ca lecader. You should tcake lecarning into your
own hcands. Superiority of experievtial lecarning oier speitcator knowledge.
Mcaslow’s capprocaih of experientcal lecarning wcas implemented in outcomes-based educatiov
iniorporcated in SA post-1994.
2. Behcaiiourist lecarning theories: Wcatson BF Skinner
Emphcasises the importcanie of scievtific methodology:
- Belief thcat only observable behcaiiours ican be scievtifically ivvestigated
- Emotiovs, motivatiov, avd thoughts care ionsidered subjective cand therefore cannot be
quavtified or measured
If lecarning hcas oiiurred, then some sort of observable exterval behaviour should be apparevt.
Wcatson belieied ‘nurture’ wcas domincant oier ‘ncature’.
3. Cognitie lecarning theories:
Critques behcaiiourists for their reductiovist capprocaih.
‘Whcat goes on in the mivd determives observed behaviour’
How the mind influenies behcaiiour:
- Explcains lecarning by using ivterval processes suih cas thinking cand memory
- Lecarning iniolies cogvitive processes cand covvectiovs from prior learvivg thcat ican be
applied to vew situatiovs. We ican cadcapt beicause we ican remember things we lecarn.
4. Soiical Theories:
Lecarning ican be bcased on the observatiov avd imitatiov of other people’s behaviour. CBcandurca)
Eg: ihildren lecarn by imitcatng cadults
Perspeities aren’t mutually exclusiie. There care iery few situcatons thcat ican be explcained
by one theory.
