Samenvatting educational psychology
Lecture 1; general introduction to educational psychology
Early psychology study of consciousness (bewustzijn)
- Laboratory of Wilhelm Wundt (1897)
- Edward Titchener: structuralism systematic analysis of structure of consciousness
- John Watson: alternate view: psychology as the study of behaviour
Charasteristics of behaviorism
- Same principles apply to all organisms
- evolutionary explanations
- parsimonious (simple) explanations
- study behavior without reference to internal processes
- learning is a change in behavior
Learning
- learning is a long term change
- learning involves mental representations or associations
- learning is a change as a result of experience
- learning is a change of behavior
Research on learning
- basic research (fundamental research) control situations and laboratory experiments
- applies research research in the real world in order to solve real life problems
Theory of learning: explanations about underlying mechanisms involved by learning.
Introspection: to look inside their head and describe what they think (= subjective).
- Behavior response
- environmental events stimuli
Behaviourism: stimulus/response
Social learning theory: idea of modeling
Cognitive psychology: human thinking processes
Social cultural theory: social interactions and cultural legacies
Cognitive neuroscience: research about the brain and cognitive functions
,Lecture 2; behaviorism
Stimulus/response: the idea that consequences affect behavior is dominant in many theories but
especially in behaviorism. Classical conditioning focuses on how learning might occur through
simultaneous presentation of two stimuli. Operant conditioning focuses on how rewarding
(reinforcing) consequences can enhance learning and performance.
Assumptions of behaviorism
1. Same principles apply to all organisms: equipotentiality (Same for humans and animals)
2. No internal/mental explanations: Learning processes can be studied more actively when the
focus is on stimuli and responses. Behaviourism is therefore sometimes called ‘S-R
psychology’
3. Learning is a change in behavior: learning is occurred only when we see it reflected in
someone's actions
4. Blank slate/black box (tabula rasa): unique set of environmental experiences
5. Learning is the result of environmental events: rather than learning they use the term
conditioning. If you know how a person is conditioned by its environment, you can predict its
behaviors with 100% accuracy according to early behaviorists (determinism)
6. Parsimonious theories: simple explanations
Classical conditioning: learning by association (Pavlov)
Learning: associating CS and US UR (contiguity). Results: CS CR
NS: neutral stimulus to which the organism doesn't
respond in any noticeable way (whistle)
UCS: unconditioned stimulus one that does lead
to a response (food)
CS: neutral stimulus has become a CS (whistle after
conditioning).
UR: response that is naturally there (salivation,
kwijlen).
CR: created response to NS by combining to UCS
(salavation after conditioning).
Signal learning: the condition stimulus may serve a signal that the unconditioned stimulus is coming.
Involuntary respons: responses over which the learner has no control (UR)
Common phenomena in classical conditioning
- Associative bias: associations between certain kinds of stimuli are more likely to be made
then others (food is more likely than a bell or sound).
- Importance of contingency: the potential conditioned stimulus must occur only when the
unconditioned stimulus is likely to follow.
- Extinction: if the conditioned stimulus is shown without presenting of food, this leads to
weaker conditioned responses. Over time the response goes away (extinction).
- Spontaneous recovery of CR: the CR returned after it went away
, - Generalization of the CS: reacting the same way too similar (new) CS, because it looks the
same.
- Stimulus discrimination between CS’s: differentation, it occurs when one stimulus (CS+) is
presented in conjunction (combinatie) With an unconditioned stimulus (CS-). The response
comes with the CS+, but the learner does not generalize this.
- Second-order conditioning/higher order conditioning: a neutral stimulus becomes
associated with a stimulus and elicits (veroorzaakt) a response. Then a second neutral
stimulus gets associated with first, and later on will elicit the same response even if the first
neutral stimulus is not presented.
- Eliminating unproductive classically CR
Operant conditioning
Behavior operates on the environment (Thorndicke and Skinner)
Reinforcer: change in the environment that leads to changes in frequency of a response
- Trial and errors
- Law of effect: responses to a new situation that are followed by satisfactions are
strengthened; responses that are followed by discomfort are weakened the consequences
of behavior influenced probability of subsequent appearance of that behavior.
o reward responses up
o punishes responses down
Goal Giving something Taking something away
Increase response Behavior leads to reward Behavior leads to removal of
‘bad’ thing
Positive reinforcement Negative reinforcement
Decrease response Behavior leads to punishment Behavior leads to removal of
‘nice’ thing
Positive punishment Negative punishment
Revised law of effect: punishment is not the best way to decrease
unwanted behavior.
Indirect effect on learning: punishments may engage bad
behavior.
Transintestinal generality: any single reinforcer is likely to
increase many different behaviors in many different situations.
Important conditions for operant conditioning to occur
- the reinforcer must follow the respons
- Ideally, the reinforce should follow immediately
- The reinforcer must be contingent on the respons
Contrasting operant conditioning with classical conditioning
Classical conditioning Operant conditioning
Two stimuli are paired A response is followed by reinforcing stimulus
Involuntary Voluntary
Lecture 1; general introduction to educational psychology
Early psychology study of consciousness (bewustzijn)
- Laboratory of Wilhelm Wundt (1897)
- Edward Titchener: structuralism systematic analysis of structure of consciousness
- John Watson: alternate view: psychology as the study of behaviour
Charasteristics of behaviorism
- Same principles apply to all organisms
- evolutionary explanations
- parsimonious (simple) explanations
- study behavior without reference to internal processes
- learning is a change in behavior
Learning
- learning is a long term change
- learning involves mental representations or associations
- learning is a change as a result of experience
- learning is a change of behavior
Research on learning
- basic research (fundamental research) control situations and laboratory experiments
- applies research research in the real world in order to solve real life problems
Theory of learning: explanations about underlying mechanisms involved by learning.
Introspection: to look inside their head and describe what they think (= subjective).
- Behavior response
- environmental events stimuli
Behaviourism: stimulus/response
Social learning theory: idea of modeling
Cognitive psychology: human thinking processes
Social cultural theory: social interactions and cultural legacies
Cognitive neuroscience: research about the brain and cognitive functions
,Lecture 2; behaviorism
Stimulus/response: the idea that consequences affect behavior is dominant in many theories but
especially in behaviorism. Classical conditioning focuses on how learning might occur through
simultaneous presentation of two stimuli. Operant conditioning focuses on how rewarding
(reinforcing) consequences can enhance learning and performance.
Assumptions of behaviorism
1. Same principles apply to all organisms: equipotentiality (Same for humans and animals)
2. No internal/mental explanations: Learning processes can be studied more actively when the
focus is on stimuli and responses. Behaviourism is therefore sometimes called ‘S-R
psychology’
3. Learning is a change in behavior: learning is occurred only when we see it reflected in
someone's actions
4. Blank slate/black box (tabula rasa): unique set of environmental experiences
5. Learning is the result of environmental events: rather than learning they use the term
conditioning. If you know how a person is conditioned by its environment, you can predict its
behaviors with 100% accuracy according to early behaviorists (determinism)
6. Parsimonious theories: simple explanations
Classical conditioning: learning by association (Pavlov)
Learning: associating CS and US UR (contiguity). Results: CS CR
NS: neutral stimulus to which the organism doesn't
respond in any noticeable way (whistle)
UCS: unconditioned stimulus one that does lead
to a response (food)
CS: neutral stimulus has become a CS (whistle after
conditioning).
UR: response that is naturally there (salivation,
kwijlen).
CR: created response to NS by combining to UCS
(salavation after conditioning).
Signal learning: the condition stimulus may serve a signal that the unconditioned stimulus is coming.
Involuntary respons: responses over which the learner has no control (UR)
Common phenomena in classical conditioning
- Associative bias: associations between certain kinds of stimuli are more likely to be made
then others (food is more likely than a bell or sound).
- Importance of contingency: the potential conditioned stimulus must occur only when the
unconditioned stimulus is likely to follow.
- Extinction: if the conditioned stimulus is shown without presenting of food, this leads to
weaker conditioned responses. Over time the response goes away (extinction).
- Spontaneous recovery of CR: the CR returned after it went away
, - Generalization of the CS: reacting the same way too similar (new) CS, because it looks the
same.
- Stimulus discrimination between CS’s: differentation, it occurs when one stimulus (CS+) is
presented in conjunction (combinatie) With an unconditioned stimulus (CS-). The response
comes with the CS+, but the learner does not generalize this.
- Second-order conditioning/higher order conditioning: a neutral stimulus becomes
associated with a stimulus and elicits (veroorzaakt) a response. Then a second neutral
stimulus gets associated with first, and later on will elicit the same response even if the first
neutral stimulus is not presented.
- Eliminating unproductive classically CR
Operant conditioning
Behavior operates on the environment (Thorndicke and Skinner)
Reinforcer: change in the environment that leads to changes in frequency of a response
- Trial and errors
- Law of effect: responses to a new situation that are followed by satisfactions are
strengthened; responses that are followed by discomfort are weakened the consequences
of behavior influenced probability of subsequent appearance of that behavior.
o reward responses up
o punishes responses down
Goal Giving something Taking something away
Increase response Behavior leads to reward Behavior leads to removal of
‘bad’ thing
Positive reinforcement Negative reinforcement
Decrease response Behavior leads to punishment Behavior leads to removal of
‘nice’ thing
Positive punishment Negative punishment
Revised law of effect: punishment is not the best way to decrease
unwanted behavior.
Indirect effect on learning: punishments may engage bad
behavior.
Transintestinal generality: any single reinforcer is likely to
increase many different behaviors in many different situations.
Important conditions for operant conditioning to occur
- the reinforcer must follow the respons
- Ideally, the reinforce should follow immediately
- The reinforcer must be contingent on the respons
Contrasting operant conditioning with classical conditioning
Classical conditioning Operant conditioning
Two stimuli are paired A response is followed by reinforcing stimulus
Involuntary Voluntary
