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Idea Transcript
Human Learning I. Classical Conditioning Event-Event Learning--organism learns that Event #1 is a reliable predictor of Event #2 How? Contiguity and contingency
Example of Classical Conditioning
II. Operant Conditioning Response-Consequence Learning--an organism’s behavior changes because of the consequences that follow the behavior. Why? Law of Effect (E. L. Thorndike) “Of several responses made to the same situation, those which are accompanied or closely followed by satisfaction to the animal will, other things being equal, be more firmly connected to the situation, so that, when it (the situation) recurs, they will be more likely to recur.” Further, the consequence is contingent on the response being made reinforcement—the contingency that results when the consequence of a behavior causes the future probability of that behavior to INCREASE punishment—the contingency that results when the consequence of a behavior causes the future rate of the behavior to DECREASE… Examples of Operant Conditioning A student volunteers to answer a tough question in class, and the teacher comments favorably on the quality of the student’s contribution. A child presents a bad report card to his parents and is sent to his room with no supper. III. Observational/Social Learning Occurs by watching and imitating actions of another person or by noting consequences of a person’s actions...occurs before direct practice is allowed For observational learning to be effective: Pay attention to model. Remember what was done. Be able to reproduce modeled behavior. If a model is successful or his/her behavior is rewarded, behavior more likely to be imitated. Examples of Observational Learning Bandura's BoBo doll experiment IV. Cognitive Learning Attkinson & Shiffrin (1968) model is representative of the cognitive perspective Distinguished between structural and processing components of memory The structure is thought to be those parts of the memory system that do not change
Three structures: (1) sensory registers, (2) STS, (3) LTS Information transfer from STS to LTS under person's control (control processes) Repetition of an item (even if unaware) leads to better performance Two main control processes in STS—rehearsal and retrieval Recent theory and research has focused on three learning/memory processes
Encoding Levels of Processing—Craik & Lockhart (1972) suggested that processing was more important than the underlying structure of memory A. Four assumptions: (1) Memory is result of a series of analyses performed on the to-be-processed information. Shallow level vs. deep level (2) The deeper the level, the more durable the resulting memory. Focusing on the meaning of the to-be-remembered item should lead to a stronger memory, rather than focusing on how the item sounds. (3) Rehearsal will be beneficial only to the extent that it induces a deeper level processing. Elaborative vs. maintenance rehearsal **Deep levels of processing encourage recall because of two factors: Elaboration--processing focuses on how the items fit together Distinctiveness--processing focuses on how a stimulus is different from other items
Storage How is information organized in memory?
Retrieval Major factor--degree of overall match between conditions at encoding and conditions at retrieval