EDUS 220 Educational Psychology

1. EDUS 220 Educational Psychology Unit 4: Human Learning Dean Owen, Ph.D., LPCC Spring 2011

2. Critical terms: Behaviorist: One who views all human or animal activity as a “behavior” and thus is more or less observable.

3. Critical terms: The Three Domains of Behavior” (CAP) C = Cognitive A = Affective P = Psycho-motor

4. Critical terms: The Three Domains of Behavior” (CAP) C = Cognitive A = Affective P = Psycho-motor

5. Critical terms: The Three Domains of Behavior” (CAP) C = Cognitive A = Affective P = Psycho-motor

6. Critical terms: The Three Domains of Behavior” (CAP) C = Cognitive A = Affective P = Psycho-motor

7. Critical terms: Learning: A relatively permanent change in behavior as the result of training, practice, or experience. Learning is acquiring new or modifying existing knowledge, behaviors, skills, values, attitudes, beliefs or preferences and may involve integrating different types of information. Progress over time tends to follow learning curves.

8. Critical terms: Teaching: The process of creating an environment in which behavior change is most likely to occur.

9. Critical terms: Stimulus: Any event or condition that is sensed by our central nervous system. We have 5 doorways through which we “know” the world…… a. Touch (tactile sense) b. Taste (gustatory sense) c. Smell (olfactory sense) d. Hearing (auditory sense) e. Sight (visual sense)

10. Critical terms: Habituation: A primitive form of non associative learning in which there is a decrease in response after repeated or prolonged exposure to a stimulus. This helps to avoid neural overload! Are you wearing clothes now? Are your shoes comfortable? Is your chair warm or cold?

11. Critical terms: Sensitization: A primitive form of non associative learning in which there is an increase in response after repeated or prolonged exposure to a stimulus. Try rubbing your arm….

12. Critical terms: Imprinting: A phase sensitive or time limited period in which learning can occur. Example would be the work of Konrad Lorenz and his work with graylag geese. The “critical period” for the hatchlings was 13-16 hours after hatching….

13. Critical terms: Observational Learning: Imitation of the behavior of others…. Assimilation……culture, style, language, values, beliefs, ad infinitum….

14. Critical terms: Play: Spontaneous behavior that occurs with no particular goal or purpose other than for the pleasure it provides….and it improves future performance.

15. Critical terms: Enculturation: The process by which an individual learns the requirements of their native culture by which he or she is surrounded, and acquires values and behaviors that are appropriate or necessary in that culture.

16. Critical terms: Multi-media learning: When a person uses both auditory and visual stimuli to learn information

17. Critical terms: Rote Learning: The process of memorizing typically written material so that it can be recalled by the learner exactly as it was read or heard….may or may not imply understanding. Learning by repetition.

18. Critical ideas Behaviorists tend to see learning as occurring in natural situations in which events a person is both motivated and has the opportunity to experience something…..this motivation to behave is referred to as a drive….or need and by interacting with the environment that drive or need is satisfied….the experience leaves the the person changed.

19. Three Theories Respondent Learning Classical Conditioning Instrumental Learning Operant Conditioning Social Learning Theory Imitative Learning

20. Learning How can learning be defined? Learning is the acquisition and development of memories and behaviors, including skills, knowledge, understanding, values, and wisdom. It is the product of experience and the goal of education.

21. Classical Learning (aka Pavlovian or Respondent Conditioning.) Ivan Pavlov

22. Classical Learning (aka Pavlovian or Respondent Conditioning.) A form of associative learning first demonstrated by Ivan Pavlov, a Russian physiologist who was doing research on the digestion of dogs…..

23. Classical Learning (aka Pavlovian or Respondent Conditioning.) The dogs had been surgically altered so that saliva could be collected. The dogs were presented meat powder and they would begin to salivate. Later, Pavlov noticed that the dogs would begin to salivate when the lab technician came into the room. He designed a study to investigate this phenomenon.

24. Classical Learning (aka Pavlovian or Respondent Conditioning.) Some basic definitions…. Unconditioned Stimulus (US): An event which has the ability to trigger a reflex or biological response. Unconditioned Response (UR): A natural and innate behavioral response……

25. Classical Learning (aka Pavlovian or Respondent Conditioning.) Some basic definitions…. Conditioned Stimulus (CS): A neutral event which lacks the ability to trigger a reflex or biological response. Conditioned Response (CR): A learned behavioral response to a previously neutral stimulus.

26. Classical Learning (aka Pavlovian or Respondent Conditioning.) Pavlov’s experiment involved pairing the US (food powder) with a CS (Ringing Bell)…. Following several trials, he observed that the dogs would salivate upon hearing the bell alone.

27. Classical Learning (aka Pavlovian or Respondent Conditioning.) Food Power (US) Salivation (UR) Ringing Bell (CS) No Salivation

28. Classical Learning (aka Pavlovian or Respondent Conditioning.) Conditional trials were conducted in which the food power and the bell were paired…presented at the same time….. Food Power (US) Ringing Bell (CS) Salivation (UR) Ringing Bell (CS) Salivation (CR)

29. Classical Learning (aka Pavlovian or Respondent Conditioning.) 1. US UR 2. US + CS UR 3. CSCR

30. Classical Learning (aka Pavlovian or Respondent Conditioning.) 1. US UR 2. US + CS UR 3. CSCR

31. Classical Learning

32. Classical Learning

33. Classical Learning

34. Classical Learning

35. John B. Watson The Little Albert study of 1920

36. John B. Watson: The Little Albert experiment was an experiment showing empirical evidence of classical conditioning. This study was also an example of stimulus generalization. It was conducted in 1920 by John B. Watson along with Rosalie Rayner, his assistant whom he later married. The study was done at Johns Hopkins University. Stimulus Generalization: In classical conditioning, stimulus generalization is the tendency for the conditioned stimulus to evoke similar responses after the response has been conditioned. For example, if a rat has been conditioned to fear a stuffed white rabbit, it will exhibit fear of objects similar to the conditioned stimulus.

37. John B. Watson, after observing children in the field, was interested in finding support for his notion that the reaction of children, whenever they heard loud noises, was prompted by fear. Furthermore, he reasoned that this fear was innate or due to an unconditioned response. He felt that following the principles of classical conditioning, he could condition a child to fear another distinctive stimulus which normally would not be feared by a child.

40. John B. Watson: Loud sound (Unconditioned Stimulus) -> Fear (Unconditioned Response) Natural response. Rat (Neutral Stimulus) + Loud sound (Unconditioned Stimulus)-> Fear (Unconditioned Response) During pairing them. Rat (Conditioned Stimulus) -> Fear (Conditioned Response) The fear response later generalized to ….. (Stimulus Generalization) White Rabbit (17 days post conditioning….) Furry Dog Seal Skin Coat Santa Claus beard composed of white cotton balls….