Learning and Conditioning

Theme 3
Concepts….

Classical conditioning
Operant conditioning
Social /Observational learning
Complex learning
Cognitive learning
Neural basis of learning
Learning

Meaning -
Any relatively permanent change in behavior that
occurs as a result of experience.

Learning
• Involves change
• Is relatively permanent
• Is acquired through experience
Definition….

• It may be defined as the process of

acquiring, assimilating, and
internalizing cognitive, motor or
behavioral inputs for their effective
and varied use when required,
leading to an enhanced capability
for further self-monitored learning
Different theories of learning….
• Classical conditioning
• Operant conditioning
• Social learning / Observational learning
• Complex learning
• Cognitive learning
Theories of learning

Classical • A type of conditioning in which an individual

responds to some stimulus that would not
Conditioning ordinarily produce such a response

Operant • A type of conditioning in which desired

voluntary behavior lead to a reward or
Conditioning prevents a punishment

Social learning /
• People can learn through observation and
Observational direct experience
learning
Theories of learning

• The function based on how a person processes and

Cognitive reasons information.
• It revolves around many factors, including problem-
learning solving skills, memory retention, thinking skills and
the perception of learned material.

Complex • The integration of knowledge, skills and attitudes;

coordinating qualitatively different constituent skills;
• Transferring what was learned in school or training to
learning do daily life and work.
 Theories of Learning

Classical Conditioning (Ivan Pavlov)

A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.

Key Concepts
• Unconditioned stimulus
• Unconditioned response
• Conditioned stimulus
• Conditioned response
https://www.youtube.com/watch?v=N5rXSjId0q4
Theories of Learning (cont’d)

Operant Conditioning (B.F.Skinner)

A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a punishment.

Key Concepts
• Reflexive (unlearned) behavior
• Conditioned (learned) behavior
• Reinforcement
Theories of Learning (cont’d)

Shaping Behavior
Systematically reinforcing each successive step that
moves an individual closer to the desired response.

Key Concepts
• Reinforcement is required to change behavior.
• Some rewards are more effective than others.
• The timing of reinforcement affects learning speed and
permanence.
Types of Reinforcement
Positive
reinforcement
Providing a reward for a desired behavior.

Negative
reinforcement
Removing an unpleasant consequence when the
desired behavior occurs.

Punishment
Applying an undesirable condition to eliminate
an undesirable behavior.

Extinction
Withholding reinforcement of a behavior to
cause its cessation.
Schedules of Reinforcement

Continuous Reinforcement
A desired behavior is reinforced each
time it is demonstrated.

Intermittent Reinforcement
A desired behavior is reinforced often
enough to make the behavior worth
repeating but not every time it is
demonstrated.
Schedules of Reinforcement (cont’d)

Fixed-Interval Schedule
Rewards are spaced at
uniform time intervals.

Variable-Interval Schedule
Rewards are initiated after a
fixed or constant number of
responses.
Schedules of Reinforcement (cont’d)

Fixed-ratio
Intermittent Schedules of Reinforcement
Intermittent Schedules of Reinforcement
(cont’d)
Theories of Learning (cont’d)

Social-Learning Theory (Albert Bandura)

People can learn through observation and direct
experience.

Key Concepts
• Attentional processes
• Retention processes
• Motor reproduction processes
• Reinforcement processes
Bandura’s - Bobo doll experiment
 Cognitive learning - Edward Tolman

• Cognitive learning consists

of a relationship between
cognitive environmental
cues and expectation.
• Tested through controlled
experimentation
• Used white rat to run
through an intricate maze
• Finding - Rat could run through an intricate maze
with purpose and direction towards a goal (food)
• At each choice point, expectations were established.
• Rat learnt that certain cognitive cues associated with
the choice point might eventually lead to food.
• If the rat received the food, the association between
the cue and the expectancy was strengthened, and
learning occurred.
• In contrast to S-R and R-S learning in the classical
and operant approaches, Tolman’s approach
depicted S-S
Cognitive learning – Wolfgang Kohler
• Insight learning refers to the sudden realization of a
solution to a problem.
• The solution appeared as a whole, not as a series.
• Learning is purposive, exploratory, creative.
Complex learning

The integration of knowledge, skills and

attitudes; coordinating qualitatively
different constituent skills; and often
transferring what was learned in school
or training to daily life and work
Complex learning
Blueprint components of 4C-ID Ten steps to complex learning

Learning Tasks 1. Design learning task

2. Sequence task classes
3. Set performance objective
Supportive information 4. Design supportive information
5. Analyze cognitive strategies
6. Analyze mental models
Procedural information 7. Design procedural information
8. Analyze cognitive rules
9. Analyze prerequisite knowledge
Part-task practice 10. Design part-task practice

http://web.mit.edu/xtalks/TenStepsToComplexLearning-Kirschner-VanMerrienboer.pdf
Neural basis of learning
• Cerebellum – balance and
coordination
• Hippocampus, amygdala, the
brain stem
Cerebellum : Controls posture and equilibrium of the
body, coordination of muscular movements.
It also stores the memory of movement patterns so
that we do not have to concentrate on how to walk,
dance, or ride a bicycle.

The Limbic System regulate body temperature, blood

pressure, and blood sugar level.
The limbic system comprises the Hippocampus and
Amygdala.
The hippocampus plays an important role in long-
term memory.
The amygdala plays an important role in emotional
behaviour.
The Cerebrum : Also known as Cerebral Cortex, this
part regulates all higher levels of cognitive
functions, such as attention, perception, learning,
memory, language behaviour, reasoning, and
problem solving.
The cerebrum is divided into two symmetrical halves,
called the Cerebral Hemispheres. Although the two
hemispheres appear identical, functionally one
hemisphere usually dominates the other.
For example, the left hemisphere usually controls
language behaviour. The right hemisphere is usually
specialised to deal with images, spatial relationships,
and pattern recognition.
These two hemispheres are connected by a white bundle
of myelinated fibers, called Corpus Callosum that
carries messages back and forth between the
hemispheres.