What is learning?

• Learning can be defined

• as a change in an individual caused by experience. As the process
leading to relatively permanent behavioral change or potential
behavioral change.
• in other words, as we learn, we alter the way we perceive our
environment, the way we interpret the coming stimuli, and therefore
the way we interact, or behave.
• Example;
- A kid learns the way of take hold of spoon when they eat at first time.

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What Behavioral Learning Theories have Evolved?

Ivan Pavlov : Classical conditioning

 Pavlov was a Russian physiologist who discovered this phenomenon
whole doing research on digestion. His research was aimed at better
understanding the digestive patterns in dog.
 Pavlov observed that if meat powder was placed in or near the
mouth of hungry dog, the dog would salivate. Because the meat
powder provoked this response automatically.
 So that there is as an unconditioned stimulus ( UCS ) and
unconditioned response (UCR). Also a conditioned stimulus (CS) and
condition response (CR).

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Figure 1. Experiment of Classical condition

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 Unconditioned stimulus
- A stimulus that naturally evokes a particular response.
 Unconditioned response
- A behavior that is prompted automatically by stimulus.
 Neutral stimuli
- Stimuli that have no effect on a particular response.
 Conditioned stimulus
- A previously neutral stimulus that evokes a particular response after
having been paired with an unconditioned stimulus.
 Classical conditioning
- The process of repeatedly associating a previously neutral stimulus with
an unconditioned stimulus in order to evoke a conditioned response.
 Conditioned response
- The response that comes to be elicited by a previously neutral stimulus
as a result of the stimulus’s repeated pairing with an unconditioned
stimulus. 4
• Thorndike : The Law of Effect
If an act is followed by a satisfying change in the environment, the
likelihood that the act will be repeated in similar situations
increases. However, if a behavior is followed by an unsatisfying
change in the environment, the chances that behavior will be
repeated decrease.

• B.F. Skinner : Operant Condition

 Another type of learning, very similar to that discussed above, is
called Operant Conditioning.
 The term “Operant” refers to how an organism operates on the
environment, and hence, operant conditioning comes from how we
respond to what is presented to us in our environment. It can be
thought of as learning due to the natural consequences of our
actions.

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What are some Principles of Behavioral Learning?

 The Role of Consequence

- Perhaps the most important principle of behavior learning
theories that behavior change according to its immediate
consequences.
- Consequences are pleasant or un pleasant conditions that follow
behavior and affect the frequency of future behavior.
 Reinforcers
- Defined as any consequences that strengthens a behavior. In
other words a pleasurable consequence that maintains or
increases a behavior.
- Reinforces fall into two board categories;
- Primary reinforcers
- Secondary reinforcers 6
1. Primary Reinforcers
- Primary reinforces consequence that satisfies a basic need.
- Example; Food, water, security and so on.

2. Secondary Reinforcers
- A consequence that people learn to value through its association with a
primary reinforce.
- Example; money has no value to a young child until the child learns the
money can be used to buy things.

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- There is three categories of secondary reinforcers;
1. Social reinforces
- Such as; praise, smile and attention
2. Activity reinforces
- Such as; access to toys, games, or fun activities
3. Token or symbolic reinforces
- Such as; money, grades, stars, or points that
individual can exchange for other reinforce

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Reinforcers that are used in schools are things given to
students.
1. Positive reinforcement
- Pleasurable consequence given to strengthen behavior
shaped appearance or addition a stimulus.
- Occur if behavior result a stimulus .
2. Negative reinforcement
- Release from unpleasant situation, given to strengthen
behavior with disappearance or subtraction a aversive
stimulus.

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The premack principle
- One important principle of behavior as that we can
promote less-desired (low-strength) activities by linking
them to more-desire activities
- In other words is rule stating that enjoyable activities can
be used to reinforce participation in less enjoyable activitie.
Intrinsic Reinforces
- Behavior that a person enjoys engaging in for their own
sake, without any other reward.
Extrinsic Reinforces
- Praise or rewards given to motivate people to engage in
behavior that they might not engage in without them.

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Punisher
- Unpleasant consequences used to weaken behavior.
- If an apparently unpleasant consequence does not
reduce the frequency of the behavior it follows, it is not
necessarily a punisher.
- As with reinforces, the effectiveness of a punisher
cannot be assumed but must demonstrated.

CONSEQUENCES EFFECT
Behavior  Punisher  weaken behavior

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 Punishment can take two primary forms.
1. Presentation Punishment (Type I )
- An aversive stimulus following a behavior, used to
decrease the chances that the behavior will occur
again.
- Aversive stimulus is an unpleasant consequence that a
person tries to avoid or escape.
2. Removal Punishment (Type II)
- Withdrawal of a pleasant consequence that is
reinforcing a behavior; designed to decrease the
chances that the behavior will recur.

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 Immediacy of Consequences
- A smaller reinforcer that is given immediately generally
has a much larger effect than does a large reinforce that
is given latter.
- Immediate feedback serves at least two purpose.
1. It makes clear the connection between behavior and
consequence.
2. It increases the informational value of feedback
immediately to all their students.

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Shaping
- The term shaping is used in behavior learning theories
to refer to the teaching of new skill or behaviors by
reinforcing learners for approaching the desired final
behavior.

 Extinction
- In classical conditioning, the conditioned response
are extinguished or disappear if the stimulus
appears, but unconditioned stimulus not follow it.
- Reinforcers strengthen behavior. But if reinforcers
are withdrawn the behavior will be weakened, and
ultimately, it will disappear eventually.

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 Reinforcement schedule

Schedule Definition In case Response Reaction when

Pattern Reinforcement stopped

continuo Reinforcement Turn on Learning or Lower Persistent ,

us after each other lamp responses respond disappear
responses quickly quickly
Fixed- Reinforcement Weekly Response Low persistent, respond
interval after duration of test increase when decrease eventually
times are given reinforcement while duration of
are given and reinforcement are given
after that through and disappear .
decrease .
Variable- Reinforcement is Pop quiz Level response Highest persistent,
internal unpredictable are periodically lower response are
amount of time decrease

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Reinforcement schedule (Continuous…..)

Schedule Definition In case Response Reaction when

Pattern Reinforcement
stopped
Fixed-ratio The amount Piece Quickly Lower persistent, the
of response work response response decrease
are fixed Bake sale quickly an
unpredictable amount
of number.
Variable- Reinforcemen Slot Higher Higher persistent and
ratio t in which the Machine responses, response decrease
number of the equally.
response are frequency
variation are fixed.
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 The Role of Antecedents
- The consequences of behavior strongly
influence behavior, not only follows a
behavior that has influence. The stimuli that
precede behavior also play an important
role.
- In operant condition, antecedents give
information behavior where is a positive
consequences and unpleasant
consequences.

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  Cueing  Antecedent stimuli
- Events that precede a behavior, also known as cues. That
informed what behavior will be reinforced and/or what
behavior will be punished.

 Prompting
- Prompt known as second cue addition which given after the
first cue.
- The function is to respond a cue to be a discriminative
stimulus.
 Discrimination
- Discrimination is the use cues, signals, or information to
know when behavior is likely to be reinforced.
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Social learning theory

 Social learning theory accepts most of the principles of

behavioral theories but focuses to a much greater degree on
the effects of cues on behavior and on internal mental
processes, emphasizing the effects of thought on action and
action on thought.
 Albert Bandura;
• Most human behavior is learned observationally through
modeling; from observing other, one forms an idea of how
new behaviors are performed, and on later occasions this
coded information serves as guide for action.
 Social learning theory explains human behavior in terms
of continuous reciprocal interaction between cognitive,
behavioral, and environmental influences.
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Analysis of observational learning

1. Attentional phase
• various factors increase or decrease the amount of
attention paid. Includes distinctiveness, affective
valence, prevalence, complexity, functional value.
One’s characteristics
• Example; (sensory capacities, arousal level, perceptual
set, past reinforcement) affect attention.
2. Retention phase
• remembering what you paid attention to. Includes
symbolic coding, mental images, cognitive
organization, symbolic rehearsal, motor rehearsal
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Analysis of observational learning (continuous…)

3. Reproduction
• Reproducing the image. Including physical capabilities,
and self-observation of reproduction.
4. Motivational phase
• Having a good reason to imitate. Includes motives such
as a past
• Example; (traditional behaviorism), promised (imagined
incentives) and vicarious (seeing and recalling the
reinforced model)

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 Self regulated learning

 According to hypothesized of Bandura (1977) that people observe their

own behavior, judge it against their own standards, and reinforce or
punish themselves.
 Students can be taught to use self-regulation strategies, and they can be
reminded to do so in variety of contexts so that self-regulation become a
habit.
• Example; students will decide the grade of test that is to achieve when
they take on examination.
 Self-regulated learning skills are likely to remain limited to one situation
or context unless they are applied in many contexts.
 Students need many opportunities to use goal-setting and self-
evaluation strategies in a variety of context, to monitor and celebrate
their progress, and to understand how, when, and why they should self-
regulated.
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Meichenbaum’s model of self-regulated learning

 Cognitive behavior modification is self-regulated learning strategies of

this kind
 The steps involved in self-instruction are described by Meinchenbaum
(1977);
1. An adult model performs a task while taking to self out load (cognitive
modeling)
2. The child performs the same task under the direction of the model’s
instruction (overt, external guidance)
3. The child performs the task while instructing self aloud (overt self-
guidance)
4. The child whispers the instructions to self as he or she goes through the
task (faded, overt self-guidance)
5. The child performs the task while guiding his or her performance via
private speech (covert self-instruction)

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Question
1. The question can be answered(pg. 316 “Edu.Psy ,book’s Anita”
Q; how is neutral stimulus to be conditional stimulus?
A; in classical conditioning, discovered by Ivan Pavlov, the stimulus
previously neutral matched emotional response or physiologies
repeatedly. Thus, the stimulus that neutral condition previous will
cause response. It’s mean that neutral stimulus conditioned to make
conditional responses, and neutral stimulus be come conditioned
stimulus.

2. The question cannot be answered(pg.315 “tabel 15.1 books’ anita)

Q; Which is more effective between the reinforcers schedule that it
be?

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