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Types of Learning

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Naifah Guinal Amanodin
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38 views

Types of Learning

Uploaded by

Naifah Guinal Amanodin
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 22

TYPES OF

Presented by:
SONAIPAH G. AMANODIN
1. Motor learning
Most of our activities in our
day-to-days life refer to motor
activities. The individual has
to learn them in order to
maintain his regular life.
Example walking, running,
skating, driving, climbing, etc.
All these activities involve the
muscular coordination.
2. Verbal learning
This type of learning
involves the language we
speak, the communication
devices we use. Signs,
pictures, symbols, words,
figures, sounds, etc, are
the tools used in such
activities. We use words
for communication.
3. Concept learning
It is the form of learning
which requires higher order
mental processes like
thinking, reasoning,
intelligence, etc. we learn
different concepts from
childhood.
Example: when we see a dog
and attach the term ‘dog’, we
learn that the word dog
refers to a particular animal.
4. Discrimination learning
Learning to differentiate
between stimuli and
showing an appropriate
response to these stimuli
is called discrimination
learning.
Example: sound horns of
different vehicles like
bus, car, ambulance, etc.
5. Learning of principles
Individuals learn certain
principles related to science,
mathematics, grammar, etc.
in order to manage their
work effectively. These
principles always show the
relationship between two or
more concepts. Example:
formulae, laws,
associations, correlations,
etc.
6. Problem solving
This is a higher order
learning process. This
learning requires the use of
cognitive abilities-such as
thinking, reasoning,
observation, imagination,
generalization, etc. This is
very useful to overcome
difficult problems
encountered by the people.
7. Attitude learning
Attitude is a predisposition
which determines and directs to
our behavior. We develop
different attitudes from our
childhood about the people,
objects and everything we
know. Our behavior may be
positive or negative depending
upon our attitudes.
Example: attitudes of nurse
towards her profession,
patients, etc.
Classical Conditioning
• Classical conditioning can be defined as a
process in which a formerly neutral stimulus
when paired with an unconditional stimulus,
becomes a conditioned stimulus that elicits a
conditioned response.
• Ivan Pavlov, a Russian psychologist (Nobel
Peace Prize) developed classical conditioning
theory of learning based on his experiments to
teach a dog to salivate in response to the ringing
of a bell.
• In Pavlov's classic experiment, the smell of food
was the naturally occurring stimulus that was
paired with the previously neutral ringing of the
bell. Once an association had been made
between the two, the sound of the bell alone
could lead to a response.
Operant Conditioning
• Operant conditioning is a learning process in
which the probability of a response occurring is
increased or decreased due to reinforcement or
punishment.
•  First studied by Edward Thorndike and later by 
B.F. Skinner, the underlying idea behind operant
conditioning is that the consequences of our
actions shape voluntary behavior.
Factors Influencing Operant Conditioning:
• Magnitude of reinforcement
In general, as magnitude of reinforcement increases, acquisition of a response is greater.
For example, workers would be motivated to work harder and faster, if they were paid a
higher salary.
• Immediacy of reinforcement
Responses are conditioned more effectively when reinforcement is immediate. As a rule,
the longer the delay in reinforcement, the more slowly a response is acquired.
• Level of motivation of the learner
If you are highly motivated to learn to play football you will learn faster and practice
more than if you have no interest in the game.
Social/ Observational Learning Theory
• Albert Bandura contends that many behaviours or responses are
acquired through observational learning. Observational
learning, sometimes called modelling, results when we observe
the behaviours of others and note the consequences of that
behaviour.

• Social learning theory integrates the cognitive and


operant approaches to learning. It recognizes
that learning does not take place only because of environmental
stimuli (classical and operant conditioning) or of individual
determinism (cognitive approach) but is a blend of both views.
Stages of Observational Learning
• Attention Process: People can learn from their models provided they
recognize and pay attention to the critical features. In practice, the models
that are attractive, repeatedly available or important to us tend to influence
us the most.

• Retention Process: A model’s influence depends on how well the


individual can remember or retain in memory the behaviour/action
displayed by him when the model is no longer readily available.

• Motor Reproduction Process: Now, the individual needs to convert the


model’s action into his action. This process evinces how well an individual
can perform the modelled action.

• Reinforcement Process: Individuals become motivated to display the


modelled action if incentive and rewards are provided to them.
Cognitive Learning Theory
• Today, a growing number of psychologists stress
the role of mental processes. They choose to
broaden the study of learning theories to include such
cognitive processes as thinking, knowing, problem-
solving, remembering and forming mental
representation
• According to cognitive theorists, these processes are
critically important in a more complete, more
comprehensive view of learning.
Insight Learning
• Insight learning theory is proposed by Wolfgang
Kohler.
• Insight learning is the sudden understanding of
the relation between a problem and a solution. By
learning through insight, the correct solution not
only appears seemingly out of nowhere but also
repeated readily of subsequent presentations of
that problem. Once solved, the problem, no
matter how many times repeated, will no longer
be a problem.
•In one experiment Kohler hung a bunch of bananas inside the caged
area but overhead, out of reach of the chimpanzee; boxes and sticks
were left around the cage.
•Kohler observed the chimp’s unsuccessful attempts to reach the
bananas by jumping or swinging sticks at them.
•Eventually the chimps solved the problem by piling the boxes one on
top of the other until they could reach the bananas.
Latent Learning and Cognitive Maps
Edward Tolman (1886 – 1959) differed with the
prevailing ideas on learning
(a) He believed that learning could take place without
reinforcing.
(b) He differentiated between learning and
performance. He maintained that latent learning could
occur. That is learning could occur without apparent
reinforcement but not be demonstrated until the
organism was motivated to do so.
• In their famous experiments Tolman and
Honzik (1930) built a maze to investigate latent
learning in rats. The study also shows that rats
actively process information rather than
operating on a stimulus response relationship.
Procedure
In their study 3 groups of rats had to find their
way around a complex maze. At the end of the
maze there was a food box. Some groups of rats
got to eat the food, some did not, and for some
rats the food was only available after 10 days. Results
Group 1: Rewarded The delayed reward group learned the
Day 1 – 17: Every time they got to end, given food route on days 1 to 10 and formed a
(i.e. reinforced). cognitive map of the maze. They took
Group 2: Delayed Reward longer to reach the end of the maze
because there was no motivation for
Day 1 - 10: Every time they got to end, taken out. them to perform.
Day 11 -17: Every time they got to end, given food From day 11 onwards they had a
(i.e. reinforced). motivation to perform (i.e. food) and
Group 3: No reward reached the end before the reward
Day 1 – 17: Every time they got to end, taken out. group.
THANK YOU FOR
LISTENING 

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