Learning

Objectives

• Define learning and explain each part of the definition
• Explain Aristotle's laws of association and the process and uses of Pavlov's classical conditioning
• Define and explain operant conditioning
• Identify and explain the cognitive theories of learning and social or observational learning
• Summarize current approaches to learning

association

classical conditioning

cognition

conditioned response (CR)

conditioned stimulus (CS)

learning

operant conditioning

reinforcement

response

schema

stimulus

unconditioned stimulus (UCS)

unconditioned response (UCR)

Background

The process of learning is and has been a central activity in all students' lives. This chapter offers them an opportunity to focus on this complex process and to review and evaluate important theories about how and why they and other organisms learn.

The chapter opens by noting that there are many types of learning. It focuses on the definition of learning as "a relatively permanent change in behavior that results from practice or experience." It then introduces students to Aristotle's laws of associations and Pavlov's development of classical conditioning in his experiments with dogs.

Students gain a new outlook on their learning process and their other behavior as they consider the chapter's information on operant conditioning. This includes review of the work of Thorndike and Skinner, with detail provided about the principles of operant conditioning, primary and secondary reinforcements, changes in operant conditioning, and more. The work of Edward Tolman and Wolfgang Kohler is explained as well.

The chapter moves on to discuss cognitive theories of learning, focusing on two important approaches, the work of Jean Piaget and the information processing approach. Students also read about George A. Miller's TOTE model of HIP.

Students then review social or observational learning, considering the theories of Albert Bandura regarding how children learn. The chapter concludes with a review of current approaches to learning, including discussions of cognitive preferences and learning styles. In this section, students consider three examples of the factors that influence learning: emotional influences, evolutionary influences, and cultural validity.

Students will find ample material in this chapter for personal introspection and class discussion.

Further Resources

Pavlov, Ivan P. Conditioned Reflexes. New York: Dover Books, 1978.

Smith, Samuel. Ideas of the Great Psychologists. New York: Barnes & Noble, 1983.

For Discussion

Review

1. What are the important components in the definition of learning?

2. Who was Ivan Pavlov and why did he begin research on dogs?

3. What are some of the uses of classical conditioning?

4. What is operant conditioning?

Critical Thinking

1. Why aren't animals good models for learning about human behavior?

2. Why was it important for Pavlov to create a fortlike environment for his experiments with dogs?

3. Why is John Watson's study of conditioning infants to experience fear a controversial one?

4. In operant conditioning, what is the difference between positive reinforcement and negative reinforcement?

Activities

1. Who Is Right?

Choose several major theories of learning and assign each theory to a group of students. Ask these groups to research their theory and make a presentation to the class. After the presentations, discuss these theories, challenging students to evaluate them in the light of their own experience.

2. Investigate Dog Training

Ask students to call dog training centers, asking for information on the training methods they use. Invite an experienced dog trainer to demonstrate his or her methods for the class. Invite students to evaluate this training in light of what they've learned about conditioning.

3. Internet: Major Learning Theorists

Ask students to use the Internet to learn about major learning theorists introduced in this chapter. Have them print out screens from the best Web sites and present their findings to the class.

4. Special Sources: Phobia and Anxiety Therapy

Ask students to use library resources to learn about therapies that are geared towards overcoming phobias and anxieties. Ask them to analyze the types of conditioning used and their results.