learning_theories:sign_learning
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learning_theories:sign_learning [2015/04/02 18:45] ivahtaric |
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| In the end Tolman, influenced by Guthrie, Freud and reinforcement theorists, concluded there are **six forms of learning**, each with its own characteristics:(([[http://fac.hsu.edu/ahmada/3 Courses/2 Learning/Learning Notes/9 Tolman.pdf|Ahmad, Aneeq. Principles of Learning. Chapter 12: Edward C. Tolman.]] Retrieved August 24, 2011.)) (([[http://books.google.com/books?id=QTwOAAAAQAAJ|Hill, Winfred Farrington. Learning: a survey of psychological interpretations. Taylor & Francis, 1980.]])) | In the end Tolman, influenced by Guthrie, Freud and reinforcement theorists, concluded there are **six forms of learning**, each with its own characteristics:(([[http://fac.hsu.edu/ahmada/3 Courses/2 Learning/Learning Notes/9 Tolman.pdf|Ahmad, Aneeq. Principles of Learning. Chapter 12: Edward C. Tolman.]] Retrieved August 24, 2011.)) (([[http://books.google.com/books?id=QTwOAAAAQAAJ|Hill, Winfred Farrington. Learning: a survey of psychological interpretations. Taylor & Francis, 1980.]])) | ||
| - | * **Cathexis** ((Term taken from Freud's psychoanalytic theory of motivation)) - learned tendency to **associate certain objects with certain drives**. In example, vegans tend to satisfy their hunger with non-animal products (positive cathexis), and not meat (negative cathexis). | + | * **Cathexis** ((Term taken from Freud's psychoanalytic theory of motivation)) - learned tendency to **associate certain objects with certain drives**. In example, vegans tend to satisfy their hunger with non-animal products (positive cathexis), and not meat (negative cathexis). |
| * **Equivalence Beliefs** - a feeling that a **"subgoal"** has the same **value as the main goal**. If a sport achievement temporarily reduces a competitor's need for love, the achievement has served as an equivalence belief. | * **Equivalence Beliefs** - a feeling that a **"subgoal"** has the same **value as the main goal**. If a sport achievement temporarily reduces a competitor's need for love, the achievement has served as an equivalence belief. | ||
| * **Field Expectancies** - learning in which the organism learns what **action** leads to what **outcome**. Field expectancies are formed for example when one learns what tools can be used for what task, or the way from one place to another. Field expectancies form cognitive maps. Unlike the first two mentioned kinds of learning (cathexis and equivalence beliefs), this kind of learning does not directly depend on reinforcements and suggests Tolman is at least partly cognitive theorist. | * **Field Expectancies** - learning in which the organism learns what **action** leads to what **outcome**. Field expectancies are formed for example when one learns what tools can be used for what task, or the way from one place to another. Field expectancies form cognitive maps. Unlike the first two mentioned kinds of learning (cathexis and equivalence beliefs), this kind of learning does not directly depend on reinforcements and suggests Tolman is at least partly cognitive theorist. | ||
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| [[http://wexler.free.fr/library/files/tolman (1938) the determiners of behavior at a choice-point.pdf|Tolman, E. C. The Determiners of Behavior at a Choice Point. Psychological Review, 45, 1-41. 1938.]] | [[http://wexler.free.fr/library/files/tolman (1938) the determiners of behavior at a choice-point.pdf|Tolman, E. C. The Determiners of Behavior at a Choice Point. Psychological Review, 45, 1-41. 1938.]] | ||
| - | [[http://psychclassics.yorku.ca/Tolman/Maps/maps.htm|Tollman, E. Cognitive maps in rats and men. The Psychological Review, 55(4), 189-208. 1948.]] | + | [[http://psychclassics.yorku.ca/Tolman/Maps/maps.htm|Tolman, E. Cognitive maps in rats and men. The Psychological Review, 55(4), 189-208. 1948.]] |
| [[http://psychclassics.yorku.ca/Tolman/formula.htm|Tolman, E. A new formula for behaviorism. The Psychological Review, 29, 44-53. 1922.]] | [[http://psychclassics.yorku.ca/Tolman/formula.htm|Tolman, E. A new formula for behaviorism. The Psychological Review, 29, 44-53. 1922.]] | ||
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