learning_paradigms:behaviorism_timeline
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learning_paradigms:behaviorism_timeline [2011/03/02 13:32] jpetrovic |
learning_paradigms:behaviorism_timeline [2023/06/19 16:03] (current) |
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| - | ^ Paradigm ^ Decade((Decade in which the theory was introduced)) ^ Theory ^ Key concepts ^ | + | ^ Paradigm ^ Decade((Approximate decade in which the theory was introduced)) ^ Theory ^ Key concepts ^ |
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| - | | (Connectionism)((Connectionism is not considered a learning paradigm, but is mentioned due to its influence on behaviorist ideas)) | 1880 - 1900 | **Connectionism** (Thorndike) | - learning is incremental strengthening of the S-R((stimulus-response)) association | | + | | (Connectionism)((Connectionism is not considered a learning paradigm, but is mentioned due to its influence on behaviorist ideas)) | 1880 - 1900 | **Connectionism** (Thorndike) | - learning is incremental strengthening of the S-R((Stimulus-Response)) association | |
| | ::: | ::: | ::: | - **S-R associations** are strengthened through **repetition** | | | ::: | ::: | ::: | - **S-R associations** are strengthened through **repetition** | | ||
| | ::: | ::: | ::: | - outcome of a S-R event can strengthen or weaken the connection | | | ::: | ::: | ::: | - outcome of a S-R event can strengthen or weaken the connection | | ||
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| | ::: | ::: | ::: | - learning is manifested in a **natural reflex** reaction on an associated environmental stimulus | | | ::: | ::: | ::: | - learning is manifested in a **natural reflex** reaction on an associated environmental stimulus | | ||
| | ::: | ::: | ::: | - emotional response can also be learned or conditioned | | | ::: | ::: | ::: | - emotional response can also be learned or conditioned | | ||
| - | | ::: | 1910 - 1920 | | | | ||
| | ::: | 1920 - 1930 | **Contiguity theory** (Guthrie) | - behavior is formed by a **series of movements** which are learned through S-R associations | | | ::: | 1920 - 1930 | **Contiguity theory** (Guthrie) | - behavior is formed by a **series of movements** which are learned through S-R associations | | ||
| | ::: | ::: | ::: | - a close **temporal relationship** between S and R is necessary for learning to occur | | | ::: | ::: | ::: | - a close **temporal relationship** between S and R is necessary for learning to occur | | ||
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| | ::: | ::: | ::: | - reinforced S-R learning through the reduction of a biological drive | | | ::: | ::: | ::: | - reinforced S-R learning through the reduction of a biological drive | | ||
| | ::: | ::: | ::: | - **cognitive factors** need to be taken into account when explaining human learning | | | ::: | ::: | ::: | - **cognitive factors** need to be taken into account when explaining human learning | | ||
| - | | ::: | 1940 - 1950 | | | | ||
| | ::: | 1950 - 1960 | **Operant conditioning** (Skinner) | - **reinforced learning** of **new behaviors**, not just shaping reflexes | | | ::: | 1950 - 1960 | **Operant conditioning** (Skinner) | - **reinforced learning** of **new behaviors**, not just shaping reflexes | | ||
| | ::: | ::: | ::: | - different reinforcement intervals have different effect | | | ::: | ::: | ::: | - different reinforcement intervals have different effect | | ||
learning_paradigms/behaviorism_timeline.1299072738.txt.gz ยท Last modified: 2023/06/19 15:49 (external edit)
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