learning_theories:clasicall_conditioning
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learning_theories:clasicall_conditioning [2011/08/25 13:22] jpetrovic [Bibliography] |
learning_theories:clasicall_conditioning [2023/06/19 16:03] (current) |
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| [[http://curezone.com/ig/i.asp?i=36337|{{ images:pavlovs_dogs.gif?350x300|Pavlov's dogs. Image borrowed from: CureZone.com. Click on the picture to follow the link. }}]] | [[http://curezone.com/ig/i.asp?i=36337|{{ images:pavlovs_dogs.gif?350x300|Pavlov's dogs. Image borrowed from: CureZone.com. Click on the picture to follow the link. }}]] | ||
| - | Other important parameters of classical conditioning, introduced and researched by [[http://www.muskingum.edu/~psych/psycweb/history/watson.htm|John Watson]], another founder of behaviorism are: | + | Other important parameters of classical conditioning, introduced and researched by [[http://www.muskingum.edu/~psych/psycweb/history/watson.htm|John Watson]], another founder of behaviorism are(([[http://web.mst.edu/~psyworld/classical_conditioning.htm|Hall, Richard. Classical Conditioning. Psychology World, 1998.]] Retrieved August 23, 2011.)): |
| * **latency** - length of time interval between unconditioned and conditioned stimulus, | * **latency** - length of time interval between unconditioned and conditioned stimulus, | ||
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| ===== Criticisms ===== | ===== Criticisms ===== | ||
| - | Classical conditioning was experimentally confirmed and cannot be rejected as a learning theory, but its **scope is limited** and it ignores all cognitive aspects. It has until today almost completely **lost its influence**. Meaningful criticisms were also offered by **[[learning_theories:gestalt_psychology|gestalt psychologists]]** who later inspired **[[learning_paradigms:cognitivism|cognitivist ideas]]** of explaining the human cognitive structure. Models of human cognitive structure developed in 1960s have suggested humans are capable of learning forms superior to stimulus-response learning. | + | Classical conditioning is experimentally confirmed and cannot be rejected as a learning theory, but its **scope is limited** and it ignores all cognitive aspects of learning, so it has lost most of its influence today, especially in context of educational psychology. Meaningful criticisms were also offered by **[[learning_theories:gestalt_psychology|gestalt psychologists]]** who later inspired **[[learning_paradigms:cognitivism|cognitivist ideas]]** of explaining the human cognitive structure. Models of human cognitive structure developed in 1960s have suggested humans are capable of learning forms superior to stimulus-response learning. |
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