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Paradigma | Desetljeće1 ) | Teorija | Ključni pojmovi | |
---|---|---|---|---|
(Konekcionizam)2) | 1880 - 1900 | Connectionism (Thorndike) | - learning is incremental strengthening of the S-R3 ) association | |
- S-R associations are strengthened through repetition | ||||
- outcome of a S-R event can strengthen or weaken the connection | ||||
- potential to learn leads to frustration if not satisfied | ||||
Behaviorism | 1900 - 1910 | Classical conditioning (Pavlov) | - learning is a visible change in one's behavior | |
- learning is manifested in a natural reflex reaction on an associated environmental stimulus | ||||
- emotional response can also be learned or conditioned | ||||
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 | ||||
- learning occurs on first experienced instance of the stimulus | ||||
- reinforcements (reward or punishment) do not influence the strength of this connection | ||||
Neo-behaviorism | 1930 - 1940 | Sign learning (Tolman) | - suggests studying behavior on the molar level (whole, purposeful, goal-directed behaviors) | |
- learning is acquisition of knowledge through meaningful behavior, not mechanical moves | ||||
- rewards or punishments can only be used as motivators for performance, not learning | ||||
- animals are not simple mechanisms, but intelligent organisms capable of cognitive processes | ||||
Drive reduction theory (Hull) | - mathematical formulas attempting to explain behavior and the likelihood of its appearance | |||
- drive (a stimulus in form of a biological need) results in behavior in order to satisfy it | ||||
- reinforced S-R learning through the reduction of a biological drive | ||||
- cognitive factors need to be taken into account when explaining human learning | ||||
1950 - 1960 | Operant conditioning (Skinner) | - reinforced learning of new behaviors, not just shaping reflexes | ||
- different reinforcement intervals have different effect | ||||
- complex behaviors are learned through more simple ones | ||||
Stimulus sampling theory (Estes) | - a statistical learning theory; set of formulas and axioms | |||
- S-R association is learned in a single trial; learning results in accumulated S-R associations | ||||
- reinforcement has to do with the performance, not with learning | ||||
- later included memory as a factor in his theory | ||||