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Paradigma | Desetljeće1 ) | Teorija | Ključni pojmovi | |
---|---|---|---|---|
(Konekcionizam)2) | 1880 - 1900 | Konekcionizam (Thorndike) | - učenje je inkrementalno jačanje S-R3 ) asocijacije | |
- S-R asocijacije se jačaju kroz ponavljanje | ||||
- ishod S-R događaja može ojačati ili oslabiti asocijaciju | ||||
- potencijal za učenje vodi u frustraciju ako nije zadovoljen | ||||
Biheviorizam | 1900 - 1910 | Klasično uvjetovanje (Pavlov) | - učenje je vidljiva promjena u ponašanju | |
- učenje se manifestira u prirodnoj refleksnoj reakciji na povezani vanjski podražaj | ||||
- emocionalni odgovor također može biti naučen i uvjetovan | ||||
1920 - 1930 | Teorija kontigviteta (Guthrie) | - ponašanje je oblikovano nizom pokreta koji su naučeni kroz S-R asocijacije | ||
| | - blizak vremenski odnos između S i R je potreban za uspješno učenje | ||
| - učenje se događa pri prvom dodiru s podražajem | |||
| - potkrepljenja (nagrada ili kazna) ne utječu na jačinu ove povezanosti | |||
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 | ||||