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| Paradigm | Decade | Theory | Key concepts |
|---|---|---|---|
| (Connectionism)1) | 1880 - 1900 | Connectionism (Thorndike) | - learning is incremental strengthening of the S-R2) 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 | |||
| 1910 - 1920 | |||
| 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 | |||
| 1940 - 1950 | |||
| 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 | |||
English
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