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Chapter Four
Theories of Learning
Thorndike and the Law of Effect:-
Thorndike is a famous learning theorist and educator .Thorndike felt that repetition was an important factor in the acquisition of responses. He believed that more than repeated occurrences of stimuli and responses was necessary for an association to be built up between them and that motivation and reward played important roles in learning. For efficient learning motivation must be present at least to the extent that reward will be satisfying to the organism .Thorndike proposed three laws of learning:
1-The law of exercise.
2-The law of effect.
3-The law of readiness.
The first law states that the more times stimuli and responses are paired, the association between them will be stronger. The law of effect and of readiness are closely related. The readiness law states that for rewards to be effective , a person must be physiologically prepared for them. Thorndike, believes that the connection between the stimulus and response will be made faster than if the reward is not given.
Extended Reinforcement Theories : Hull and Spence :-
Reinforcement theories came to dominate experimental psychology in the 1950s. Today , these theories have only limited following among active researchers , but they have a place in history of psychology and also serves as a useful summaries of many experimental contributions . Their formulations of the laws of learning remain the closest approximation to a formal deductive theory in psychology.
For Hull, learning depends on reinforcement , neither contiguity nor frequency of stimuli and response are sufficient in and of themselves. Hull s basic rule of learning is that a response is associated with a stimulus trace to the extent that the response has been followed by a reduction of the drive stimuli.
According to this theory, we know all the rules necessary to describe the learning process but not all the rules that go into determination of final behaviour.
The Conditioned Reflex: Pavlov:-
The Russian Nobel Prize winner Ivan Pavlov contributed to the behavioristic movement in the United State through his studies of conditioned reflexes. He distinguished two kinds of reflexes . First , there were permanent connections built into the organism. We could think of these as unlearned, innate reflexes . Second ,there were the temporary connection that came about through the association of a neutral stimulus with the first kind of unlearned reflex. This new connection was the conditional reflex . In Pavlov s work we find one of the earliest examples of the laboratory learning situation. This kind of learning is called classical conditioning .
صاحب نظريات : theorist
معلم : educator
التكرار : repetition
عامل : factor
تحصيل : acquisition
استجابات : responses
وقوع : occurrences
محفز : stimuli
ارتباط : association
الدافع : motivation
مكافئة : reward
ادوار : roles
فعال : efficient
إلى حد : to the extant
مشبعة : satisfying
افتراض : proposed
التمرين : exercise
الاستعداد : readiness
يبين : states
تظهر على شكل أزواج : paired
على صلة : related
الارتباط : connection
التعزيز : reinforcement
تبرر : dominate
علم النفس التجريبي : experimental psychology
محدد : limited
دراسات , فرضيات : contributions
تركيبات : formulation
تقريب : approximation
رسمي : formal
استنتاجي : deductive
الارتباط : contiguity
التكرار : frequency
فعال : sufficient
اثر : trace
تحديد : determination
المشروط : conditioned
الانعكاس : reflex
ميَز : distinguished
دائمي : permanent
فطري,غريزي : innate
وقتي : temporary
حيادي : neutral
المادة المعروضة اعلاه هي مدخل الى المحاضرة المرفوعة بواسطة استاذ(ة) المادة . وقد تبدو لك غير متكاملة . حيث يضع استاذ المادة في بعض الاحيان فقط الجزء الاول من المحاضرة من اجل الاطلاع على ما ستقوم بتحميله لاحقا . في نظام التعليم الالكتروني نوفر هذه الخدمة لكي نبقيك على اطلاع حول محتوى الملف الذي ستقوم بتحميله .
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