Paradigma	Desetljeće1 )	Teorija	Ključni pojmovi
(Konekcionizam)2)	1880 - 1900	(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
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	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