^  Paradigm  ^  Decade((Approximate decade in which the theory was introduced))  ^  Theory  ^  Key concepts  ^
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|  (Connectionism)((Connectionism is not considered a learning paradigm, but is mentioned due to its influence on behaviorist ideas))  |  1880 - 1900  |  **Connectionism** (Thorndike)    | - learning is incremental strengthening of the S-R((Stimulus-Response)) 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  |
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|  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  |
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|  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  |
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