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| Paradigm | Decade1 ) | Theory | Key concepts | |
|---|---|---|---|---|
| (Connectionism)2) | 1880 - 1900 | Connectionism (Thorndike) | - učenje je inkrementalno jačanje S-R3 ) asocijacije | |
| - S-R associations are strengthened through repetition | - S-R asocijacije se jačaju kroz ponavljanje | |||
| - outcome of a S-R event can strengthen or weaken the connection | - ishod S-R događaja može ojačati ili oslabiti asocijaciju | |||
| - potential to learn leads to frustration if not satisfied | - potencijal za učenje vodi u frustraciju ako nije zadovoljen | |||
| 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 | ||||
| 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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