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hr:learning_paradigms:behaviorism_timeline
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hr:learning_paradigms:behaviorism_timeline [2015/09/19 16:30] ivahtaric |
hr:learning_paradigms:behaviorism_timeline [2023/06/19 18:03] |
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| - | ^ \\ Paradigma ^ \\ Desetljeće<sup>[[:learning_paradigms:behaviorism_timeline#fn_1|1]]</sup> <sup>[[:learning_paradigms:behaviorism_timeline#fn_1|)]]</sup> ^ \\ Teorija ^ \\ Ključni pojmovi | | | ||
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| - | | \\ (Konekcionizam)<sup>[[:learning_paradigms:behaviorism_timeline#fn_2|2)]] </sup> | \\ 1880 - 1900 | \\ **<font 14px line-height: 17.8182px text-align: center/inherit;;inherit;;inherit>Konekcionizam</font> ** (Thorndike) | \\ - učenje je inkrementalno jačanje S-R<sup>[[:learning_paradigms:behaviorism_timeline#fn_3|3]]</sup> <sup>[[:learning_paradigms:behaviorism_timeline#fn_3|)]]</sup> 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 | | | ||
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| - | | \\ <font 14px line-height: 17.8182px text-align: center/inherit;;inherit;;inherit>Biheviorizam</font> | \\ 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 | | | ||
| - | | \\ | \\ \\ <font 14px line-height: 17.8182px; text-align: right;/inherit;;inherit;;inherit></font> \\ \\ <font 14px line-height: 17.8182px; text-align: right;/inherit;;inherit;;inherit>1920 - 1930</font> \\ | \\ | | | | ||
| - | | \\ - a close **temporal relationship** between S and R is necessary for learning to occur |::: | \\ **Teorija kontigviteta** (Guthrie) \\ | | | | ||
| - | | \\ - 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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hr/learning_paradigms/behaviorism_timeline.txt · Zadnja izmjena: 2023/06/19 18:03 (vanjsko uređivanje)
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