learning_paradigms:behaviorism_timeline
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learning_paradigms:behaviorism_timeline [2013/09/30 16:36] jpetrovic |
learning_paradigms:behaviorism_timeline [2023/06/19 18:03] |
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| - | ^ 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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learning_paradigms/behaviorism_timeline.txt ยท Last modified: 2023/06/19 18:03 (external edit)
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