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Learning Theories - Coggle Diagram

- - - - Pavlov then designed an experiment using a bell as a neutral stimulus. As he gave food to the dogs, he rang the bell. Then, after repeating this procedure, he tried ringing the bell without providing food to the dogs. On its own, an increase in salivation occurred. The result of the experiment was a new conditioned response in the dogs.
      - Pavlov’s theory later developed into classical conditioning, which refers to learning that associates an unconditioned stimulus that already results in a response (such as a reflex) with a new, conditioned stimulus.
      - Pavlov's theory is a learning procedure that involves pairing a stimulus with a conditioned response.
      - In the famous experiments that Ivan Pavlov conducted with his dogs, Pavlov found that objects or events could trigger a conditioned response. The experiments began with Pavlov demonstrating how the presence of a bowl of dog food (stimulus) would trigger an unconditioned response (salivation). But Pavlov noticed that the dogs started to associate his lab assistant with food, creating a learned and conditioned response.
    - - He placed a cat in the puzzle box, which was encourage to escape to reach a scrap of fish placed outside. Thorndike would put a cat into the box and time how long it took to escape. The cats experimented with different ways to escape the puzzle box and reach the fish.Eventually they would stumble upon the lever which opened the cage. When it had escaped it was put in again, and once more the time it took to escape was noted. In successive trials the cats would learn that pressing the lever would have favorable consequences and they would adopt this behavior, becoming increasingly quick at pressing the lever.
      - Thorndike (1905) introduced the concept of reinforcement and was the first to apply psychological principles to the area of learning.
      - Edward Thorndike put forward a “Law of effect” which stated that any behavior that is followed by pleasant consequences is likely to be repeated, and any behavior followed by unpleasant consequences is likely to be stopped.
    - - B.F. Skinner proposed his theory on operant conditioning by conducting various experiments on animals. He used a special box known as “Skinner Box” for his experiment on rats.
      - Skinner placed a hungry rat inside the Skinner box. The rat was initially inactive inside the box, but gradually as it began to adapt to the environment of the box, it began to explore around. Eventually, the rat discovered a lever, upon pressing which; food was released inside the box. After it filled its hunger, it started exploring the box again, and after a while it pressed the lever for the second time as it grew hungry again. This phenomenon continued for the third, fourth and the fifth time, and after a while, the hungry rat immediately pressed the lever once it was placed in the box. Then the conditioning was deemed to be complete.
- - - - Three Basic Components To
        Piaget's Cognitive Theory:
        
        Adaptation processes that enable the transition from one stage to another
        
        Accommodation
        – This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation.
        
        Equilibration
        – This is the force which moves development along. Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds.
        
        Assimilation
        – Which is using an existing schema to deal with a new object or situation.
        
        Stages of Cognitive Development:
        
        Sensorimotor Stage (Birth - 2 years)
        The main achievement during this stage is object permanence - knowing that an object still exists, even if it is hidden.
        
        Preoperational Stage (2 - 7 years)
        During this stage, young children can think about things symbolically. This is the ability to make one thing - a word or an object - stand for something other than itself.
        
        Concrete Operational Stage (7 - 11 years)
        Piaget considered the concrete stage a major turning point in the child's cognitive development because it marks the beginning of logical or operational thought.
        
        Formal Operational Stage (11 years and over)
        The formal operational stage begins at approximately age eleven and lasts into adulthood. During this time, people develop the ability to think about abstract concepts, and logically test hypotheses.
        
        Schemas
        (building blocks of knowledge).
    - - Vygotsky’s theory is comprised of concepts such as culture-specific tools, language and thought interdependence, and the Zone of Proximal Development.
      - Vygotsky’s Cognitive Development Theory postulates that social interaction is fundamental to cognitive development.
- - - - Bruner's constructivist theory suggests it is effective when faced with new material to follow a progression from enactive to iconic to symbolic representation; this holds true even for adult learners.
      - Bruner's Three Modes
        of Representation
        
        Enactive (0-1 year)
        
        The first kind of memory. This mode is used within the first year of life. Thinking is based entirely on physical actions, and infants learn by doing, rather than by internal representation (or thinking).
        
        It involves encoding physical action based information and storing it in our memory. For example, in the form of movement as a muscle memory, a baby might remember the action of shaking a rattle.
        
        This mode continues later in many physical activities, such as learning to ride a bike.
        
        Iconic (1-6 years)
        
        Information is stored as sensory images (icons), usually visual ones, like pictures in the mind. For some, this is conscious; others say they don’t experience it.
        
        This may explain why, when we are learning a new subject, it is often helpful to have diagrams or illustrations to accompany the verbal information.
        
        Thinking is also based on the use of other mental images (icons), such as hearing, smell or touch.
        
        Symbolic (7 years onwards)
        
        In the symbolic stage, knowledge is stored primarily as words, mathematical symbols, or in other symbol systems, such as music.
        
        This develops last. This is where information is stored in the form of a code or symbol, such as language. This mode is acquired around six to seven years-old