Dr. Ramez. Bedwani
 Different
methods of
learning
 Factors affecting learning
Dr. Maged R. Bedwani
Permanent )‫ (دائم‬changes )‫ (تغير‬in
behavior that result from past
experience )‫(خبرات سابقة‬
Classical conditioning
 Operant conditioning

A child exposed to a hamster mouse
(CS)…nothing happens, and then
the hamster is paired (associated)
with a loud noise (UCS) so the baby
cries (UCR). After several times, the
mouse (CS) alone makes the baby
cry (CR), and the CR is generalized
to all furry animals.


An originally meaningless
(gives no response) stimulus:
conditioned stimulus (CS) evokes a
new response (CR) after pairing
(association) with a natural stimulus
:unconditioned stimulus (UCS).
UCS normally evokes that response :
unconditioned response (UCR)
1) Acquisition )‫(إكتساب‬:
 Gradual formation of an association
between the CS & UCS
2) Extinction )‫(إنقراض‬
 is eliminating the learned response
3) Spontaneous recovery )‫)التعافى التلقائى‬
 Weak return of response after sometime
without repeated exposure.
4) Stimulus generalization response:
originally conditioned to one specific
stimulus occurs when similar stimuli are
presented
5) Stimulus discrimination : learning to
respond to a specific stimulus among
several stimuli
Biological preparedness:
Learning may be influenced
by genetic tendencies eg.
Pholra and conditioned taste
aversion
Operant conditioning:
Repeating behaviors with
desirable consequences of
stopping
those
with
undesirable ones.



Acquisition: increase in response
frequency repeated reinforcement
Shaping: successes approximations make
response more correct e.g. teaching by
paents, improving task performance in
adults.
Out shaping: shaping without
reinforcement e.g. superstitious behavior


Extinction: stopping the reinforce the
acquired behavior decrease
Spontaneous recovery: stop stimulus
then acquire the same context the
acquired response return spontaneously.
Stimulus control discrimination and
generalization
e.g. children in a party talk loudly in
classroom does happen.

using an object on event that increases the
probability of a response
1)Preening reinforces has direct relation to
biological e.g. food
2)Secondary reinforces those associated with
primary reinforces .
3)Continues reinforcement: rewards given after
each response
4)Partial reinforcement: rewarding some correct
response (more powerful than Continues) e.g.
swimming, riding bicycles, fishing
1)Ratio schedule
Number of correct responses emitted
by the subject e.g. every and eight
response
a. fixed ratio: eg. Every response.
b. Variable ratio :a random variation
of the ratio.
2)Interval schedule
Follows a response that occurs after a
specified period.
a. Fixed interval:
time period constant e.g. time
between breakfast and lunch
b. Variable interval:
A range of variable intervals around ..
average stable response
1) Positive one : giving pleasure or
satisfaction e.g. money praise
2) Negative one …. Displeasure or
dissatisfaction e.g. if you confess no
punishment.
3) Punishment decrease reinforcement of
should not be hash negative punishment
withdraw a pleasant stimulus e.g. taking
away the T.V.




Escape learning in response to
unpleasant stimulus or negative
reinforcement.
Avoidance learning.
The acquired response prevents an
aversive stimulus]
e.g. child stops playing on hearing
his father footsteps to avoid blaming


Learned helplessness: the subject
dose not attempt to escape from a
previous similar situation that
escape is not possible- once it is
acquired it is difficult to overcome
e.g. of operant conditioning:
behavior modification in parenting
education and psychiatric therapies


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

Cognitive map:
Latent learning:
Cognitive elements in classical
conditioning
Insight learning
Observational learning (social learning
modeling)
1) Cognitive map:
a mental representation of the place and
becomes increasingly accurate by
experience e.g the sky, towns etc
2) Latent learning:
Learning is not apparent when it takes
place, but when rewards are introduced
learning become manifest .
3) Cognitive elements in classical
conditioning
a. Stimulus information: if we associate tone
with shock to a rat, tone fear add light to
tone shock, light alone no fear stimulus
information predict the shock (tone
blocked the association of light)
b. Rule generation: when two unexpected
events such as light and shock occur
together, the rat begins to generate the
rule that shock follows light and further
pairing strengthen that rule
4) Insight learning
a. A process of problem solving. Solutions
are tried out and rejected without any
actual behavior being displayed.
b. The final solution in memory where it is
available for retrieval later on
5) Observational learning (social
learning modeling)
a. Attention: attend to the model to
learn by observation.
b. Retention: material learned must be
stored in memory.
c. Reproduction of what was learned
accurately
d. Motivation.
‫‪Assignment‬‬
‫‪Thinking and learning‬‬
‫‪Motivation in learning.‬‬
‫‪Mental factors affecting‬‬
‫‪learning‬‬
‫رحاب محمود شاكر محمدين‬
‫رحمة مسعد عبد اللطيف‬
‫رشاد ابراهيم رشاد‬
‫رضوي محمد محمود ابراهيم‬
‫رنا فتحي ابراهيم محمد‬
‫روزالين روابين يعقوب‬
‫ريهام السيد فريج‬
‫ريهام سامي كمال‬
‫ريهام مصباح علي محمد‬
‫زيد ليث نصيف‬
‫سارة ربيع عسران‬
‫سامح زكريا عباس‬
‫سامر محمد احمد‬
‫سعيد عبد اللطيف عبد الباري‬
‫سلمي عبد الرحمن احمد‬