An Introduction to Theories of LearningClearly written and user-friendly, this comprehensive book defines learning and shows how the learning process is studied. It places learning in an historical perspective, and provides appreciation for the figures and theories that have shaped 100 years of learning theory research.It presents essential features of the major theories of learning in the words of the theorists, introducing readers to the pioneering work of E.L. Thorndike, Ivan Pavlov, B.F. Skinner, Clark Hull, Edwin Guthrie, William Estes, the Gestalt psychologists, Jean Piaget, E.C. Tolman, Albert Bandura, Donald Hebb, and Robert Bolles; and examines some of the relationships between learning theory and educational practices.An excellent reference work for those involved in education and learning. |
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Stranica 97
Schedules of Reinforcement Although Pavlov ( 1927 , pp . 384–386 ) did some work with ... Continuous Reinforcement Schedule Using a continuous reinforcement schedule ( CRF ) , every correct response during acquisition is reinforced .
Schedules of Reinforcement Although Pavlov ( 1927 , pp . 384–386 ) did some work with ... Continuous Reinforcement Schedule Using a continuous reinforcement schedule ( CRF ) , every correct response during acquisition is reinforced .
Stranica 98
For both the FI and FR reinforcement schedules , a reinforced response is followed by a depression in the rate of ... However , the scallop on the cumulative recording of an FI schedule is usually not found on that of an FR schedule .
For both the FI and FR reinforcement schedules , a reinforced response is followed by a depression in the rate of ... However , the scallop on the cumulative recording of an FI schedule is usually not found on that of an FR schedule .
Stranica 105
FR2 schedule for three days . We then increase the response requirement by switching to an FR4 schedule on the fourth day , then to an FR8 schedule on the fifth day , then to a more demanding FR16 schedule on the next day and so on .
FR2 schedule for three days . We then increase the response requirement by switching to an FR4 schedule on the fourth day , then to an FR8 schedule on the fifth day , then to a more demanding FR16 schedule on the next day and so on .
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Sadržaj
Chapter | 14 |
Chapter 3 | 29 |
Chapter 4 | 53 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 14
Ostala izdanja - Prikaži sve
An Introduction to Theories of Learning B. R. Hergenhahn,Matthew H. Olson Pregled nije dostupan - 2005 |
Uobičajeni izrazi i fraze
According activity animal approach associated attempt avoid Bandura become behavior believed brain called cause cell Chapter child classical conditioning cognitive complex concept continue demonstrated dependent described determine discuss drive educational effect elements elicit environment evolutionary example expectancy experience experimental explain extinction fact fear Figure function Gestalt given Guthrie habit Hull human ideas important increased individual influence involved kind knowledge learning light memory ment nature noted object observed occurs operant organism paired performance person physical position possible practice presented principle probability problem produce provides psychology punishment question rats referred reinforcement relationship response schedule sensory shock similar situation Skinner solve specific stimulus structure subjects tend theorists theory things Thorndike thought tion Tolman trial variable
Bibliografski podaci
| Naslov | An Introduction to Theories of Learning |
| Autori | B. R. Hergenhahn, Matthew H. Olson |
| Izdanje | 7, ilustrirano |
| Izdavač | Pearson/Prentice Hall, 2005 |
| Izvornik iz | Virdžinijsko sveučilište |
| Digitalizirano | 25 stu 2009 |
| ISBN | 0131147226, 9780131147225 |
| Duljina | Broj stranica: 506 |
| Izvezi navode | BiBTeX EndNote RefMan |