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| Paradigma | Desetljeće1 ) | Teorija | Ključni pojmovi | |
|---|---|---|---|---|
| ( Konekcionizam) 2) | 1880 - 1900 | Konekcionizam ( Thorndike) | - učenje je inkrementalno jačanje S-R3 ) 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 | ||||
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 |::: | | | |
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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