INTRODUCTION

This present work has been prepared with the purpose of making known the
importance of learning that involves changing behavior in response to
a piece of information learned from experience. But it is important to emphasize that not
Behavior or conduct changes always occur instantly,
Generally, we learn, but we are slow to put it into practice.
Learning involves a series of factors that are experience and practice.
these determine the quality of learning. We learn what society
determine as an educational pattern.

There is also a motivation that implies the interest to learn, it helps to

define why we learn and for what we learn.
The predisposition is when the individual has a series of activities that
they predispose them to learn.
Internal factors: the emotional circumstances of the person.
External factors: the weather, the classroom, the environment, etc.
 1. Learning

Learning is the process where we acquire knowledge or it is modified.

skillsskills, knowledge, behaviorsovaluesas a result of the
study, theexperience, theinstruction, the reasoning and the observation.
This process can be analyzed from different perspectives, which is why there are
differentlearning theories.
Learning is one of the most important mental functions in humans.
animals andartificial systems.
It can be defined as a relatively permanent change in the
Behavior that reflects the acquisition of knowledge or skills.
through experience, and which can include study, instruction,
observation or practice.
Behavior changes are reasonably objective, and therefore,
they can be measured. One learns from everything; the good and the bad. One learns to dance,
singing, stealing; one learns at home, in the park, in school; one learns in
any part.
Learning is the process by which a certain
skill, information is assimilated or a new strategy is adopted
knowledge and action.

To achieve good learning, we need to take into account three acts

essential things are to observe, study, and practice.

1.1. Characteristics of learning

Among the main characteristics of learning, we have:

The Behavioral refers to behavior change. This change relates to both

to the behaviors that are modified, as well as to those that are acquired for the first time,
like: learning a new language. It must be taken into account that the
changes are relatively stable when we refer to learning
saved inthe memoryin the long term.

It happens through experience. That is to say, behavioral changes are

productfrom the practice ortraininghow to learn to drive a car
following necessary rules to drive it. It involvesinteractionSubject-Environment.
The daily interaction of thehombre with its environment determines learning.

The Cognitive, the cognitive stages are related to age.

ThedevelopmentCognitive is sequential and is based on prior growth.
The student's ability is important, talented students are capable.
to learn more, faster than others.
Learning can be modified as a result of interaction withperson
with the environment.
El aprendizaje involucra la asimilación de nuevas experiencias con experiencias
previous.
Learning is best achieved through active participation in the environment.
The teacher can improve the environment to stimulate learning.
There are various components and types ofintelligencethe types of behavior that
they indicate intelligent behavior.
Students learn better when they can generalize theinformation, that is
whole learning to partial.
Students who learn to learn will learn more in theschoolwhat
those who are dependent on the teacher to learn.
The transfer of learning increases when students have the
opportunity to solveproblems.

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There are no forms of learning that are completely independent and different.
it is necessary to understand the three acts of behavior; thinking, feeling, and
act accordingly to yourproductsthey manifest in three behaviors.
Thinking, affection andactionin thepsychologylearning is referred to as
thus to these forms of behavior, domains of learning, thus identifying
the cognitive, affective, and psychomotor areas.

2.1 Mental Learnings

They correspond to thestructurecognitive and lead to acquisition

of new knowledge, meanings, and information.
Memorizing is one of the basic requirements of [Link] they are withheld
but those learnings in which theefficacyreside more in the way of thinking
than those in which the memorization of the material is more important
learning.

2.2 Emotional and Appreciative Learning

These correspond to the effective structure and are in one way or another
linked with themotivation, therefore, they lead to the formation of
behaviors related to theattitudes, interests, ideals; as well as
to thedevelopmentof feelings ofsecurityand autonomy.
 2.3 Social learning

It also corresponds to the affective structure but related to belonging.

ideological of the group in the process ofsocialization.

2.4 Learningsengines

The psychomotor structure of thehuman behavioris related to the

development of skills, including skillsmanualsand those of
physical acts, it is known that a large part of human behavior is driven by such
the reason motor skills are important to achieve success in
performanceof the activities that lifedemandto the human being.

3. CONDITIONING

3.1. CLASSICAL CONDITIONING

Terminology of classical conditioning
each of the components of the classical conditioning paradigm has been
designated with a particular name. To the originally neutral stimulus that arrives at
The stimulus that provokes the response is called conditioned stimulus (abbreviated.
as EC). The stimulus that provokes the response from the first is the stimulus
unconditional.
One concept to mention is acquisition, the initial stage of learning.
during which a response is established, gradually gaining strength.
This concept allows for answering a series of questions posed by the
classical conditioning researchers, for example:
Did the timing of presentation between the two stimuli matter?
to associate?
It is important that during the initial phase of conditioning, too much time does not pass.
time between the presentation of the EN and the RNC. Approximately, it should take
½ second.
Definitions in the context of Classical Conditioning
Intensity is the strength with which a response is presented. For a
a stimulus can trigger a response there has to be an intensity
sufficient, below which that response would not occur.
Repertoire is the total of the responses. An organism emits a number of
different responses, which increase when learning occurs.
Reinforcement is the stimulus that causes a change in the probability of the
issuance of a behavior.
Latency, the time elapsed between the presentation of the stimulus and the emission of the
threshold, minimum intensity required for a stimulus to produce a
answer.
Head - Jerk experiment with rodents. Laboratory rats are administered a
brief sound (EC) paired with food pellets (EI).
A consistent RC is learned through a sudden movement of the head (head-
jerk), which, although it shows some motor similarity with normal movement
performed when eating (RI), is perfectly distinguishable from this. Suspension
conditioned.
Rodents are almost always used. Prior to their application, it is necessary
establish a baseline of behavior with a stable response rate. This is
achieved through operant conditioning, usually via a program
interval reinforcement.
Once this baseline is obtained, the suppression procedure begins.
properly conditioned: an EC is administered to the organisms
consisting of a sound or a light, with a duration of 1 minute or a little more,
followed immediately by a brief electric shock in the animal's legs
(normally, through the floor grille of the box).
It is therefore an aversive procedure. When the animal receives the
electrical discharge (EI) presents a jump RI, followed by a period of
immobilization. The latter is a characteristic response of rodents when they are
scared or stressed. Naturally, while remaining still, they stop tightening the
lever (suppression of the previously established R).
After a certain number of trials, it is confirmed that the EC causes a
RC of immobilization, which leads to a temporary suppression of the response to the
lever (that is: the EC acquires the power to suppress the response that was being
regularly). The magnitude of this conditioned suppression provides the measure
of the learning obtained.
Ventajas y desventajas del condicionamiento clásico
The advantages of classical conditioning lie in the simple fact of facilitating the
learning process, since with the use of various techniques and
conditioning strategies lead to the development of increasingly advanced skills
proven to facilitate understanding through stimulus association and with this
the learning capacity of individuals increases considerably.
The disadvantages of classical conditioning are marked by the fact that
this conditioning has a feature called extinction of
conditioning, this stipulates that a conditioning weakens
gradually and disappears after a while when the neutral stimulus is
applied in the absence of the unconditioned stimulus. This tells us that for a
for conditioning to remain, it is necessary for the stimuli to continue.
gifts either permanently or gradually.
Ivan Petrovich Pavlov; Ryazan, present-day Russia, 1849 - Leningrad, now Saint
St. Petersburg, 1936, Russian physiologist. Son of an Orthodox priest, studied at
theology, which he abandoned to enter the University of St. Petersburg and
to study medicine and chemistry. Once he obtained his doctorate, he expanded his knowledge in
Germany, where he specialized in intestinal physiology and the circulatory system.
In 1890, he took a position as a professor of physiology at the Imperial Medical Academy.

John Broadus Watson. Greenville, EE UU, 1878-Nueva York, 1958. Psicólogo

American, founder of behaviorism. He moved to Chicago to study.
philosophy, attracted by Dewey and pragmatism, but soon began to become interested
for psychology. He obtained his doctorate in 1903 and began working as an assistant
instructor in animal psychology. In 1907 he joined the academic staff of the
Johns Hopkins University, where he would stay until 1920, and began his
studies on sensory processes in animals.
3.2. OPERANT CONDITIONING
It is called operant conditioning because the responses that imply
they can be seen as the subject's operations on the environment to ensure the
effort. Furthermore, instrumental conditioning is also referred to as
of Skinnerian conditioning, in recognition of the contributions of
American psychologist B.F. Skinner, who has dedicated much of his career
to the study of this type of learning.
The expression Operant Conditioning reflects the fact that the animal operates,
or act according to the natural environment or that of the laboratory, to produce a
effect. The produced effect will determine if the animal performs again a
answer, or if it will continue to behave as before.
Burrhus Frederic Skinner; Susquehanna, 1904 - Cambridge, USA, 1990.
American psychologist. He obtained a doctorate in psychology from the University
de Harvard en 1931, y continuó sus investigaciones en la misma universidad como
biological laboratory assistant with Professor Crozier; in 1936 he began to
working as a professor at the University of Minnesota, where he remained for nine
years.
Among the most famous experiments of Skinner, we can mention the training of
some pigeons to play ping pong, the so-called Skinner box, still today
used for animal conditioning or the design of an artificial environment
specifically designed for the early years of people's lives.
Operant conditioning is established in a certain way of
behavior is practiced by the individual and then is rewarded
whether for a prize or a surprise.
It also consists of reinforcing among several emitted behaviors.
spontaneously by the organism, a determined behavior, seeking that
increase the likelihood of its occurrence.
Operant responses are voluntary and appear spontaneously under the
total control of the human being, but they are influenced by the results.
THORNDIKE SKINNER
He also experimented with hungry cats locked in boxes.
An operant behavior is followed by pleasant outcomes for the learner,
It is possible for the act to occur more frequently, but if it is followed by situations
unpleasant, behavior will be diminished either by fear or dread.
Theory of Learning by Trial and Error
Thorndike's Laws:
a. Law of exercise (practice) the more you put it into practice the more you learn and
it will not be easily lost.
b. Law of preparation (disposition) to have the desire to learn something whether it is
easy or difficult and not giving up in the face of adversities.

c. The law of effect (reward/punishment) can be good in one way because

it helps to stimulate the desire to do it. But if it is punishment, it is not favorable because
it may decrease learning.
Another example is the Skinner box, where he experimented with pigeons or rats.
deprived of food. This technique is applied with birds confined in a box of
Skinner. The organism receives periodically an EC consisting of illumination.
from a key at head height, immediately followed by the
food administration through a feeder, located below the key.
After a series of pairings, the organism begins to show a RC.
consists of the fact that, when the key (EC) is illuminated, it approaches it and the
picks at. This happens even when the feeder is relatively far away from the
key. That is: the dove learns to consider the illuminated key as a sign
of the food (hence the name of the technique), and develops a CR towards it that
it is similar to the RI of eating.

A similar effect is obtained with rats by using a light situated in the

upper part or on the lid of the box, and the food: the organism develops a RC
of following the sign, consisting in this case of rising on the legs
rears, facing the ceiling.
 In the study of psychology, there are two types of conditioning that guide the
decisions and behavior of humans and animals. Conditioning
classical, discovered by Ivan Pavlov, and operant conditioning, discovered
by B. F. Skinner, modify and shape our behavior.
Stimulus, reward, and consequences are the variable factors that guide the
responses in different situations. Although they are closely
related, it is important to distinguish the differences between conditioning
classical and operant conditioning.
Central similarities of classical conditioning and operant conditioning:
The phenomenon of extinction, understood as the decline of thestrengthof
response caused by non-reinforcement or like the decay of a
respuesta condicionada, es común a los dos tipos de condicionamiento.
As observed in what has been studied so far, a response that has been
extinguished, regains its strength with rest.
In both types of conditioning, a characteristic is presented.
ofdiscriminationof the stimuli, whether the subject is reinforced to
respond to a stimulus, as if it is conditioned to produce a
conditioned response.

4. OBSERVATIONAL OR IMITATIVE LEARNING.

It is called modeling, imitation, vicarious, social learning. Behavior

imitated result restricted, in some way, by belonging to a species
(for being within the skill repertoire of the species. - The reinforcement seems
facilitate the learning of modeling.
The imitated behavior is learned because it has been observed, not because it has been
reinforced. Observational learning is about a social situation, that is,
of the effects that the behavior of a model has on the behavior of a
observer.
Definition: the acquisition of new behaviors by the observer
consequence of the observation of the model
Lo característico del aprendizaje observacional es que el observador, para
learn, it does not have to provide any response, as is the case in others
learning. The only essential mechanism is the association of behavior
of the model with sensory events that act as cues for the
subsequent execution by the observer.
The observation is open, hence the importance of providing models of behavior.
socially desirable and avoid the contemplation of undesirable. Conditions that
The factors that make imitative behavior possible are:

Consequences. The imitation of behavior depends on the consequences that

he/she has that behavior for the model.

Características del observador. Edad, sexo, nivel intelectual, características

emotional and personality traits.
Features of the model. Age, sex, social power, and socioeconomic status.
To improve the effects of observational learning in the classroom, some
Suggestions: The teacher should use stimulus control whenever possible.
(Being a model, respectful treatment, etc.). They must ensure that the students respond to
sufficiently varied stimuli. The consequences must be consistent. If
The teacher wants everyone to listen; he should not reinforce those who speak.

EFFECTS OF OBSERVATIONAL LEARNING

1.- Acquisition or modeling of new behaviors. The acquisition of behaviors
new observations from the observer as a result of the observation of the model.
Experiment of children observing aggressive behaviors.
2.- Inhibition and disinhibition. Inhibitory effects refer to the suppression of
a behavior due to vicarious experience indicating that it will be punished. The
inhibitory effects, on the contrary, refer to the performance, by the
observer, of a previously punished response as a consequence of
having observed it in the model. The observation of the model disinhibits and pushes to
to carry out what has been observed. Example: crossing the street in a prohibited area.

3.- Facilitation. It refers to the instigation or provocation of a response.

known but not punished. The observed behavior of the model serves as
discriminative stimulus that facilitates the behavior of observers.

Classical conditioning is the process by which an organism comes to associate two

stimuli that he cannot control that we will see in the content.
Operant conditioning is what allows the subject to associate the
behavior with the consequences it contains, whether good or bad.
Observational learning entails learning simply by
to observe what reality, society, and family offer. The person
acquire models, patterns from the family.
 Conclusions

Learning is one of thefunctionsmost important mental ones as already it

we mention, it is worth noting that not in all contexts is it learned from the
same way, that is to say a clear example would be teaching in school, whose
learning focuses on personal developmentvalues, principles), on the other hand
theuniversityIt is focused solely on professional training. In short, that's it.
whatever the type of learning, it will always be of vital importance because it
teaches us to recognize that we are capable of doing what we could not do before
learning to learn, and this is one of the most important activities that
we do.
Learning is the process by which a person acquires knowledge through
through their skills in front of the media presented to them, with characteristics
in behavioral and cognitive form.
In behavioral terms, they are according to the behaviors that are modified, for example.
when it is for the first time (we learn a language), Also with experience
when we practice something we want to learn, such as driving
bicycle and finally the cognitive one that corresponds to the age, is sequential and goes
with the prior growth.

The main contribution of the presented analysis consists of conditioning

Classic is very important as it intervenes in the subject. It can provoke
responses that are naturally acquired and it could be said that
this conditioning occurs automatically.
Operant conditioning is linked to behavior and the
consequences that can be incurred which would be punishment and reward. To motivate
for example, the child who works hard to study is promised a reward
So in our opinion it is good. But we have to take into account the
consequences that can result from the punishment that causes the decrease of the
learning.
In observational learning, the study provides a framework for
formulate and analyze problems in an organized way. From the organization that
allows that model to be corrected that the different concepts refer to
different sources of stimulus control rather than different processes
behavioral. This analysis would provide an integrated view of these
situations.
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