Unit 5: Learning
and human Dr. Raikane Seretlo
memory June 2025
LEARNING
OUTCOMES
STUDENTS SHOULD BE ABLE TO:
- Definition of learning, relatively
permanent.
- Background to human learned
behaviour (Classification of
behaviors).
- Theories of learning.
- Types of learning.
- Other types of learning.
LEARNING
It is a relatively That results from With certain
In behaviour or
permanent or previous stimuli and
knowledge
enduring change experience responses.
RELATIVELY PERMANENT
Part of the definition means that learning can be considered to be a
somewhat long-lasting change in behaviour or knowledge that is the
result of experience.
It is aspect of learning refers to learning being associated with physical
changes in the brain.
BACKGROUND TO HUMAN LEARNED BEHAVIOUR
These are known as classification of behaviors
Reflexes: Inevitable & involuntary responses to stimuli that are controlled
by the nervous system.
Instincts: Inborn patterns of behavior elicited by environmental stimuli,
examples, during parenting behaviours of many species.
Learned behaviors: The type of behaviours that are consciously learned
from the environment.
THEORIES OF LEARNING
Theory Theorist Explanation
Humanistic Maslow & Rogers - Focus on the potential for individual growth in the learner.
- Belief that human beings can control their own destinies.
Behaviourist Watson & Skinner - Focus on observable behaviour.
- The environment plays a vital role in shaping learning and
behaviour.
- Contiguity and reinforcement are central to explaining the
learning process.
Cognitive Kohler & Piaget - Cognition or internal mental processes plays a vital role in
learning.
- Focus is more on the acquisition of knowledge.
Social Bandura - It consists of four core processes of learning: (Attention,
retention/memory, reproduction, & motivation)
TYPES OF LEARNING
Associative learning Classical conditioning Operant conditioning Other types of learning
Observational learning
Cognitive learning
Latent (hidden) learning
Learned helplessness
Insight learning
ASSOCIATIVE LEARNING
• Involves forming associations amongst various stimuli and
responses.
• Antecedents are the events that precede (come before) a response.
• Consequences are the effects that follow (come after) a response.
• Example:
A lecturer says, “There will be a surprise test tomorrow” (antecedent).
The student studies that night (response) and later gets a good mark
(consequence).
• The announcement triggered the behavior, and the result of studying reinforced
it.
CLASSICAL CONDITIONING
This was discovered by Ivan Pavlov
Mainly on salivating dogs
Involves on observable, measurable behaviour.
Several key elements must be present and experienced:
• Unconditional stimulus (US): Original, naturally occurring stimulus that ordinarily leads to an involuntary
response. Always get excited when hearing Lekompo or Amapiano or Maskandi
• Unconditional response (UR): Involuntary response to the unconditioned stimulus. Moves or dances
• Conditioned stimulus (CS): Previously neutral stimulus that begins to cause the same kind of involuntary
response when paired repeatedly with the US. They start playing or preffering Lekompo or Amapiano or
Maskandi
• Conditioned response (CR): Response that is given to the CS. They start dancing or moving before its
played
CLASSICAL CONDITIONING CONT.
Basic principles for classic conditioning to
occur:
• CS must come before the US
• CS and US must come very close together in time (less
than five seconds)
• CS must be paired with the US many times
• CS must be distinct from other competing stimuli
CLASSICAL CONDITIONING CONT.
Basic principles for classic conditioning:
• Stimulus generalization: Response to a stimulus that is similar to the
original CS
• Stimulus discrimination: Response to different stimuli in different ways
• Extinction: Presentation of the CS in the absence of the US leads to
reduction in the CR
• Spontaneous recovery: Reappearance of a previously extinguished CR
• Higher-order conditioning: Occurs when strong CS is paired with a new
neutral stimulus: new previously neutral stimulus becomes a second CS
EXAMPLES OF CLASSICAL CONDITIONING IN
EVERYDAY LIFE
Advertising: Links a naturally attractive unconditioned stimulus (such as an attractive person) to a neutral
stimulus (the product being sold) to make the product become a conditioned stimulus to elicit the conditioned
response of a pleasant emotional state
Phobias: An irrational fear of an object, event, or situation that warrants no logical fear
Addition: Stimuli associated with drug use often become conditioned stimuli for the effects of a drug
Aversions: Aversive learning involves associating a sensory cues (smell, taste, sound, or sight)
NEXT SESSION AFTER RECESS
Completion of Unit 5 (Operant conditioning)
Memory