1. Dr. Ramez. Bedwani

2.  Different methods of learning  Factors affecting learning

3. Dr. Maged R. Bedwani

4. Permanent ( دائم ) changes ( تغير ) in behavior that result from past experience ( خبرات سابقة )

10.  Classical conditioning  Operant conditioning

11. 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.

12.  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)

13. 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.

14. 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

15. Biological preparedness: Learning may be influenced by genetic tendencies eg. Pholra and conditioned taste aversion

16. Operant conditioning: Repeating behaviors with desirable consequences of stopping those with undesirable ones.

17.  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

18.  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.

19. 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

20. 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.

21. 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

22. 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.

23.  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

24.  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

25.  Cognitive map:  Latent learning:  Cognitive elements in classical conditioning  Insight learning  Observational learning (social learning modeling)

27. 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.

28. 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

29. 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

30. 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.

32. Assignment رحاب محمود شاكر محمدين رحمة مسعد عبد اللطيف رشاد ابراهيم رشاد رضوي محمد محمود ابراهيم رنا فتحي ابراهيم محمد Thinking and learning روزالين روابين يعقوب ريهام السيد فريج ريهام سامي كمال ريهام مصباح علي محمد زيد ليث نصيف Motivation in learning. سارة ربيع عسران سامح زكريا عباس سامر محمد احمد سعيد عبد اللطيف عبد الباري سلمي عبد الرحمن احمد Mental factors affecting learning