• Unit 9: Learning and Thinking :, Study notes of Logic

Download • Unit 9: Learning and Thinking : and more Study notes Logic in PDF only on Docsity!

University of Babylon/ College of Nursing

- Unit 9 : Learning and Thinking :

**At the end of this lecture, learners will be able to:

1. Describe how Classical conditioning is used to change animal and human behavior.
2. Describe an briefly compare between Operant conditioning and classical conditioning.
3. Define the term learning.
4. Identify the key elements of classical conditioning as demonstrated in Pavlov’s classic experiment.
5. Define the term thinking.
6. Describe the types of thinking and levels of thinking according to Blooms Taxonomy.**

o Learning: the process of acquiring through experience new

information or behaviors.

o Associative learning: learning that certain events occur together. The

events may be two stimuli (as in classical conditioning) or a response

and its consequences (as in operant conditioning).

o Stimulus: any event or situation that evokes a response.

o Respondent behavior: behavior that occurs as an automatic response

to some stimulus.

o Operant behavior: behavior that operates on the environment,

producing consequences.

❑ UNCONDITIONED Stimulus The original, naturally occurring stimulus is called the unconditioned stimulus (UCS). The term unconditioned means “unlearned.” This is the stimulus that ordinarily leads to the involuntary response. ❑ UNCONDITIONED Response The automatic and involuntary response to the unconditioned stimulus. ❑ CONDITIONED stimulus Pavlov determined that almost any kind of stimulus could become associated with the unconditioned stimulus (UCS). In his original study, the sight of the food dish itself became a stimulus for salivation before the food was given to the dogs. Every time they got food (to which they automatically salivated), they saw the dish. At this point, the dish was a neutral stimulus (NS) because it had no effect on salivation.

• Apply classical conditioning to examples of

phobias, taste, and drug dependency.

1. Analytical thinking – refers to the ability to separate a whole into its basic parts in order to examine the parts and their relationships. It involves thinking in a logical, step-by-step manner to break down a larger system of information into its parts. 2. Critical thinking – refers to the ability to exercise careful evaluation or judgment in order to determine the authenticity, accuracy, worth, validity, or value of something. In addition to precise, objective analysis, critical thinking involves synthesis, evaluation, reflection, and reconstruction.

3. Concrete thinking – refers to the ability to comprehend and apply factual knowledge. It is about thinking of objects or ideas as specific items, rather than as a theoretical representation of a more general concept. 4. Abstract thinking – refers to the ability to use concepts to make and understand generalizations then relating or connecting them to others items, events, or experiences.

7. Sequential (linear) thinking – refers to the ability to process information in an orderly prescribed manner. It involves a step-by-step progression where a response to a step must be obtained before another step is taken. 8. Holistic (nonlinear) thinking – refers to the ability to see the big picture and recognize the interconnectedness of various components that form the larger system.

4. Analyzing: break down, characterize, classify, compare, contrast,

debate, deduce, diagram, differentiate, discriminate and examine.

5. Evaluating: Appraise, argue, assess, beta test, choose, collaborate,

conclude, critique, decide, defend, evaluate, judge, justify, predict,

prioritize, prove and support.

6. Creating: Adapt, animate, combine, compose, construct, create,

design, develop, devise, film, formulate, integrate, invent, make, model,

modify, organize, perform, plan, produce and program.