The Psychology of Learning -- A Video Textbook
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The Psychology of Learning -- A Video Textbook

It's a world full of "stimuli" and "responses". How do we make connections among them? How do we...learn?
3.6 (9 ratings)
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
315 students enrolled
Last updated 8/2016
English
Price: $75
30-Day Money-Back Guarantee
Includes:
  • 6.5 hours on-demand video
  • Full lifetime access
  • Access on mobile and TV
  • Certificate of Completion
What Will I Learn?
  • Provides a framework for understanding concepts, phenomena, and theories from the field of learning
  • Illustrates the field's key ideas using film clips and other popular media
  • Explains important topics rarely covered at length in Learning textbooks
View Curriculum
Description

You could see the world as nothing but randomly appearing stimuli (i.e., events you experience) and responses (i.e., your own behaviors), but you don't. How do you learn that one stimulus is associated with another (classical conditioning)? How do you learn that your own behavior can make something in your environment change (operant conditioning)? And how do classical and operant conditioning change the way you behave? As it turns out, these two forms of learning--and what they tell you about the predictability of your world--can change your behavior in surprising ways.

These videos are the ideal study tool for AP Psychology courses, CLEP Psychology test preparation, and any college-level Psychology of Learning course.

Take this Psychology of Learning course and discover how we learn.

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Who is the target audience?
  • Those taking (or preparing to take) courses in Introductory Psychology, Learning and Memory, or related topics
  • Anyone interested in a deeper understanding of classical conditioning (e.g., Pavlov's dogs) and operant conditioning (e.g., reinforcement and punishment)
  • People interested in learning more about why people do what they do
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Curriculum For This Course
51 Lectures
06:28:33
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What's Learning All About?
4 Lectures 01:05:18

What's "learning," and what's the field of learning all about?

Preview 15:49

A summary of the first lecture, focusing on a definition of learning and why it might not be what you'd expect it to be.

...and What's it Not?
10:20

To explain learning phenomena, we need theories. To test theories, we need experiments. Why?

Studying Learning: Within-Participants Experiments
19:55

Studying Learning: Between-Participants Experiments
19:14
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Simple Forms of Learning
4 Lectures 52:53

Briefly, another simple form of learning.

Sensitization
10:05

A relatively simple, non-associative form of learning.

Habituation
19:09

Why does lengthy or repeated exposure to a stimulus sometimes produce sensitization, and sometimes produce habituation?  And is that even the right question to ask?

Dual-Process Theory
12:25

How can the consequences of repeated exposure to a mild stimulus be explained?  There are numerous theories, but mostly they look like opponent-process theory.

Opponent-Process Theory
11:14
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Classical Conditioning Basics
8 Lectures 01:28:28

Slapping stimuli together is always classical conditioning, even when nothing spectacular (or even noticeable) happens.  But to study animals, it's convenient to slap certain stimuli together--ones that will produce clear, obvious behaviors.  This video will reinforce what you've probably already read about the basic Pavlovian procedure, and address a few common errors people make in thinking about Classical Conditioning.

An Introduction to Classical Conditioning
18:32

Classical conditioning comes up in real life in significant ways.

Real-Life Examples of Classical Conditioning
16:07

Is your I.S.I. too B.I.G.? There's a solution for that.

 

Contingency, Contiguity, and Filler Stimuli
15:08

By-Products of Classical Conditioning
16:36

Billions and billions of stimuli...one becomes a CS. Why? One answer is overshadowing.

 

Overshadowing
04:23

Suppression and facilitation can be used as measures of Pavlovian learning, and higher-order conditioning can extend the reach of classical conditioning into your life.

 

Suppression, Facilitation, Second-Order Conditioning
06:29

...and another reason is latent inhibition.

 

Latent Inhibition
03:49

...and if other stimuli are around that are already CSs? 

 

Blocking and Conditioned Inhibition
07:24
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Classical Conditioning Theories
10 Lectures 01:01:25
What is it about classical conditioning that needs explaining?


An Overview of Classical-Conditioning Theories
03:41

What sort of change can you expect from your CR as the result of the CS showing up?

 

An Overview of the Rescorla-Wagner Model
05:43

Well, not all the details; just three little things allow you to predict two little things (and to get a sense of how the model works). 
 

Details of the Rescorla-Wagner Model
11:24

The Rescorla-Wagner Model in action (so to speak).

Rescorla-Wagner Illustrations
09:29

Why do CRs sometimes mimic URs, but sometimes seem to compensate for URs?

 

Preparatory-Response Theory
09:50

 Mono. Bi. Mono. Bi. Mono. Bi. Mono. Bi. Mono. Bi. Mono. Bi. Decaf?

Sometimes-Opponent Process Theory
03:16

 What sort of association gets learned during classical conditioning?

An Overview of Stimulus-Substitution Theory
04:27

First-order associations?
 

Stimulus Substitution (First Order)
02:23

So,...if you eliminate the response to the US, the CS2 will...what?!

Stimulus Substitution (Higher Order)
05:36

 Substitutes. Signals. Substitutes. Signals. Substitutes. Signals. Substitutes. Signals. Substi...

Substitutes? Or Signals?
05:36
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Operant Conditioning Basics
10 Lectures 57:08
How does operant conditioning differ from classical conditioning?

 

Operant Conditioning vs. Classical Conditioning
02:58

E. L. Thorndike had a few ideas about what got learned during operant conditioning procedures. How was he right? How was he wrong?

 

E. L. Thorndike
04:51

Ouch. Smack-down.
 

B. F. Skinner's Three-Term Contingency
02:08

Looks pretty simple, but...

Operant Consequences
05:19

A few things to keep in mind as you sort out what's what with operant conditioning.

 

Fuzzy Stuff
04:32

"Well, I walked under a ladder and nothing bad happened, so...."

 

Superstitious Behavior
08:08

"Daddy, where do new behaviors come from?"

 

Shaping
07:21

Sometimes can be better than all the time.
 

Reinforcement Schedules
12:15

Maybe pigeons are smarter than they seem.

Probably not, but maybe.

The Post-Reinforcement Pause
03:34

Everybody s-t-r-e-t-c-h now!
 

Extinction, Spontaneous Recovery, and Resurgence
06:02
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Operant Conditioning Theories
15 Lectures 01:03:21

I know what feels good and I know what feels bad. Oh, wait a minute...no, I don't.
 

Why Theories Of Reinforcement?
04:08

Needs and arousal.
 

Physiological-ish Theories Of Reinforcement
03:43

Just the time, relatively speaking.

 

Premack 's Principle
04:23

Balance.
 

Equilibrium Theory
07:15

Why avoid something that doesn't happen (anymore)?

 

The Avoidance Paradox
04:29

Avoidance isn't avoidance.
 

Two-Factor Theory and the Safety-Signal Hypothesis
06:37

And they were looking so good.
 

Trouble in Two-Factor Town
02:05

Two hard.  One easy.  Questions?
 

One-Factor and Cognitive Theories
04:01

Well...nobody's perfect.
 

Generalization
05:27

Learning to get better.

 

Discrimination Training
05:35

Discriminating involves more than it might seem.

 

Transposition
01:39

What's going to happen?
 

The Intermediate-Size Problem
01:22

Theories of Discrimination
04:48

Prior learning influences current learning.

 

Behavioral Contrast
04:29

At the risk of repeating myself, prior learning influences current learning.
 

Transfer of Learning
03:20
About the Instructor
Dr. Don J. Sharpsteen
3.3 Average rating
120 Reviews
9,573 Students
4 Courses
Psychology professor, Missouri University of Science and Technology

Dr. Sharpsteen has been a professor of psychology for nearly 30 years, specializing in topics related to social psychology and personality. He's the author of REA's CLEP Introductory Psychology, a test preparation guide for introductory/general psychology courses.