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BF - Kqu Learning: Ironne Jayasekara Training Officer National Institute of Social Development

The document discusses different types of learning including classical conditioning, operant conditioning, and social learning. It describes experiments conducted by Pavlov on classical conditioning and Skinner on operant conditioning. It also explains how cognitive learning and social learning involve observing and imitating the behaviors of others.

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72 views

BF - Kqu Learning: Ironne Jayasekara Training Officer National Institute of Social Development

The document discusses different types of learning including classical conditioning, operant conditioning, and social learning. It describes experiments conducted by Pavlov on classical conditioning and Skinner on operant conditioning. It also explains how cognitive learning and social learning involve observing and imitating the behaviors of others.

Uploaded by

prasad_iron2924
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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bf.

kqu
Learning

Ironne jayasekara
Training Officer
National Institute of Social
Development
fuu mrsÉfPaofhka wms n,dfmdfrd;a;= fjkafka(

bf.kSfï iajNdjh iy ld¾hhka wjfndaO lr.ekSu

bf.kSfï úúO wdldr wjfndaO lr.ekSu

bf.kSu, usksiqkag ;u iudcfha wfkl=;a idudcslhka iuÕ iycSjkfhka cSj;a

jSug Woõjkafka flfiaoehs wjfndaO lr.ekSu


ye|skaúu
iEu cSúfhlau ;u cSjs; ld,h mqrdu bf.kSu lrhs. ñksiqka iy i;=ka hk foj¾.hgu
bf.kSfï yelshdj ;sfnkjd. flfia jqj;a hï if;l=f.a cSj úoHd;aul iajNdjh iy cSj;ajk
mrsirh wkqj bf.kSfï yelshdj fjkia fjkjd.
WodyrK jYfhka

wfkla iuyr i;a;aj j¾. j,g fjkiaj l=re,a,ka l+vq iEoSug bf.k .kS. iEu i;a;aj j¾.hlgu bf.kSfï
yelshdj we;;a ñksiqkag iqõfYaIS jQ bf.kSfï yelshdjla we;. ñksiqka W;am;a;sfha isgu
ukdj jHQy.;,iudch ms<s.;a iy w¾:hla we;s NdIdjlska ikaksfõokh lsrSug bf.k .kS.
bf.kSu (Learning)
ufkdaúoHd{hka bf.kSug õõO ks¾jpk fohs.
bf.kSu hkq idfmalaI jYfhka w;aoelSï ;=<ska p¾hdjkaf.a we;sjk ia:sr
fjkihs. (Learning is relatively a permanent change in behaviour brought about by experience.)
bf.k .kakd w;r wms wmf.a jgmsgdj f;areï .kakd wdldrh, wmfj; ,efnk W;af;acl w¾: olajk wdldrh, iy
wmf.a yeisrSu iy wfkHdkH ls%hdldrS;ajh fjkia lr .kS.
iïNdjH ;;ajdfrdamKh (Classical Conditioning)

reishdkq ufkdaúoHd{hl= jQ Ivan Pavlov iïNdjH ;;ajdfrdamK

(Classical Conditioning)kHdh bosrsm;a lf<ah. iïNdjH ;;ajdfrdamKh

hkq WodiSk W;af;aclhla (neutral stimulus), iajNdúlju hï

m%;spdrhla f.k tk W;af;aclhla iuÕ tla úfuka tu m%;spdrhu f.k fok

bf.kSï wdldrhls.
iïNdjH ;;ajdfrdamKfha ;;ajdfrdams; fkdjk iy ;;ajdfrdams; W;af;acl iy
m%;spdr jkafka:

;;ajdfrdams; fkdjk W;af;acl: wdydr ,nd oSu

;;ajdfrdams; fkdjk m%;spdr: wdydr ,nd fok úg n,a,d fl< ye,Su

;;ajdfrdams; W;af;acl: iSkqj kdo lsrSu

;;ajdfrdams; m%;spdr: iSkqj kdo lrk jsg n,a,d fl< y,hs


iïNdjH ;;ajdfrdamKh (Classical Conditioning)
wmf.a fndfyda p¾hdjka yev.eiS we;af;a W;af;acl

hq.aukh ùfuka nj idOdrK jYfhka mejish yelsh. WodyrK

jYfhka iuyr Yío iy isÿùï wmf.a is;a ;=< ioygu /|S ;sfnk w;r

tAjd kej; isÿjk úg ;on, Ñ;a;fõ. we;sfõ. ÿr wE;l isgsk ;udg

wdorh lrk flfkla ÿka ;E.a.la olsk jsg Tyq / weh .ek

Ñ;a;fõ.d;aulj is;Sug wm fm<fUhs. fuhska fmkS hkafka

wm iïNdjH f,i ;;ajdfrdams; njhs.


ls%hdldrS ;;ajdfrdamKh (Operant Conditioning)
iïNdjH ;;ajdfrdamKhg b;d iudk ;j;a bf.kSï wdldrhls B. F. Skinner

jsiska bosrsm;a lrk ,o ls%hdldrS ;;ajdfrdamKh. fuu kHdhfhka

lshfjkafka cSúhl= iy mrsirh w;r iïnkaO;djla we;s njhs.

fjk;a jpkj,ska lshkjd kï hï mrsirhla ;=< cSjsfhla ls%hdlrkafka flfiao hkak fuu

kHdh f;areï lrhs. tuksid ‘ls%hdldrS’ (operant) hk fhÿfuka woyia jkafka cSúfhla

hï mrsirhla ;=< ls%hdlrk wdldrh fyda hï mrsirhlg m%;spdr olajk wdldrhhs.


ls%hdldrS ;;ajdfrdamKh (Operant
Conditioning)
Operant Conditioning - Experiment
A cat was placed in a box with only one way out.
At the beginning the cat would wander around the box exploring the
environment in a relatively random fashion.
At some point by chance the cat manages to get out of the box.
At first, the cat does not know how to get out but soon it learns how
to get out of the box.
ls%hdldrS ;;ajdfrdamKh ms<sn| iïNdjH wOHhkfhaoS
tla me;a;lska muKla t,shg taug yels fmÜgshla we;=<g mQfila oeuqjd.

uq,oS mQid fkdie<ls,su;a f,i fmÜgsh we;=f,a mrsirh .fõYkh lruska ;ekska ;ek wejsoaod.

tla ;ekloS mQid wyïfUka fmÜgsfhka t<shg wdjd.

uq,a wjia:dfõoS mQid fmÜgsfhka t<shg tk wdldrh fkdoek isgsh;a hï wjia:djloS fmÜgsfhka t<shg tk
wdldrh W! bf.k .;a;d. fmÜgsfhka msg; we;s ksoyi iajNdjfhkau mQidg fmÜgsfhka t<shg taug Yla;sh ,nd
fokjd. tu W;aidyfhaoS W! t<shg tkakg ud¾.hla fidhd .kakjd.

mQid fmÜgsh ;=< ;nk jdr .Kk jevs fjkjd;a iuÕu W! t;kska mek hk fõ.h;a jevs jqKd. iajNdjsl ixjsmdl (natural
consequences) ;=<ska mQid fmÜgsfhka ksoyia jkafka flfiaoehs bf.k .;a;d.
wms wmf.a w;aoelSï kej; isysm;a lrkjd. hï wjia:djloS wm w;ska jrola isÿjqjfyd;a fyda wm jvd fyd|

wdldrhlg ls%hd lf<d;a tu wjia:dj kej; we;s jQ jsg wm yeu úgu w;S;fhaoS ls%hd l< wdldrh u;la fldg thg

wkql+,j ls%hd lrkjd (Feldman, 2002).


(Cognitive Learning)
ish¿u bf.kSï j¾. iïNdjH iy ls%hdldrS ;;ajdfrdamKh ksid isÿjkafka ke;. usksiqkaf.a is;=js,s
yd u;lhka, iy Tjqka f;dr;=re ilialr.kakd wdldrh Tjqkaf.a m%;spdrj,g fya;=jk by, ;,fha
ls%hdoduhka we;eï bf.kSï j¾.j,g iïnkaO fõ. fuu oelau, ndysr W;af;acl, m%;spdr iy
osrs.ekajSïj,g is; fhduq lrkjdg jvd bf.kSu w;r;=r isÿjk woDYHudk udkisl ls%hdj,sh fj;
wjOdkh fhduq lrhs.
m%cdkk m%fõYh (Cognitive Approach) wkqu; lrk ufkdajsoHd{hka ;¾l lrkafka usksiqka Tjqkaf.a is;=js,s

oduhka (thought processes) iy m%cdkkhka (cognitions) ;=<ska bf.k .kakd njhs. jsfYaIfhkau usksiqka

;=< bf.kSu isÿjkafka W;af;acl- m%;spdr iïnkaO;djka wkqj hhs ;¾l lsrSu m%udKj;a ke;ehs Tjqka m%ldY

l<d. bf.k .kakd mqoa.,hd, bf.kSfï wjia:djloS we;sjk jsjsO isÿjSï ms<sn| f;dr;=re .nvd lruska iy ixjsOdkh

lruska u;lh ;=< m%cdkk wdlD;shla (cognitive structure) ilia lr.kakd nj Tjqka fhdackd l<d (Hilgard, et al.,

1975).

WodyrKhla jYfhka tla;rd ix.S; NdKavhla jdokh lsrSug bf.k .kakd mqoa.,hka .ek i<ld n,kak. Tjqka bf.k

.kafka m%cdkkh ;=<ska. Tjqka NdKavh w,a,d .kakd wdldrh iy tu NdKavfha jsjsO ld¾hhka bf.k .kakjd.

Tjqka mqyqKq fjuska iy jroaouska fiuska bf.k .kakjd.


iudc bf.kqu (Social Learning)
ñksiqka wka whf.a ls%hdjka ksrSlaIKh lsrSfuka bf.k .kakjd. Tfukau mqoa.,hka ;uka wjg isÿjk isÿùï
ksrSlaIKh lsrSfukao bf.k .kakjd.

wdo¾Ylh (model) iudc bf.kqfï m%Odku ixl,amhls. iudc bf.kqï kHdhfhaoS wka wh ksrSlaIKh lrk
wdldrfha yeisrSï fmkakqï lrk ´kEu flfkla wdo¾Ylhla (model) f,i ye|skafjhs.
ksrSlaIKh (observation) iy wkqlrKho (imitation) iudc
bf.kkSfïoS b;d jeo.;a fõ.

usksiqka wka whf.a yeisrSï ksrSlaIKh lruska tajd wkqlrKh


lrhs. yqfola wka whf.a yeisrSï ksrSlaIKh lsrSfuka bf.kSu
isÿjsh yels jqj;a, osrs.ekaùu (reinforcement) iudc bf.kSfï
jeo.;a w;sf¾lhla úh yelsh.
Albert Bandura 1965 oS mrSlaIKhla isÿ lf<ah.

tla wjia:djloS Tyq, wdl%uKYS,S jSu ksid nSu iy rilejs,s j,ska ix.%y ,nk wdo¾Ylhla YsIHhhka lKavdhulg

fmkakqjd.

;j;a wjia:djloS fjk;a <uqka lKavdhula tu wdo¾Ylhu wdl%uKYS,S jSu ksid neKqï wikq n,d isgshd.

mrSlaIKh wjidkfhaoS <uqkaf.a yeisrSu ;SrKh lsrSug wdo¾Ylfha yeisrSu b;d jeo.;a jk nj Tyq f;areï .;a;d.

wdl%uKYS,Sùu ksid nSu iy rilejs,s j,ska ix.%y ,enQ wdo¾Ylh foi n,d isgs <uqka jvd;a wdl%uKYS,S jqKd.

wdl%uKYS,Sùu ksid neKqï wik wdo¾Ylh foi n,d isgs <uqka tu yeisrSu wkqlrKh lf<a b;d l,d;=rlsks. iudc

bf.kSu i|yd osrs.ekaùu jeo.;a nj fuu mrSlaIKh fmkajd fohs.


iudc bf.kqu (Social Learning)
Cognitive Learning m%cdkk bf.kqu
m%cdkk m%fõYh (Cognitive Approach) wkqu; lrk ufkdajsoHd{hka
;¾l lrkafka usksiqka Tjqkaf.a is;=ú,s oduhka (thought processes) iy
m%cdkkhka (cognitions) ;=<ska bf.k .kakd njhs.

WodyrKhla jYfhka tla;rd ix.S; NdKavhla jdokh lsrSug bf.k .kakd

mqoa.,hka .ek i<ld n,kak. Tjqka bf.k .kafka m%cdkkh ;=<ska. Tjqka

NdKavh w,a,d .kakd wdldrh iy tu NdKavfha jsjsO ld¾hhka bf.k .kakjd.

Tjqka mqyqKq fjuska iy jroaouska fiuska bf.k .kakjd.


i s; d ne, S
u g l r eK q

usksidf.a meje;aug bf.kSu jeo.;a jkafka wehs?

ÿï mdkh iy u;ameka mdkh jeks we;eï yeisrSï rgd meyeos,s lsrSug

ls%hdldrS ;;ajdfrdamKh Ndjs; l< yelafla flfiao?

Tn iïNdjH ;;ajdfrdamKh meyeos,s lrkafka flfiao?


ps;%mg ksIamdolhska iy oekajSï m%pdrlhska jsiska iïNdjH ;;ajdfrdamKh Ndjs;d lrkjd

hkakg Tn tlÕ jkjdo?

ls%hdldrS ;;ajdfrdamKh hkq l=ulao?

lKavdhï yeisrSïj,g iudc bfkqu w;HdjYH jkafka wehs?

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