أثر النظريات السلوكية في التعلم : نظرية ايفان بافلوف في الفعل المنعكس الشرطي نموذجا

المؤلف

بحيص، جمال محمد حسن

المصدر

مجلة جامعة ابن رشد في هولندا

العدد

المجلد 2020، العدد 41 (31 ديسمبر/كانون الأول 2020)، ص ص. 258-271، 14ص.

الناشر

جامعة ابن رشد في هولندا

تاريخ النشر

2020-12-31

دولة النشر

هولندا

عدد الصفحات

14

التخصصات الرئيسية

علم الاجتماع و الأنثروبولوجيا و الخدمة الاجتماعية

الملخص EN

Pavlov's theory is aimed at classical etiquette, which is based mainly on the conditional correlation process, which says that any neutral environmental stimulant can gain the ability to influence the body's natural and psychological functions if accompanied by another stimulus that would actually provoke another natural or conditional reflex response.

This may be intentional or accidental, and this theory aims at improving the learning process through an exciting and responsive and whenever the stimulus is strong the response is strong and the learning process occurs.

The learner behavior consists of groups or organizations of small units and each unit consists of a sexy Is linked to a response and these units are related to some to be a particular organization and it is customary and interrelated theories require that they be confirmed in these previous commitments.

And vary among themselves in the circumstances that lead to these linkages and in their confirmation of certain processes which each theory considers important and the occurrence of this correlation.

Results of Pavlov's experience: 1-The requirement is made quickly when the difference in time between the bell and the natural stimulant is short (ie, about a second or two).

2-In order for the conditional association to be formed, it is necessary to delay food delivery for some time to give the chance for the police response to appear.

3-The link that the conditional link is made very difficult if followed by the exciting natural stimulant, even if the difference between them a fraction of the second and if this happens, it is called repeated strings.

4-Conditional response of the conditional promoter is increased by increasing the number of accompaniment of the natural stimulant.

-5-A dog that is a conditional response to the sound of the bell (an acoustic condition) is easily formed for another male, such as a particular light (a visual policeman) or a certain smell.

6-The relationship between an acquired police act and a new one can be established provided that the act we begin is strong and consistent.

In this case, the conditional link is called the second-order conditional correlation and is a second-order conditional response and the steps of its composition (6) according to the table.

7-The direct sequence of time between the conditional and natural stimuli and the natural response is the factors affecting the force of conditional response

نمط استشهاد جمعية علماء النفس الأمريكية (APA)

بحيص، جمال محمد حسن. 2020. أثر النظريات السلوكية في التعلم : نظرية ايفان بافلوف في الفعل المنعكس الشرطي نموذجا. مجلة جامعة ابن رشد في هولندا،مج. 2020، ع. 41، ص ص. 258-271.
https://search.emarefa.net/detail/BIM-1081531

نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)

بحيص، جمال محمد حسن. أثر النظريات السلوكية في التعلم : نظرية ايفان بافلوف في الفعل المنعكس الشرطي نموذجا. مجلة جامعة ابن رشد في هولندا ع. 41 (كانون الأول 2020)، ص ص. 258-271.
https://search.emarefa.net/detail/BIM-1081531

نمط استشهاد الجمعية الطبية الأمريكية (AMA)

بحيص، جمال محمد حسن. أثر النظريات السلوكية في التعلم : نظرية ايفان بافلوف في الفعل المنعكس الشرطي نموذجا. مجلة جامعة ابن رشد في هولندا. 2020. مج. 2020، ع. 41، ص ص. 258-271.
https://search.emarefa.net/detail/BIM-1081531

نوع البيانات

مقالات

لغة النص

العربية

الملاحظات

يتضمن مراجع ببليوجرافية : ص. 271

رقم السجل

BIM-1081531