Ulwahlulo lusetyenziswe kwikota elisetyenzisiweyo kunye nesimo sokusebenza. Kuquka ukukwazi ukwahlula phakathi kokuvuselela okufanayo kunye nesimo esifanayo. Kuzo zombini iimeko, kuthetha ukuphendula kuphela kwi-stimuli ethile, kwaye ungaphenduli kwabo bafana.
Ulwahlulo kwiClassical Conditioning
Kwiimeko zesigaba , ukucwaswa kukukwazi ukwahlula phakathi kwesimo esishukumisayo kunye nezinye izinto ezingabandakanywanga kunye nokuvuselelwa okungafunekiyo .
Ngokomzekelo, ukuba i-tone yentsimbi yayiyi-stimulus engqinelanayo, ukucalulwa kubandakanya ukukwazi ukuchazela umahluko phakathi kwesandi sentsimbi kunye nezinye izandi ezifanayo.
I-classical conditioning isebenza kanje: I-stimulus yangaphathi hlangothi, njengesandi, idibene ne-stimulated (UCS) engavumelekanga. Ukuvuselelwa okungekho nto kubonisa into eyenza ngokuzenzekelayo kwaye ngokuzenzekelayo ibangela impendulo. Ngokomzekelo, ukuvumba kokutya kukuvuselela okungafunekiyo, ngelixa ukuxhamla kwivumba kuyinto impendulo engavumelekanga. Emva kokuba iqumrhu lenziwe phakathi kwe-stimulus yangaphathi hlangothi, ngoku eyaziwa ngokuba yi-stimulus (CS), kunye neempendulo ezingavumelekanga, i-CS inokuvusa impendulo efanayo, ngoku eyaziwa ngokuba yimpendulo efanayo, nangona i-UCS ingekho.
Kuvavanyo luka-Ivan Pavlov lweklasi, isandi senzondo (ukungathintwa kwamathandabuzo okwakubonwe ngumzimba) kwakunokubambisana ngokuphindaphindiweyo kokutya (ukungakhutshwanga okungekho emthethweni), okwenzeka ngokuzenzekelayo kwaye ngokuzenzekelayo kukhokelela kwimpendulo engummangaliso (impendulo engavumelekanga).
Ekugqibeleni, izinja zaziza kuphendulwa kwisandi sethoni yedwa (impendulo ehambelana nesimo esifanelekileyo). Ngoku, cinga ukuba uPavlov uvelise isandi esahlukileyo kuvavanyo. Esikhundleni sokubonisa isandi seetoni, ake sicinge ukuba wayevuthela icilongo. Yintoni eya kwenzeka?
Ukuba iinja azizange zidibanise ngokuphendula isandi sexilongo, kuthetha ukuba banako ukubandlulula phakathi kwesandi seetoni kunye nesimo esifanayo. Akunjalo nje nayiphi na isandi esiza kuvelisa impendulo enemeko. Ngenxa yokuchaswa kwentshukumo, isandi esicacileyo kuphela siya kubakho kwisiphumo esifanelekileyo.
Olunye uvavanyo olwaziwayo kwiimeko zesigcawu, abaphandi babebambisa ukunambitheka kwenyama (ukukhushulwa okungaxhaswanga) kunye nombuthano (ukukhuthazwa okumiselweyo), kunye neenja zifunde ukukhawuleza ekuphenduleni ukuboniswa kwesangqa. Nangona kunjalo, abaphandi bafumanisa ukuba izinja ziya kuzinza xa zibona i-ellipse, ifom ye-oval. Ngokuhamba kwexesha, njengoko izinja zafumana iimvavanyo ezingaphezulu nangaphezulu apho zingakhange zibone ukunambitheka kwenyama xa zibona i-ellipse, ekugqibeleni zakwazi ukubandlulula phakathi kwezi zimbini ezifanayo. Baya kugxeka ngokuphendula kwisangqa, kodwa kungekhona xa bebona i-ellipse.
Ulwahlulo kwiSimo sokuSebenza
Kwimeko yokusebenza , ukucwaswa kubhekisela ekuphenduleni kuphela ukukhuthazwa kobandlululo kwaye kungabikho kwisimo esifanayo. Ngokomzekelo, cinga ukuba uqeqeshe inja yakho ukuba igxume emoyeni nanini na xa uthi umyalelo othi, "Hamba!" Kule meko, ukucwaswa kubhekisela kumandla akho enja yokuhlukanisa phakathi komyalelo wokuxuma kunye nemiyalelo efanayo efana nokuhlala, ukuhlala, okanye ukuthetha.
Ukunyuswa kobuthathaka kunye neStimulus Generalization
Ukuxhatshazwa kwentlupheko kunokungafani neemeko ezifanayo ezibizwa ngokuba yi- stimulus generalization . Ngokomgangatho wesimo somzekelo, umzekelo, ukuveliswa kwezinto eziqhelekileyo kuya kubandakanya ukungakwazi ukwahlula phakathi kwesimo esifanelekileyo kunye nezinye izinto ezifanayo. Kwinto eyaziwayo ye- Little Albert , inkwenkwana yayifakwe kwisimo sokutya isambatho esimhlophe, kodwa yabonisa ukwesaba xa kuchazwa izinto ezifanayo ezimhlophe, ezinomlilo.
> Imithombo:
> Shenger-Krestovnikova NR. Iminikelo kwi-Physiology ye-Differentiation ye-Visual Stimuli, kunye nokuQiniswa koMda woLubhahlulo yi-Visual Analyzer yeNja. I-Bulletin yeZiko leLesgaft, iii. 1921.
> Watson JB, uRayner R. Waziphendulela ngokomzwelo. Ku: I-CD eyi-Green, ed. Iiklasiki kwi-History of Psychology. Umbhalo weNzululwazi yengqondo . 1920; 3 (1): 1-14.