approaches to understand learning

Question 1

learning

Answer 1

a relatively permanent change in behaviour that occurs as a result of experience

Question 2

classical conditioning

Answer 2

a type of learning that occurs through repeated associations of two (or more) different stimuli

Question 3

phases of classical conditioning

Answer 3

before
NS produces no relevant response, UCS elicits USR

during
NS is repeatedly paired before the UCS to produce UCR

after
NS becomes CS; CS produces a CR which is usually similar to USR

Question 4

neutral stimulus (NS)

Answer 4

the stimulus that produces no significant response prior to conditioning

Question 5

unconditioned stimulus (UCS)

Answer 5

the stimulus that produces an unconscious response

Question 6

unconditioned response (UCR)

Answer 6

the response that occurs automatically when UCS is present

Question 7

conditioned stimulus (CS)

Answer 7

the stimulus (originally NS) that produces a conditioned response after being repeatedly paired with an unconditioned stimulus

Question 8

conditioned response (CR)

Answer 8

the learned response produced by the CS

Question 9

operant conditioning

Answer 9

a learning process whereby the consequences of behaviour determine the likelihood that it will be performed again in the future

Question 10

operant

Answer 10

any voluntary behaviour that acts on the environment

Question 11

phases of operant conditioning

Answer 11

antecedent
behaviour
consequence

example
a: sight of ping-pong ball on table
b: playing ping-pong
c: food reward for winning point

Question 12

antecedent

Answer 12

the stimulus or events that precedes and often elicits a particular behaviour
the condition that leads to certain behaviours

Question 13

behaviour

Answer 13

the voluntary action that occurs in the presence of the antecedent stimulus

Question 14

consequence

Answer 14

the outcome of the behaviour, which determines the likelihood it will occur again (functions as reinforcer or punishment)

Question 15

reinforcement

Answer 15

the process in which a stimulus increases the likelihood of a response that follows

Question 16

positive reinforcement

Answer 16

something desirable being given to increase the likelihood of the behaviour being repeated

getting money for chores

Question 17

negative reinforcement

Answer 17

something undesirable being taken away to increase the likelihood of behaviour being repeated

taking panadol for a headache

Question 18

punishment

Answer 18

decreases likelihood of behaviour
the process of delivering an unpleasant consequence or removing a pleasant consequence following a response

Question 19

positive punishment

Answer 19

addition of undesirable stimulus, decreasing the likelihood of behaviour reoccurring

getting a speeding ticket

Question 20

negative punishment

Answer 20

removal of desirable stimulus, decreasing the likelihood of behaviour reoccurring

teacher confiscating phone

Question 21

similarities of operant and classical conditioning

Answer 21

-both are behaviourist approaches to learning
-both have three phase processes
-both require several trials in order for learning to occur

Question 22

differences of operant and classical conditioning

Answer 22

-oc is active, cc is passive
-oc is voluntary and conscious, cc is involuntary and unconscious
-oc requires a consequence, cc doesn’t

Question 23

observational learning

Answer 23

a type of social learning that involves the acquisition of information, skills, or behaviours through watching the performance of others (can occur directly or indirectly (vicariously))

Question 24

sequential processes of observational learning

Answer 24

-attention
-retention
-reproduction
-motivation
-reinforcement

Question 25

attention

Answer 25

active attention of model and consequences they receive. more likely to imitate models who are:
perceived positively
has perceived similarities
model is familiar
model’s behaviour is visible
observer perceives themselves as being able to imitate behaviour

Question 26

retention

Answer 26

involves storing a mental representation of the behaviour that is observed

Question 27

reproduction

Answer 27

must have physical and mental ability to replicate behaviour

Question 28

motivation

Answer 28

must have desire to reproduce, can be intrinsic or extrinsic

Question 29

reinforcement (OL)

Answer 29

increases likelihood of copying behaviour
can be:
self reinforcement: internal factors to individuals (feeling proud)
external reinforcement: external factors to individual (receiving award)
vicarious reinforcement: reinforced by observing another person being reinforced for performing the same behaviour

Question 30

aboriginal and torres strait islander people’s approach to learning

Answer 30

-multimodal - variety of ways knowledge can be presented (8 ways of learning)

-Country - traditional lands of a certain cultural group, including both geographic boundaries and spiritual, emotional, and intellectual connections to and with it (systems of knowledge are patterned on Country)

-learning is developed by communities, rooted in relationships (everything is connected to each other)

Question 31

8 ways of aboriginal learning framework

Answer 31

-story-sharing: learning takes place through narrative and story-sharing
-learning maps: planning and visualising processes and knowledge
-non-verbal: sharing knowledge through non-verbal means eg dance, art
-symbols and images: learning through images, symbols, and metaphors
-non-linear: thinking out the square, taking knowledge from different viewpoints to build new understandings
-land links: learning and knowledge are inherently linked to nature, land, and country
-community links: connecting learning to local values, needs, and knowledge - learning is shared with others, used to meet needs of community
-deconstruct/reconstruct: breaking down a concept from whole to parts, then applying it. knowledge or skills are demonstrated, then a learner is guided through each part, and they engage by watching then doing