Approaches to understanding learning Chapter 4 Flashcards

1
Q

learning

A

a relatively permanent change in behaviour
-learning can be intentional or unintentional
-as a learner we can be active in the process or passive
-there are behaviours that are not taught: walking

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2
Q

behaviourist approaches to learning

A

theories that propose learning occurs by interacting with the external environment

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3
Q

Classical conditioning

A

a process of learning through the involuntary association between a neutral stimulus and an unconditioned stimulus that results in a conditioned response

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4
Q

how many stages in classical conditioning and what are they?

A
  1. before conditioning
  2. during conditioning
    3.after conditioning
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5
Q

Pavlov’s dogs

A

–Ivan Pavlov was a behaviourist in early 1900’s
–He discovered that he was able to condition his dogs to salivate at the sound of a bell
–Before conditioning: BELL (neutral stimulus) ⋙ No response
–During conditioning: BELL (neutral stimulus) + FOOD (unconditioned stimulus) ⋙ SALIVATE AT FOOD (unconditioned response)
–After Conditioning: BELL (conditioned stimulus) ⋙ SALIVATE AT BELL (conditioned response)

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6
Q

neutral stimulus

A

-bell
-a stimulus that produces no naturally occurring response

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7
Q

unconditioned stimulus

A

-food
-a stimulus that produces a naturally occurring response

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8
Q

unconditioned response

A

-salivate at food
-a naturally occurring response that occurs upon presentation of an unconditioned stimulus

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9
Q

conditioned stimulus

A

-bell when paired with food
-a stimulus that when repeatedly paired with an unconditioned stimulus, produces a conditioned response

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10
Q

conditioned response

A

-salivate at bell
-a learned response that occurs upon presentation of a conditioned stimulus

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11
Q

acquisition

A

involves the development of a conditioned response through the repeated association between the unconditioned stimulus and the neutral stimulus

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12
Q

extinction

A

the disappearance of a conditioned response, following a lack of a pairing of the unconditioned stimulus with the conditioned stimulus

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13
Q

spontaneous recovery

A

following extinction and a rest period the conditioned response reappears at the presentation of the conditioned stimulus

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13
Q

spontaneous recovery

A

following extinction and a rest period the conditioned response reappears at the presentation of the conditioned stimulus

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14
Q

stimulus generalisation

A

the tendency for a stimulus similar to the original conditioned stimulus to produce a response that is similar to the conditioned response

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14
Q

stimulus generalisation

A

the tendency for a stimulus similar to the original conditioned stimulus to produce a response that is similar to the conditioned response

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15
Q

stimulus discrimination

A

when an individual only elicits the conditioned response to the original conditioned stimulus–not to other similar stimuli

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16
Q

Operant conditioning

A

a learning process in which the likelihood of a particular behaviour occurring is determined by the consequences of the behaviour
-if the consequence is desirable, behaviour is likely to be repeated
-if the consequence is undesirable, behaviour is likely not to be repeated

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17
Q

antecedent

A

that which initiates stimulates or triggers behaviour

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18
Q

behaviour

A

aka operant response. This is where an individual acts upon their environment

19
Q

consequence

A

shapes or guides future behaviour

20
Q

positive reinforcement

A

give something good
e.g. getting a reward for doing homework

21
Q

positive punishment

A

give something bad
e.g. getting detention for not doing hw

22
Q

Negative punishment

A

the removal of something desirable
e.g. losing phone

23
negative reinforcement
the removal of something bad e.g. not having to do chores
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comparing classical and operant conditioning
-role of learner: cc: passive participant, op: active participant -nature of response: cc: involuntary response, op: voluntary response -timing of stimulus: cc: presented before response, op: presented after response
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social cognitive approaches to learning
theories that propose learning takes place in a social setting and involves various cognitive processes
26
Bandura and the bobo dolls
-1960s, albert bandura -he suggested that learning occurs in social settings and that behaviours can be learned by watching and imitating others -ages 3-6 years old -they watch an adult violently attack a bobo doll -when given a bobo doll the children imitate the aggressive behaviour
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observational learning
a process of learning that involves watching the behaviour of a model and the associated consequence of that behaviour
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model
the individual who is performing the behaviour that is being observed
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3 types of models
live model: a real life individual who is displaying the behaviour verbal model: a real-life individual who does not display the behaviour rather they explain it symbolic model: a real or fictional character who is displaying the behaviour in books, films, tv etc.
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5 stages of observational learning
attention ⋙ retention ⋙ reproduction ⋙ motivation ⋙ reinforcement
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attention
individuals actively focus on the model's behaviour and the consequences of the behaviour
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retention
individuals create a mental representation to remember the models demonstrated behaviour
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reproduction
individual must have the physical and mental capabilities to replicate the behaviour
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motivation
individuals must want to reproduce the behaviour
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reinforcement
individuals receive a positive consequence for the behaviour which makes them more likely to reproduce the behaviour again
36
systems of knowledge
knowledge and skills are based on interconnected social, physical, and spiritual understandings, and in turn, inform survival and contribute to a strong sense of identity
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multimodal
using a variety of methods
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8 ways of aboriginal learning framework
1. story sharing 2. learning maps 3. non-verbal 4. symbols and images 5. non-linear 6. land links 7. community links 8. deconstruct/ reconstruct
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story sharing
Learning takes place through narrative and story-sharing
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learning maps
Planning and visualising processes and knowledge
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non-verbal
Sharing knowledge through non-verbal means, including dance, art, and observation
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symbols and images
Learning through images, symbols, and metaphors
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land links
Learning and knowledge are inherently linked to nature, land, and Country
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non linear
Thinking outside the square and taking knowledge from different viewpoints in order to build new understandings
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deconstruct/ reconstruct
Breaking down a concept from whole to parts, and then applying it. Knowledge or skills are demonstrated (modelled), and then a learner is guided through each part in turn. Learners engage by watching and then doing.
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community links
Connecting learning to local values, needs, and knowledge. Learning does not occur in a vacuum, but rather is shared with others and used to meet the needs of the community
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