CH 4 Flashcards
What is learning?
Learning – the process of acquiring knowledge, skills, or behaviours through experience.
What are 3 characteristics of learning?
Characteristics of Learning:
o Relatively permanent.
o Intentional or unintentional.
o Active or passive.
What is the Behaviorist approaches to learning
Behaviorist approaches to learning – theories that propose learning occurs by interacting with the external environment
What is Classical Conditioning
Classical Conditioning – a process of learning through the involuntary association between a neutral stimulus and an unconditioned stimulus that results in a conditioned response. Ivan Pavlov, 1927 is most known for this experiment. The learner is passive.
What is Before conditioning
- Before conditioning – the first stage of classical conditioning, during which the neutral stimulus has no associations and therefore does not produce any significant response.
What is Neutral stimulus (NS)
Neutral stimulus (NS) - stimulus that produces no significant response prior to conditioning.
What is Unconditioned stimulus (UCS)
Unconditioned stimulus (UCS) - stimulus that produces an unconscious response.
What is Unconditioned response (UCR)
Unconditioned response (UCR) - naturally occurring behaviour in response to a stimulus.
What is during conditioning?
During conditioning – the second stage of classical conditioning, during which the neutral stimulus is repeatedly paired with the unconditioned stimulus, producing the unconditioned response.
What is after conditioning
After conditioning – the third stage of classical conditioning, during which the neutral stimulus becomes the conditioned stimulus, producing a conditioned response
What is Conditioned stimulus (CS)
Conditioned stimulus (CS) - stimulus (originally the neutral stimulus) that produces a conditioned response after being repeatedly paired with an unconditioned stimulus.
What is Conditioned response (CR)
Conditioned response (CR) - response that occurs involuntarily after the conditioned stimulus is presented.
Tips to remember:
Neutral & Conditioned Stimuli
Same stimulus
Tips to remember:
Unconditioned & Conditioned response
Both responses will be the same behaviour, but you must identify which stage the response is at and what is triggering the response.
Tips to remember:
Describing classical conditioning
Remember to describe the 5 elements(NS, CS, CR, UCR, UCR) in terms of their role in each stage.
What is Operant Conditioning
Operant conditioning - three-phase learning process that involves an antecedent, behaviour, and consequence, whereby the consequence of a behaviour determines the likelihood that it will reoccur. (Developed by B.F Skinner, 1948s). Acronym ABC for the stages.
What is Antecedent
Antecedent - the stimulus or event that precedes and often elicits a particular behaviour.
What is behaviour (in relation to operant conditioning)?
Behaviour (in relation to operant conditioning) - the voluntary actions that occur in the presence of the antecedent.
What is Consequences
Consequence - the outcome of the behaviour, which determines the likelihood that it will occur again.
What is reinforcement
Reinforcement – consequence that increases the likelihood of a behaviour reoccurring.
What is punishment
Punishment – consequence that decreases the likelihood of a behaviour reoccurring.
What is positive reinforcement
Positive reinforcement - the addition of a desirable stimulus, which in turn increases the likelihood of a behaviour reoccurring.
What is negative reinforcement
Negative reinforcement - the removal of an undesirable stimulus, which in turn increases the likelihood of a behaviour reoccurring.
What is positive punishment
Positive punishment - the addition of an undesirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring.
What is negative punishment
Negative punishment - the removal of a desirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring.
Factors influencing consequence effectiveness
Factors Influencing Consequence Effectiveness
- Order of presentation – reinforcement or punishment should always occur after the desired response (and it should be consistent).
- Timing – The punishment or reinforcement is most effective when given immediately after the response has occurred.
- Appropriateness – We need to take into account the personal characteristics of the individual and the individual situation when deciding whether the stimulus will act as a reinforcer or punishment for them personally.
Similarities between classical and operant conditioning.
Similarities:
* Behaviourist approaches to learning.
* Three phases of learning.
* Repetition is needed for learning to occur.
Differences between classical and operant conditioning.
Operant Conditioning:
- Active Learning.
- Voluntary Responses.
- Stimulus (consequence) presented after response
Classical Conditioning:
- Passive Learning.
- Involuntary Responses.
- Stimulus Presented before response.
What is the Social-cognitive approaches to learning
Social-cognitive approaches to learning - theories that propose learning takes place in a social setting and involves various cognitive processes.
What is a model ((in relation to observational learning)?
Model (in relation to observational learning) - the individual who is performing the behaviour that is being observed.
What is Live model
Live Model – A real-life individual who is displaying the behaviour.
What is Verbal model
Verbal Model – A real-life individual who does not display the behaviour, but rather explains it.
What is Symbolic model
Symbolic Model – A real or fictional character who is displaying the behaviour in books, films, TV shows, or through other media sources.
What is Observational learning/Social Learning/Vicarious Conditioning
Observational learning/Social Learning/Vicarious Conditioning/Modelling - a process of learning that involves watching the behaviour of a model and the associated consequence of that behaviour.
What is attention (in relation to observational learning)
Attention (in relation to observational learning) - the first stage of observational learning in which individuals actively focus on the model’s behaviour and the consequences of the behaviour.
list at least 2 factors from the model that influence attention
- Perceived positively.
- Liked
- Of high status (such as a celebrity)
- Similar to the learner
- Familiar to the learner
- Visible and stands out from others.
- Behaving in a way that the learner believes can be imitated.
What is Retention (in relation to observational learning)
Retention (in relation to observational learning) - the second stage of observational learning in which individuals create a mental representation to remember the model’s demonstrated behaviour.
- This information is stored in the individual’s memory and can be accessed later on.
What is Reproduction (in relation to observational learning)
- Reproduction (in relation to observational learning) - the third stage of observational learning in which the individual must have the physical and mental capabilities to replicate the behaviour.
o People lack control over mental and physical capabilities. Due to this some individuals are unable to complete the behaviour.
What is Motivation (in relation to observational learning)
- Motivation (in relation to observational learning) - the fourth stage of observational learning in which the individual must want to reproduce the behaviour. Motivation can be either intrinsic or extrinsic.
What are the two types of motivation (in relation to observational learning)
o Intrinsic motivations - occurs from within the individual.
o Extrinsic motivations - occurs from factors that are external to the individual.
What is Reinforcement (in relation to observational learning)
Reinforcement (in relation to observational learning) - the fifth stage of observational learning in which the individual receives a positive consequence for the behaviour which makes them more likely to reproduce the behaviour again in the future.
Types of Reinforcement
Types of Reinforcement:
o Self-reinforcement - the behaviour is reinforced through factors internal to the individual, such as feeling proud of themselves.
o External reinforcement - the behaviour is reinforced by factors external to the individual, such as receiving an award.
o Vicarious reinforcement - the behaviour is reinforced by observing the reinforcement of another person performing the same behaviour.
This can enhance the individual’s motivation and make them more likely to reproduce the behaviour again in the future, despite not being directly reinforced themselves.
Operant vs Observation Learning - list 1 similarity and 2 differences.
- The reinforcement of the behaviour shapes the learning in both theories.
- In operant conditioning the reinforcement changes our behaviour as a guide.
- In observational learning we watch someone else’s behaviour as a guide.
What is Systems of knowledge (in relation to First Nations approaches to learning)
Systems of knowledge (in relation to First Nations approaches to learning) - knowledge and skills that inform survival and contribute to a strong sense of identity.
List at least two systems of knowledge’s
o Developed by communities working together.
o Informed by culture including who can learn what and where.
o Consists of information for day-to-day living and information that is interconnected for survival.
o Informed by spiritual and ancestral knowledge.
o Created on Country.
What is Country (in relation to First Nations cultures)
traditional lands of a particular language or cultural group, including both geographical boundaries and the spiritual, emotional, and intellectual connections to and within it.
Define multimodal?
Multimodal - using a variety of methods.
The 8 Ways Framework
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, including dance, art, and observation.
Symbols and images – Learning through images, symbols, and metaphors.
o Land links – Learning and knowledge are inherently linked to nature, land, and Country.
o Non-linear – Thinking outside the square and taking knowledge from different viewpoints in order to build new understandings.
o 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.
o 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.
What is Learning Embedded in Relationships is Dependant On:
o Relationships between concepts.
o Relationships between learner and teacher.
o Relationships between individuals, families, and communities.
o Relationships between all of the above and Country
