Classical and operant conditioning Flashcards
what is learning
the process of acquiring knowledge, skills or behaviours through experience, learning can be unintentional or intentional and a learner can be active or passive
what are the three approaches to learning
behaviourist approaches, social-cognitive approaches, and approaches to learning which situate the learner in a system
behaviourist approaches to learning
theories which propose learning occurs by interacting with the external environment
what are THE behaviourist approaches to learning
classical conditioning (CC) and operant conditioning (OC)
social-cognitive approaches to learning
theories that propose learning takes place in social settings and involves various cognitive processes
what is THE social-cognitive approach to learning
observational learning
approaches to learning which situate the learner in a system
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
what is THE approach to learning which situate the learner in a system
aboriginal and torres strait islander ways of knowing
classical conditioning (CC)
a process of learning through the involuntary associations between a neutral stimulus and an unconditioned stimulus that results in a conditioned response
conditioning
the process of learning associations between a stimulus in the environment and a behavioural response
pavlovs experiments
first person to describe classical conditioning. found that salivation occured when food was placed in dogs mouths. Pavlov repeatedly paired a vel with the food, ranging the bell as he was feeding the dogs. after repeating this pairing he found the dogs salivated when the bell rang and there was no food present
what are the three phases of classical conditioning
phase 1 = before conditioning (before learning), phase 2 = during conditing (the acquisition phase), phase 3 = after conditing (test phase)
before conditing
present the unconditioned stimulus and neutral stimulus seperatley to make sure the unconditioned stimulus elicits an automatic response and the neutral stimulus elecits no response
during conditioning
present the neutral stimulus repeatedly prior to the unconditioned stimulus to form an association between the two stimuli
after conditioning
when the neutral stimulus is presented alone and a response still occurs, learning has taken place. the neutral stimulus has now become the conditioned stimulus which produces a conditioned response
NS
neutral stimulus, the stimulus that produces no significant response prior to conditioning (due to having no associations) “something that means nothing”
UCS
unconditioned stimulus, the stimulus that produces an unconcious response,
UCR
unconditioned response, a naturally occuring behaviour in response to a stimulus
CS
conditioned stimulus, originally the NS that produces a conditioned response after being repeatedly paired with a UCS
CR
the response which occurs involuntarily after the conditioned stimulus is presented
operant conditioning
suggests that behaviour is influenced by direct and observable environmental consequences for behaviour. where the learner is active as the behaviour is conciously changed or maintained in response to a consequence, a three phase process that involves an antecedent, behaviour and consequence
skinner and operant conditioning
skinner created a device called the operant chamber. test animals such as rats and pidegeons were not exposed to the external environment and could be controlled by the internal environment alone. skinner found that the consequence of an animals behaviour (such as an electric shock/food) would influence the liklihood that the behviour would be repeated
antecedent
the stimulus or event that precedes and often elicits a particular behaviour
behaviour
the voluntary actions that occur in the presence of the antecedent
consequence
the outcome of the behaviour which determines the liklihood that it will occur again
antecedent aka
discimitative stimulus
behaviour aka operant conditioning
response
what are the two types of consequences in operant conditioning
reinforcement and punishment
reinforcement
a consequence that increases the liklihood of a behaviour reoccuring
punishment
a consequence that decreases the liklihood of a behaviour reoccuring
what are the two types of reinforcement
positive reienforcement and negatuve reinforcement
what are the two types of punishment
positive lunishment and negative punishment
positive reinforcement
the addition of a desirbale stimulus which increases the liklihood of a behaviour reoccuring
negative reinforcement
the removal of an undesirable consequence which increases the liklihood of a behaviour occuring
positive punishment
the addition of an undesirable stimulus which decreases the liklihood of a behaviour occuring
negative punishment
the removal of a desirable stimulus which decreases the likelihood of a behaviour reoccuring
positive
something is added
negative
something is removed
similarities of classical and operant conditioning
both are behaviourist approaches to learning, both are three phase processes of learning, both require several trials/repeats for learning to occur
differences of classical and operant conditioning
operant: voluntary learning and learner is active, classical: involuntary learning of a behaviour and learner is passive, operant involves and consequence whereas classical does not
