Learning Flashcards
what is learning
Learning is a relatively permanent change in behaviour that occurs as a result of experience.
Its an ongoing process, enabling us to adapt and cope in an ever changing world
learning may be
Intentional
Unintentional
Active:
Passive:
4 types of learning
classical conditioning
operant conditioning
observational learning
aboriginal and torres strait islander peoples
what is a behaviorist approach
to learning emphasise the study of observable behaviours alone to understand and explain learning, without regard to underlying mental processes (thoughts, feelings, motives…..)
Classical Conditioning
Operant Conditioning
what is classical conditioning
Classical conditioning is a type of learning that occurs through the repeated associations of two or more different stimuli (associative learning)
what are the three phases of classical conditioning
before conditioning
during conditioning
after conditioning
what is the unconditioned stimulus
The unconditioned stimulus (UCS) is any stimulus that consistently produces a particular, naturally occurring, automatic response.
what is the unconditioned response
The unconditioned response (UCR) is the response that occurs automatically when the UCS is presented. A UCR is a reflexive involuntary response that is predictably caused by a UCS.
what is the neutral stimulus
The neutral stimulus (NS) is any stimulus that does not normally produce a predictable response. In particular, this stimulus is ‘neutral’ to the UCR.
what is the conditioned stimulus
the conditioned stimulus (CS) is the stimulus that is ‘neutral’ at the start of the conditioning process but eventually elicits a very similar response to that caused by the UCS — a response that has become a conditioned response.
what is the conditioned response
The conditioned response (CR) is the learned response that is produced by the CS. The CR occurs after the NS has been associated with the UCS and has become a CS. The behaviour involved in a CR is very similar to that of the UCR, but it is triggered by the CS alone.
what are the three factors that influence classical conditioning
- Nature of the response
For CC to occur the UCR must initially be automatic/involuntary
CR results from little (there will be some) thought - Association of stimuli
An organism must associate two stimuli that would normally not have any connection
Contiguity refers to the formation or association between two events when those two events occur close together in time and/or space - Timing of the NS & USC pairing
NS should be present before the USC
No more than half a second
What is operant conditioning
Operant conditioning (OC) is a learning process whereby the consequences of behaviour determine the likelihood that it will be performed again in the future.
what are the three phases of operant conditioning
Antecedent
Behaviour
Consequence
what is the antecedent
Stimulus that precedes a behaviour
Must be present for a behaviour to occur
Signals a probably consequence of behaviour
what is the behavior
Voluntary action in response to the antecedent
Involves an activity that has an effect on the environment
what is the consequence
Occurs immediately after the behaviour
Has an effect on the occurrence of behaviour (strength & frequency)
what is a reinforcement
A process in which a stimulus strengthens or increases the likelihood of a response that follows
An essential feature of reinforcement is that it is only used after the desired or correct response is made.
Reinforcement is achieved with reinforcers (reward). A reinforcer is any stimulus that strengthens or increases the frequency or likelihood of a response that it follows
what’s a positive reinforcement
A positive reinforcer is a stimulus that strengthens or increases the frequency or likelihood of a desired response by providing a satisfying consequence
what’s a negative reinforcement
A negative reinforcer is any unpleasant or aversive stimulus that, when removed or avoided, strengthens or increases the frequency or likelihood of a desired response.
whats a punishment
Punishment is the process of delivering an unpleasant consequence following a response, or the removal of a pleasant consequence following a response.
Punishment has the same unpleasant quality as a negative reinforcer, but unlike a negative reinforcer, the punishment is given or applied, whereas the negative reinforcer is prevented or avoided.
punishment weakens the response or decreases the probability of that response occurring again over time.
whats a positive punishment
Positive punishment involves the presentation (or introduction) of a stimulus, thereby decreasing (or weakening) the likelihood of a response occurring again.
what’s a negative punishment
Negative punishment involves the removal or loss of a stimulus and thereby decreasing (or weakening) the likelihood of a response occurring again.
The purpose of punishments is to weaken/reduce the likelihood of a behaviour occurring
factors that influence punishments and reinforcers
Order of presentation
Must be after a desired response (never before)
Timing
Immediately after a response
Appropriateness
Pleasing / satisfying for the recipient
what are socio cognitive approaches of learning
Observational!
This perspective emphasises the importance of social context in which learning occurs and the cognitive processes that influence the individual & their learning
Albert Bandura argued that from birth we are surrounded by an immense amount behaviours that we observe. This provide a source of information about our social world & learn by experience.
We learn by watching behaviours (not necessarily carrying out the behaviour) and the consequences associated with it
A mental representation must be formed and reproduced if/when someone chooses to do so (cognition)
four steps to the socio-cognitive approach
attention
retention
reproduction
motivation/reinforcement
(ARRMR)
what is attention
Must pay attention or closely watch a model’s behaviour and the consequences
what is retention
The ability to store information is an important part of the learning process.
what is reproduction
Attempt to reproduce or imitate behaviour
MUST have the ability to put into practice what we have observed
what is motivation
The observer must also be motivated to perform the behaviour - must want to reproduce what was observed.
Unless the behavioural response is useful or provides an incentive or reward for the observer, it is unlikely that they will want to learn it in the first place, let alone perform it or continue to perform it
what is reinforcement and its three types
Influences motivation to reproduce the observed behaviour
External reinforcement
Similar to that of consequences in operant conditioning
Praise results in fulfillment and increases likelihood of repeated behaviour
Vicarious reinforcement
Occurs indirectly by watching the modelled behaviour being reinforced
Self reinforcement
Reinforcement through meeting standards/goals set by the individual
aboriginal and torres strait islander ways of knowing
Aboriginal and Torres Strait Islander peoples’ ways of knowing and learning are holistic and relational to Country – the land, waterways and seas to which they are connected through ancestral ties and family origins. The connection to Country is spiritual and physical
Country and cultural group they belong to - is critical to any Aboriginal and Torres Strait Islander person in their self-identity and when introducing oneself to other First Nations people. Connection to Country also has ongoing life responsibilities to the land where a person is born or where their ancestors were born.
what are the four ways of learning/way of knowing in aboriginal culture
Narrative (stories)
Song
Dance
Ceremony
The majority of learning occurs for young people through the mimicking and replication of behaviours of others
