Learning Flashcards
Classical conditioning
- role of learner
- type of response
learner is passive
response is involuntary
Classical conditioning
learning occurs through repeated association of two different stimuli
Classical conditioning steps
before conditioning:
- UCS results in UCR
- NS no response
during conditioning:
- NS repeatedly presented before UCS resulting in UCR
after conditioning:
- CR to the CS without presence of UCS
Factors affecting classical conditioning
- nature of response - UCR is an involuntary response
- association of stimuli - two unconnected stimuli become associated
- timing - NS presented before UCS (2.5 seconds and less)
Contiguity
formation of an association between two events when they occur in close together in time or space
Operant conditioning
behaviours are strengthened or weakened depending on the consequences that follow
Operant conditioning
- role of learner
- type of response
learner is active
response is voluntary
Operant conditioning steps
- antecedent
- behaviour
- consequence
positive and negative reinforcement
+ pleasant consequence
- remove unpleasant consequence
both will result in the likelihood of the behaviour increasing
positive and negative punishment
+ add unpleasant consequence
- remove pleasant consequence
both will result in the likelihood of the behaviour decreasing
Factors influencing the effectiveness of operant conditioning
- order of presentation
- reinforcement presented after desired response
- punishment presented after undesired response - timing - less effective with longer delay between presentation of consequence and response
- appropriateness - consequence needs to be seen as desirable or undesirable for learning to be effective
Side effects of punishment
- feelings of aggression towards punisher
- feelings of helplessness of punisher
- does not teach good behaviour
Observational learning
- role of learner
- type of response
learner is active
response is voluntary
Observational learning
individual uses observation of a model’s behaviour and the consequences they receive to guide their future behaviour
Observational learning steps
attention: actively focuses on model’s behaviour and consequence
retention: forms a mental representation of the mode;s behaviour and consequence
reproduction: imitate behaviour, need the physical and intellectual capabilities
motivation: desire to replicate
reinforcement: need to be positively reinforced and behaviour is likely to increase
External reinforcement
learning by consequences ie. you receive praise so your motivation to keep going increases
Vicarious reinforcement/ punishment
viewing a model being reinforced/ punished to strengthen/ weaken behaviour of observer
Self-reinforcement
we are reinforced by meeting standards that we set for ourselves
Ways of knowing recognise that learning and teaching is…
- comes from human interaction and relationships
- holistic
- shared through oral/ verbal communication
How are western and indigenous cultures different in terms of their ways of knowing?
Western:
-> individualism - focus on the rights and concerns of each person
-> values written word
Indigenous:
-> collectivist kinship structure - people think of themselves in terms of their connection with other people and their community
-> values oral word, preservation of traditions
Multimodal systems of knowledge
- story sharing ie. dreamtime stories
ie. students tell personal stories about content learnt - symbols and images ie. artwork representing landmarks
ie. images of human nervous system - deconstruct reconstruct ie. study text as a whole then break it down
Embedded in relationships (ways of knowing)
knowledge systems lasted for many years due to the intimate and respectful relationship present with people and country
Country (ways of knowing)
refers to traditional lands of particular cultural groups and the spiritual, emotional and intellectual connection to it
How can the model influence the observer in observational learning?
- similarity
- attractiveness
- likeability
- credibility
- prestige
