models to explain learning

Question 1

what is learning?

Answer 1

A relatively permanent change in behaviour or knowledge that occurs as a result of experience.

Question 2

what is classical conditioning?

Answer 2

A simple form of learning which occurs through repeated association of two different stimuli to produce a naturally occurring response
In classical conditions, the learner is passive.

Question 3

what is a:
stimulis
response
association

Answer 3

Stimulus: any event producing a response from an organism
Response: reaction or behaviour in response to stimulus.
Association: pairing or linking one stimulus with another stimulus

Question 4

4 key elements of classical conditioning

Answer 4

• Unconditioned Response (UCR)
  Automatic, involuntary response to a UCS (eg. salivation)
• Unconditioned Stimulus (UCS)
  Any stimulus that causes a UCR (eg. food)
  A UCS will cause a UCR
• Conditioned Stimulus
  Any ns associated with UCS, so it eventually produces a CR when presented alone
• Conditioned Response
  Learned response, identical in kind to UCR but produced by CS in absence of UCS

Question 5

3 phases of classical conditioning

examples about pavlovs dog

Answer 5

Before
Neutral stimulus of bell triggered no response
UCS of food triggers UCR of salivation

During
Repeatedly present bell and food together producing the unconditioned response of salivation
Eventually, dogs salivate in absence of the food as they learned to associate the 2 stimuli (bell and food)’

After
Bell = conditioned stimulus
Salivation = conditioned response

Question 6

what is a conditioned reflex

Answer 6

Learning automatic responses to conditioned stimulus which normally does not cause that response.

Question 7

what is a conditioned emotional response

Answer 7

An emotional reaction when the Autonomic Nervous System produces a reaction to stimuli that would not normally trigger that response.

Question 8

what is a phobia

Answer 8

intense irrational feelings of dread or fear towardds objects or situations

Question 9

what is vicarious conditioning

Answer 9

classical conditioning through observation, reading or hearing

Question 10

what is an operant

Answer 10

any response that acts on environment to produce some kind of consequence

Question 11

what is operant conditioning

Answer 11

Operant conditioning is a type of learning where the likelihood of behaviour is recurring is determined by the consequences of that behaviour.
Can be:
Behaviour followed by desirable outcome causing the behaviour is more likely to be repeated (reinforcement)
Behaviour followed by undesirable outcome causing the behaviour to be less likely to be repeated.

Question 12

3 ways behaviour can be explained

Answer 12

Its antecedents (what happens just before it)
The behaviour (what happens due to the antecedent)
And consequences (what happens just after it)

Question 13

components of the 3 phase model of operant conditioning

Answer 13

Discriminative stimulus (antecedent): precedes operant response
Operant response: behaviour to the stimulus
Consequence: to operant response

Question 14

what does the model of operant condioning mean

Answer 14

Antecedent (discriminative stimulus) makes conditions for right behaviour to follow and predicts likely outcome of behaviour.

The probability of an operant response to stimuli depends on the consequence that followed the behaviour in the past

Dopamine is released in anticipation of reward. The antecedent or discriminatory stimulus cues the release of dopamine.

Question 15

reinforcement in operant conditioning

Answer 15

Any stimulus that strengthens, increases the frequency, or increases the likelihood of a behaviour that follows.
This can be by adding a pleasant stimulus or removing an unpleasant stimulus

Reinforcer: actual stimuli or event. NOT A REWARD
Reinforcement in operant conditioning refers to consequences of response

Question 16

types of reinforcement in OC

Answer 16

Positive reinforcement: stimuli that strengthens or increases the frequency or likelihood of a response by providing a pleasant or satisfying consequence.
Stimuli cannot be called reinforcers unless it increases the likelihood of response occurring.
Negative reinforcement: any unpleasant stimuli that when reduced, removed or prevented strengthens or increases the frequency of a desired response

Question 17

punishment in OC

Answer 17

Designed to stop an undesirable behaviour or weaken it (make it less desirable) by responding with negative/unpleasant consequences or removal of pleasant consequences, this decreases the likelihood of the response being repeated.

Punisher: an unpleasant stimulus, weakens or decreases the likelihood of response being repeated over time.

Question 18

types of punishment in OC

Answer 18

Positive punishment: adding an unpleasant stimulus eg. being yelled at angrily
Negative punishment (response cost): removal of a pleasant/valued stimulus eg. phone taken off you

Question 19

factors that influence the effectiveness of reinforcement and punishment

Answer 19

The reinforcer or punishment must be after a desired response, never before this is important so you can learn consequences.
Timing. Most effective immediately after the behaviour so that an association between the response and reinforcer can be learnt. The more delay between response and reinforcer causes the learning to be slower
Appropriateness. The consequence must have a satisfying effect. A reinforcer for one organism may not be for another. The punishment must promote desirable behaviour.

Question 20

5 elements of observational learning

Answer 20

attention
retention
reporoduction
motivation
reinforcement

Question 21

attention as an element of observational learning

Answer 21

Need to pay attention to models behaviours to recognise distinctive features
Have to avoid distractions. You actively/selectively focus on the model
Attention is dependent on motivation, interest, situation, distractors present, characteristics of the model and how important we think behaviour is

Question 22

retention as an element of observational learning

Answer 22

Must form memories of events we observe so can be later reproduces
Learnt behaviours must be stored in memory as a mental representation
Helps if it is more meaningful

Question 23

re production as an element of observational learning

Answer 23

Doing the behaviour at a later time. Learners must rehearse the behaviour they have observed and practice.

Question 24

motivation as an element of observational learning

Answer 24

Must have incentive for behaviour to occur. If behaviour has no incentive to learn there will be no motivation to learn it in the first place.

Question 25

reinforcement as an element of observational learning

Answer 25

if the modelled behaviour is reinforced we expect the behaviour to be reinforces again so that it is likely to be repeated

Question 26

concept of country

Answer 26

Refers to the living system of all entities that exist in the universe. It was created by the ancestors and those ancestors still living in the country in their many forms

Question 27

how is knowledge passed on by first nations

Answer 27

oral cultures: songlines
knowledge is multimodal

Question 28

key ideas on song lines

Answer 28

They trace a path across country
They store knowledge of country and map it
The song lines can be accompanied by symbols
Time is considered to be non-linear

Question 29

8 ways of knowing

Answer 29

Storytelling
Non verbal
learning maps
Symbols and images:
Land links:
Non linear:
Deconstruct and reconstruct
Community links

Question 30

story telling

Answer 30

individuals come together and share stories of experience for other individuals to learn from

Question 31

learning maps

Answer 31

individuals visualise where they need to be, how and who can help.

Question 32

non verbal

Answer 32

non verbal communication to share experiences

Question 33

symbols and images

Answer 33

representations of learning

Question 34

land links

Answer 34

acknowledging who belongs to land and how this impacts learning. knowledge is drawn from living landscapes

Question 35

deconstruct and reconstruct

Answer 35

pull apart what is being learned, how they can get assistance and put it back together and explain.

Question 36

community links

Answer 36

organisations that can support learning

Question 37

2 differences between how we learn and how fn people learn

Answer 37

aboriginal people learn in a non linear time so everything is connected from past present and future, whereas we learn linear.

we learn to get where we want to be whereas aboriginal people learn to serve country due to their holistic approach to learning