Unit 3 AoS 2 Flashcards
Classical conditioning
A learning process that results in the involuntary association between two stimuli
Operant conditioning
A learning process that results in the association between a behaviour and its consequences
Classical conditioning order
NS comes before UCS immediately
Operant conditioning order
Consequence comes after behaviour as close in time as possible
Involuntary response and passive learner
Classical conditioning (UCR)
Voluntary response and active learner
Operant conditioning (behaviour) and observational learning
Conditioning
A type of learning that is based on forming an association
Fieldwork
Based on inquiry or the investigation of an issue, it involves observing and interacting with a selected environment beyond the classroom, usually to determine correlation, rather than a causal relationship
Ethical concepts
A set of underlying principles that are required to be considered when research is being developed
Ethical guidelines
Regulations that need to be worked into the experimental process where humans are involved. There is a separate set of these for use with research done on animals
The commitment to searching for knowledge and understanding, and the honest reporting of all sources of information and results, whether favourable or unfavourable, in ways that permit scrutiny and contribute to public knowledge and understanding
Integrity (concept)
Involves consideration of the extent to which living things have an intrinsic value and / or instrumental value, giving due regard to the welfare, liberty, autonomy, beliefs, perceptions, customs and cultural heritage of both the individual and the collective. It involves consideration of the capacity of living things to make their own decisions, and when living things have diminished capacity to make their own decisions, ensuring that they are empowered where possible and protected as necessary
Respect (concept)
The commitment to maximising benefits and minimising the risks and harms involved in taking a particular position or course of action
Beneficence (concept)
The moral obligation to ensure that there is fair consideration of competing claims; that there is no unfair burden on a particular group from an action, and
that there is fair distribution and access to the benefits of an action without discrimination based on factors of an individual’s circumstances
Justice (concept)
Avoiding the causations of harm; however, as a position or course of action may involve some degree of harm, this concept implies that the harm resulting from any position or course of action should not be disproportionate to the benefits from any position or course of action
Non-maleficence (concept)
The privacy, protection and security of a participant’s personal information in terms of personal details and the anonymity of individual results, including the removal of identifying elements
Confidentiality (guideline)
Ensures that at the end of the experiment, the participant leaves understanding the experimental aim, results and conclusions. Any participant questions are addressed, and support is also provided to ensure there is no lasting harm from their involvement in the study. It is essential for all studies that involve deception
Debriefing (guideline)
Ensure participants understand the nature and purpose of the experiment, including potential risks (both physical and psychological), before agreeing to participate in the study. This should be obtained by the experimenter and if participants are unable to give this, then a parent or legal guardian should provide it
Informed consent (guideline)
Is only permissible if participants’ knowledge of the true purpose of the experiment may possibly affect their behaviour while participating, and therefore, the validity of the experiment. The use of it is discouraged in psychological research and used only when necessary
Deception (guideline)
Ensures that there is no coercion of, or pressure put on, the participant to partake in an experiment, and they choose freely to be involved
Voluntary participation (guideline)
Involves a participant being able to discontinue their involvement in an experiment at any time during, or after, the conclusion of an experiment, without penalty. This may include the removal of the participant’s results from the study after the study has been completed
Withdrawal rights (guideline)
Behaviourism
An approach to psychology based on the idea that all behaviours are acquired through interaction with the environment
Types of fieldwork
Qualitative and / or quantitative observations and sampling, participant observation, qualitative interviews, questionnaires, focus groups and yarning circles
Social cognitive theory states
That our actions are shaped by our social context
Elements of the social cognitive theory
Observing the behaviour of others (social) and
evaluating the nature of the consequences they experience (cognitive).
and goal directed behaviour (active learner).
Observational learning
Starts with finding a model based on whether they are perceived as positive, similar, familiar, possible to imitate and has ‘stand out’ behaviour. Then we decide whether or not to imitate their behaviour based on whether they were rewarded or punished by their behaviour.
Observational learning stages
Attention, retention, reproduction, motivation and reinforcement
Attention (observational learning)
Requires the learner to focus their awareness on the model and their behaviour.
Retention (observational learning)
The learner must be able to hold a mental representation of the behaviour they saw until they are ready to replicate it. The simpler the behaviour the easier to retain.
Reproduction (observational learning)
The learner must have the mental and physical capabilities to replicate the behaviour when they are ready (they do not actually replicate the behaviour in this stage).
Motivation (observational learning)
The learner must have the desire to perform the behaviour at that particular point in time.
Reinforcement (observational learning)
If the learner receives a desired outcome after performing the behaviour they are more likely to do it again.
Situated learning
Situated learning theory proposes that people learn through participation in a particular community. This community will contain experts who interact with the learner while they are all involved in the activities and practices of the community. In this way, the learner unintentionally becomes an expert simply through their participation and becoming more involved in the community. Their motivation isn’t to learn, but to belong.
Story sharing (8 Aboriginal ways of learning)
Story sharing is approaching learning through narrative. This brings facts to life and helps create personal connections and relevance to what is being learned.
Learning maps (8 Aboriginal ways of learning)
Learning maps are for explicitly planning and visualising processes. This helps a learner to see where they are on their learning journey, how far they have come and where they need to go next, and it can be linked to a physical land journey.
Non-verbal (8 Aboriginal ways of learning)
Non-verbal applies intrapersonal (within the mind) and kinaesthetic skills to thinking and learning and includes self-reflective, hands-on methods. This removes the emphasis on learning through speaking and listening, allowing the other senses and experiences to reveal wisdom to the learner, especially as it caters for learning through reflection and contemplation.