Unit 3: AOS 2

Question 1

Learning

Answer 1

process of acquiring knowledge, skills or behaviours through experience

Question 2

Classical conditioning:

Answer 2

a process of learning through the involuntary association between neutral stimulus and an unconditioned stimulus that results in a conditioned response

Question 3

Before conditioning:

Answer 3

REAL EXAMPLE/TEMPLATE: The neutral stimulus (NS) notification sound leads to no response. The unconditioned stimulus (UCS) message/notification from friend leads to the unconditioned response (UCR) feelings of excitement.

Question 4

During conditioning

Answer 4

REAL EXAMPLE/TEMPLATE: The NS notification sound must be presented immediately before the UCS message notification from a friend, which are repeatedly paired which results in the UCR feelings of excitement.

Question 5

After conditioning

Answer 5

REAL EXAMPLE/TEMPLATE: The NS is now the conditioned stimulus (CS) notification sound and the UCR is now the conditioned response (CR) feelings of excitement.

Question 6

Social-cognitive approaches to learning:

Answer 6

theories that propose learning takes place in a social setting and involves various cognitive processes

Question 7

Observational learning

Answer 7

a process of learning that involves watching the behaviour of a model and the associated consequence of that behaviour
o Learning occurs indirectly through observation
o Cognition is necessary (thinking and memory)
o Learner has an active role

Question 8

Observational learning steps

Answer 8

1. attention
2. retention
3. reproduction
4. motivation
5. reinforcement

Question 9

Attention

Answer 9

the first stage of the observational learning in which individuals actively focus on the model’s behaviour and the consequence of the behaviour

Question 10

Retention

Answer 10

the second stage of observational learning in which individuals create a mental representation to remember the model’s demonstrated behaviour

Question 11

Reproduction

Answer 11

the third stage of observational learning in which the individual must have the physical and mental capabilities to replicate this behaviour

Question 12

Motivation

Answer 12

the fourth stage of observational learning in which the individual must want/desire to reproduce the behaviour

Question 13

Reinforcement

Answer 13

the fifth stage of observational learning in which the individual receives a positive consequence for the behaviour which makes them more likely to reproduce the behaviour in the future

Question 14

Self-reinforcement

Answer 14

the behaviour is reinforced through factors internal to the individual

Question 15

External reinforcement

Answer 15

the behaviour is reinforced by factors external to the individual

Question 16

Vicarious reinforcement

Answer 16

behaviour is reinforced by overserving the reinforcement of another person performing the same behaviour. This can enhance the individual’s motivation and make them more likely to reproduce the behaviour again in the future, despite not being directly reinforced themselves

Question 17

System of knowledge:

Answer 17

knowledge and skills are based on the interconnected social, physical and spiritual understandings, and in turn, inform survival and contribute to a strong sense of identity

Question 18

Aboriginal Learning Framework …

Answer 18

story sharing
learning maps
non-verbal
symbols and images
land links
non-linear
deconstruct/reconstruct
community links

Question 19

Story sharing:

Answer 19

learning takes place through narrative and story-sharing

Question 20

Learning maps

Answer 20

planning and visualising processes and knowledge

Question 21

Non-verbal

Answer 21

sharing knowledge through non-verbal means, including dance, art and observation

Question 22

Symbols and images:

Answer 22

learning through images, symbols and metaphors

Question 23

Land links

Answer 23

learning and knowledge are inherently linked to nature, land and Country

Question 24

Non-linear

Answer 24

thinking outside the square and taking knowledge from different viewpoints in order to build new understandings

Question 25

Deconstruct/reconstruct:

Answer 25

breaking down a concept from whole to parts, and then applying it, knowledge or skills are demonstrated and then a learner is guided through each part in turn, learners engage by watching and then doing

Question 26

Community links

Answer 26

connecting learning to local values, needs and knowledge, learning does not occur in a vacuum but rather is shared with others and used to meet the needs of the community

Question 27

The process of learning for Australia’s First Nations is deeply embedded in relationships

Answer 27

• Relationships between concepts
• Relationships between learner and teacher
• Relationships between individuals, families and communities
• Relationships between all of the above and country

Question 28

Sensory memory

Answer 28

a store of memory which very briefly stores raw information detected by the senses
* Our sensory memory store has an unlimited capacity
* Duration varies between 0.2 to 4 seconds

Question 29

STM

Answer 29

a store of memory that holds a limited amount of information that is consciously being attended to and actively manipulated
* Duration varies between 18-30 seconds
* Capacity: 5-9 items

Question 30

LTM

Answer 30

 LTM: a store of memory in which a potentially unlimited amount of information is stores for a relatively permanent amount of time
* Duration: relatively permanent
* Capacity: unlimited

Question 31

Diagram Memory

Answer 31

SM -> (attention) -> STM
STM (rehearsal)
STM-> (encoding)->LTM
LYM -> (retrieval) -> STM

Question 32

Atkinson-Shiffrin +

Answer 32

• Distinguishes between the different stores involved in memory
• Outlines that each memory store has a different capacity and duration
• Provides a good understanding of the structure and process of memory

Question 33

Atkinson-Shiffrin -

Answer 33

• May be considered oversimplified
• STM is more complex than the model suggests
• Model ignores factors such as motivation and strategy which can facilitate learning and assist in encoding information from STM and LTM

Question 34

Types of Long-Term Memory

Answer 34

explicit (episodic, semantic)
implicit (procedural, cc memory)

Question 35

Explicit memory

Answer 35

type of long-memory that is consciously retrieved

Question 36

Semantic Memory

Answer 36

general knowledge of facts (dogs bark)

Question 37

Episodic memory

Answer 37

personal experiences of events (holidays)

Question 38

Implicit Memory

Answer 38

type of long-term memory that is unconsciously retrieved

Question 39

Procedural memory

Answer 39

how to carry out tasks (kick a ball)

Question 40

Classically conditioned memory

Answer 40

involuntary response, such as fear to a stimulus which has repeatedly been associated with an emotionally arousing stimulus (reflexively)

Question 41

Hippocampus

Answer 41

brain structure involved in encoding, consolidation and retrieval of explicit memories

Question 42

Hippocampus: damage

Answer 42

may experience difficulty forming new explicit memories due to hippocampus’ encoding memory role

Question 43

Amygdala

Answer 43

a brain structure that is primarily involved in encoding the emotional component of classically conditioned and explicit memories

Question 44

Amygdala: damage

Answer 44

damage to amygdala are unable to acquire a conditioned fear response, likely to form conscious long-term explicit memories involving the details of the experience but not an implicit memory that would enable them to produce or express the fear response

Question 45

Neocortex

Answer 45

a brain structure that stores explicit memories

Question 46

Neocortex: damage

Answer 46

experience difficulties in attention, memory, learning and higher cognitive abilities, they have a higher chance of developing dementia and Alzheimer’s disease

Question 47

Basal Ganglia

Answer 47

a brain structure involved in encoding and storing of procedural memories and classically conditioned memories associated with unconscious habits, behaviours, procedures, routine behaviours and learning

Question 48

Basal Ganglia: damage

Answer 48

impaired voluntary movements associated with Parkinson’s Disease (tremors, repetitive movements of hands and fingers)

Question 49

Cerebellum

Answer 49

a brain structure that encodes and temporarily stores implicit procedural memories for motor skills such as executing voluntary movement, and those created through classical conditioning

Question 50

Cerebellum: damage

Answer 50

difficult to time and coordinate muscle control for everyday activities like talking, reaching, walking, brushing teeth or throwing a ball

Question 51

Episodic + Semantic =

Answer 51

autobiographical event
o Semantic: knowledge or facts
o Episodic: events

Question 52

Alzheimer’s disease

Answer 52

irreversible, progressive and fatal neurodegenerative disease that attacks the brain and kills brain cells, causing severe cognitive and behavioural decline, eventually resulting in death

Question 53

Alzheimers: damage

Answer 53

• Earliest damage occurs in the hippocampus
  o Events (episodic memories)
  o Words, names, directions, narratives, stores knowledge (semantic memories)
• Later damage occurs in the cerebral cortex and cerebellum

Question 54

Amyloid plaques (outside neuron)

Answer 54

abnormal clusters of beta-amyloid fragments that collect on the outside of nerve cells, destroying the synapses and the conduction of nerve impulses

Question 55

Neurofibrillary tangles (inside neuron)

Answer 55

twisted strands of Tau protein found in the centre of dead and dying nerve cells

Question 56

Neurofibrillary tangles: damage

Answer 56

associated with hippocampus -> may struggle to remember semantic and episodic components of personally experienced events

Question 57

Aphantasia

Answer 57

phenomenon in which individuals lack the capacity to generate mental imagery