Unit 3 AOS 2 Flashcards
Learning
A permanent change in behaviour that occurs because of experience.
Learning can be:
intentional (eg. taking lessons)
unintentional (eg. learning a song)
active (reciting times tables)
passive (eg. knowing what gender the next Kardashian baby will be)
approaches to learning
classical conditioning
operant conditioning
observational learning
aboriginal toress strait islander peoples
Conditioning:
the process of learning associations between a stimulus (or event) in the environment and a behavioural response.
classical conditoning
operant conditioning
Classical conditioning
Ivan Pavlov
A 3-phase learning process (before/during/after conditioning) that results in the involuntary association between a neutral and unconditioned stimulus to produce a conditioned response.
Key elements of CC
Neutral stimulus (NS)
Unconditioned stimulus (UCS)
Unconditioned response (UCR)
Conditioned stimulus (CS)
Conditioned response (CR)
Neutral stimulus
item/object/action that fails to produce a response prior to being conditioned
Eg. in Pavlov’s dogs, NS= the bell
Unconditioned stimulus
any stimulus that consistently produces a particular naturally occurring automatic response.
Eg. in Pavlov’s dogs, UCS = the food
unconditioned response
the response that occurs automatically when the unconditioned stimulus (UCS) is presented.
Eg. in Pavlov’s dogs, UCR = salivation
conditioned stimulus
the stimulus that is neutral at the start of the conditioning process and does not normally produce the unconditioned response on its own.
Eg. in Pavlov’s dogs, UCS (dog food) + CS (bell)
conditioned response
the learned response that has been learned and produced by the condition stimulus (CS)
Eg. in Pavlov’s dogs, CS (bell) = CR (salivating)
The need for the presence of food to cause the salivating is no longer needed
Operant conditioning
BF skinner
A type of learning that occurs where the consequences of the behaviour determine the likelihood that it will be performed again in the future; occurring over three phases
ancedent- behaviour- consequence
Operant:
a response (or set or responses) that occurs (operates) on the environment to produce some kind of effect.
Phase 1: Antecedent
- operant conditioning
Stimulus that occurs before the behaviour and signals the probable consequence for the behaviour and therefore influences the occurrence of the behaviour.
phase 2 operant conditioning
behaviour
The observable and voluntary actions that occur in the presence of the antecedent stimulus and effect the environment
phase 3 operant conditioning
consequences
The environmental event that occurs immediately after the behaviour and has an effect on the occurrence of that behaviour.
Reinforcement (rewards) strengthens the behaviour making it more likely to occur again
Punishment weakens the behaviour making it less likely to occur again
reinforcement
The process by which a stimulus strengthens or increases the frequency or likelihood of a response that follows it.
Positive reinforcement
Positive reinforcement: Adding/giving or applying a desirable/pleasant stimulus. Doing so strengthens or increases the behaviour in the future.
negative reinforcement
Taking away/removing/eliminating an undesirable/unpleasant stimulus. Doing so strengthens or increases the behaviour in the future.
Punishment
The process by which a stimulus weakens or decreases the frequency or likelihood of a response that follows it.
positive punishment
Adding/giving or applying an undesirable/negative stimulus. Doing so weakens or decreases a behaviour from occurring again.
negative punishment
Taking away/removing/eliminating a desirable/enjoyable stimulus. Doing so weakens or decreases a behaviour from occurring again.
List two examples
observational learning
observational learning acquisition of information, skills or behaviour through watching the performance of others, either directly or indirectly; involves a sequence of processes called attention, retention, reproduction, motivation and reinforcement; also called modelling
What are five components required for observational learning to occur
Attention
Retention
Reproduction
Motivation
Reinforcement
Model in observational learning
who or what is being observed.
Live model
Symbolic model
attention
Learner must pay attention to the model’s behaviour and consequences
The greater the similarity between the learner and the model the more likely they are to follow their example
retention
Ability to remember the model’s behaviour when needed
reproduction
Attempt to behave in the same manner that has been observed
The learner must be able to:
put into practice what was observed
have the potential to be competent enough to develop the skills necessary to imitate the behaviour
motivation
Learner must have the desire to reproduce what was observed, reinforcement can influence this desire
reinforcement
As with behavioural theories, if the observed behaviour is reinforced it increases the likelihood of reproduction
External reinforcement: Learning by consequences
Internal reinforcement: vicariously experiencing the reinforcement
Self-reinforcement: positive feelings associated with meeting the standard of performance we set for ourselves
Strengths and limitations of the observational learning
+ Explains differences in an individuals behaviour and learning process
+ Allows for different ways of learning (direct/indirect)
+ Provides insight into adapatability, behaving suitably for a specific environment
+ Lifelong learning
Does not account for the amount of control the individual has over their own behaviour e.g. why don’t we reproduce all observed behaviours, especially negative ones
Does not recognised the importance of accountability, placing the weight of action determination on the environment
Disregards the influence of biological factors e.g. hormones
Fails to account for behaviours where there is no apparent role model for the observer to emulate
