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y12 psych > Unit 3 AOS 2 learning > Flashcards

Unit 3 AOS 2 learning Flashcards

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1
Q

Define learning

A

the process of acquiring knowledge, skills or behaviors through experiences

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2
Q

define behaviourism

A

a psychological approach that proposed learning occurs by interacting with the external environment

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3
Q

List the 3 types of learning

A

Classical conditioning, operant conditioning & observational learning

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4
Q

Define classical conditioning

A

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

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5
Q

List the 3 stages of classical conditioning

A

Before conditioning, During conditioning, and After conditioning

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6
Q

Explain what occurs in the before conditioning stage of classical conditioning

A

where the NS produces no significant response and the UCS produces the UCR

NS -> no significant response
UCS -> UCR

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7
Q

Explain what occurs in the during conditioning stage of classical conditioning

A

where the NS being repeatedly paired with UCS producing a UCR

NS + UCS -> UCR

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8
Q

What is the time frame that the UCS must be presented after the NS in order to achieve the effect

A

half a second

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9
Q

Explain what occurs in the after conditioning stage of classical conditioning

A

where the NS becomes the CS and produces a CR

CS (NR) -> CR

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10
Q

List the elements of classical conditioning

A

Neutral stimulus -> NS
Unconditioned stimulus -> UCS
Unconditioned response -> UCR
Conditioned stimulus -> CS
Conditioned response -> CR

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11
Q

Tips and tricks for questions involving classical conditioning

A
  • the NS and CS will be the same thing
  • the UCR and CR are the same/similar, but you MUST identify which stage each response is
  • start with the CS and CR and work backwards
  • remember to define the five elements in terms of their role
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12
Q

List the 5 principles of classical conditioning

A

Acquisition, Extinction, Spontaneous recover, Stimulus generalization, Stimulus discriminations

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13
Q

Define acquisition in relation to classical conditioning

A

Involves the development of a CR through he repeated association between the UCS and CS

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14
Q

Define extinction in relation to classical conditioning

A

involves the disappearance of a CR following lack of pairing the UCS with the CS

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15
Q

Define spontaneous recover in relation to classical conditioning

A

involves the CR reappearing at the presentation of the CS following the extinction and rest period. This can occur multiple times but never at the same strength of the original CR

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16
Q

Define stimulus generalization in relation to classical conditioning

A

involves the tendency for stimulus similar to the original CS to produce a response that is similar to the CR but not identical

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17
Q

Define stimulus discrimination in relation to classical conditioning

A

Involves when an individual only elicits the CR to the original CS and not to other stimuli that are similar to the CS

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18
Q

Define operant conditioning

A

a three-phase learning process involving an antecedent, behaviour and consequence, where the consequence of a behaviour determines the likelihood that it will reoccur

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19
Q

List the 3 phases of operant conditioning

A

Antecedent, Behaviour and Consequence (ABC)

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20
Q

Define the antecedent phase in operant conditioning

A

the stimulus that precedes and often elicits a particular behaviour

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21
Q

Define the behaviour phase in operant conditioning

A

involves voluntary actions that occur in the presence of the antecedent, where an individual acts upon their environment

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22
Q

Define the consequence phase in operant conditioning

A

involves the outcome of the behaviour, which determines the likelihood that it will occur again

Shapes/guides future behaviour

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23
Q

List the 2 types of consequences & their 2 subtypes

A

Positive/Negative Reinforcement & Positive/Negative Punishment

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24
Q

Define reinforcement in operant conditioning

A

consequence that increases the likelihood of a behaviour reoccurring

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25
Q

Define punishment in operant conditioning

A

consequences that decreases the likelihood of a behaviour reoccurring

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26
Q

Define positive reinforcement in operant conditioning

A

involves the addition of a desirable stimulus, which in turn increases the likelihood of a behaviour reoccurring

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27
Q

Define negative reinforcement in operant conditioning

A

Involves the removal of an undesirable stimulus, which in turn increases the likelihood of a behaviour reoccurring

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28
Q

Define positive punishment in operant conditioning

A

involves the addition of an undesirable stimulus which in turn decreases the likelihood of a behaviour reoccurring

29
Q

Define negative punishment in operant conditioning

A

involves the removal of a desirable stimulus which in turn decreases the likelihood of a behaviour reoccurring

30
Q

List the similarities between Classical and Operant conditioning

A
  • Behaviourist approaches to learning
  • 3 phase processes of learning
  • require several trials in order for learning to occurr
31
Q

List the differences between Classical and Operant conditioning

A
  • Operant conditioning involves learning a VOLUNTARY behaviour, while classical conditioning involves learning an INVOLUNTARY behaviour
  • Operant conditioning involves ACTIVE learners, while classical conditioning involves PASSIVE learners
  • Operant conditioning requires consequences while classical conditioning has no consequences
  • Operant conditioning involves the stimulus (consequence) presented AFTER the response (behaviour), while classical conditioning involves the stimulus presented BEFORE the response
32
Q

Explain what social-cognitive approaches to learning are

A

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

33
Q

Define observational learning

A

involves watching the behaviour of a model and the associated consequences of that behaviour

34
Q

List the 5 stages of observational learning

A

Attention, Retention, Reproduction, Motivation, Reinforcement (ARRMR-dragon roar)

35
Q

Define the attention stage in observational learning

A

involves individuals actively focusing on the model’s behaviour and the consequences of the behaviour

36
Q

List some factors of a model that influence a learners attention to them in observational learning

A

When the model is:
- Perceived positively
- Liked
- Of high status (celebrity)
- similar to learner
- Familiar to learner (family)
- Behaving in a way that the learner can imitate

37
Q

Define the retention stage in observational learning

A

involves the individuals creating a mental representation to remember the model’s demonstrated behaviour

38
Q

Define the reproduction stage in observational learning

A

Involves the physical and mental capabilities of individuanls to replicate behaviour

39
Q

Define the motivation stage in observational learning

A

involves the individual wanting to reproduce the behaviour

40
Q

List the 2 types of motivation

A

Intrinsic & Extrinsic motivation

41
Q

Define intrinsic motivation in relation to observational learning

A

involves motivation occurring from within the individual, e.g. the desire to perform well on an exam

42
Q

Define extrinsic motivation in relation to observational learning

A

involves motivation occurring from factors external to the individual, e.g. the desire to receive praise from teacher for doing well on exam

43
Q

Define the reinforcement stage in observational learning

A

involves the individual receiving a positive consequence for the behaviour which makes them more likely to reproduce the behavior again in the future

44
Q

List the 3 types of reinforcement in relation to observational learning

A

Self-reinforcement, External reinforcement & Vicarious reinforcement

45
Q

Define self-reinforcement in relation to observational learning

A

occurs when a behaviour is reinforced through factors internal tot he individual, e.g. feeling proud of yourself

46
Q

Define external reinforcement in relation to observational learning

A

Occurs when the behaviour is reinforced by factors external to the individual, e.g. receiving an award

47
Q

Define vicarious reinforcement in relation to observational learning

A

occurs when a behaviour is reinforced by observing the same reinforcement of another person performing the same behaviour which enhances their motivation and makes them more likely to reproduce the behaviour again in future, despite not being directly reinforced themselves

48
Q

Define vicarious

A

experienced in the imagination through the feelings or actions of another person

49
Q

Define learning in relation to Aboriginal and Torres Strait Islander peoples

A

A process that takes place within complex systems of knowledge

50
Q

Define systems of knowledge in relation to Aboriginal and Torres Strait Islander people’s form of learning

A

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

51
Q

Define country in relation to Aboriginal and Torres Strait Islander people’s form of learning

A

involves the traditional lands of a particular language or cultural group, including both geographical boundaries and the spiritual, emotional and intellectual connections to and within it

52
Q

List the factors in relation to systems of knowledge

A
  • developed by communities working together & sharing traditional skills & knowledge
  • informed by culture
  • consist of highly relevant information
  • informed by spiritual and ancestral knowledge
  • consist of highly interconnected information
  • ## patterned on Country
53
Q

List the 8 multimodal components of Aboriginal and Torres Strait Islander approaches to learning

A

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

54
Q

Define the story-sharing component of Aboriginal and Torres Strait Islander approaches to learning

A

involves learning taking place through narrative and story-sharing

55
Q

Define the learning maps component of Aboriginal and Torres Strait Islander approaches to learning

A

involves planning and visualising processes and knowledge

56
Q

Define the non-verbal component of Aboriginal and Torres Strait Islander approaches to learning

A

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

57
Q

Define the symbols and images component of Aboriginal and Torres Strait Islander approaches to learning

A

involves learning through images, symbols and metaphors

58
Q

Define the land links component of Aboriginal and Torres Strait Islander approaches to learning

A

involves the fact that learning and knowledge are inherently linked to nature, land and Country

59
Q

Define the non-linear component of Aboriginal and Torres Strait Islander approaches to learning

A

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

60
Q

Define the deconstruct/reconstruct component of Aboriginal and Torres Strait Islander approaches to learning

A

involves breaking down a concept from whole to parts and then applying it

61
Q

Define the community links component of Aboriginal and Torres Strait Islander approaches to learning

A

involves connecting learning to local values, needs and knowledge

62
Q

List the 4 different relationships for the process of learning in Australia’s first nations people

A

relationships between concepts, relationships between learner & teacher, relationships between individuals, families and communities, relationships between all of the above and Country

63
Q

explain the process of learning in relationships between concepts for Indigenous learning

A

Learning is holistic and none of its approaches are completely distinct from each other

64
Q

explain the process of learning in relationships between learner and teacher for Indigenous learning

A

Learning begins with the relationship between teacher and learner

65
Q

explain the process of learning in relationships between an individual and their wider community for Indigenous learning

A

community members are encouraged to learn from each other and to learn in order to benefit the community as a whole

66
Q

Define Indigenous

A

Indigenous Australians, both Aboriginal Peoples and Torres Strait Islanders

67
Q

define aboriginal

A

those who identify of Aboriginal descent, are aboriginal and are accepted by their Aboriginal community

68
Q

explain what a knowledge system means in Indigenous learning

A

where each community has their own personalised system or framework of thinking, doing and knowing based on years of sharing, community and life with the environment around them

69
Q
A

y12 psych (6 decks)

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