unit 3 aos2 part 1 learning Flashcards
learning
the process of acquiring knowledge, skills or behaviours through experience. can occur intentionally (active) or unintentionally (passive)
behaviourist approaches to learning (+2 types)
theories which propose learning occurs by interacting with the external environnent. classical and operant conditioning.
conditioning
the process of learning associations between a stimulus in the environment and a behavioural response
classical conditioning
a process of learning through the involuntary associations between a neutral stimulus that results in a conditioned response.
stage 1 of classical conditioning
the neutral stimulus has no associations and therefore does not produce any significant response.
stage 2 of classical conditioning
the neutral stimulus is repeatedly paired immediately prior with the unconditioned stimulus, producing the unconditioned response.
stage 3 of classical conditioning
the neutral stimulus has become the conditioned stimulus, producing a conditioned response.
neutral stimulus
the stimulus that originally does not produce any response
unconditioned stimulus
any stimulus that produces an automatic reflex response
unconditioned response
the response which occurs automatically when the UCS is presented
conditioned stimulus
the stimulus that is neutral at the start of the conditioning process
conditioned response
the new learned response which is produced by the conditioned stimulus
operant conditioning
Operant conditioning suggests learning occurs through interacting with the external environment. Behaviour is influenced by direct and observable environmental consequences for behaviour. The learner is active as the behaviour is consciously changed or maintained in response to a consequence.
3 phases in operant conditioning
antecedent, behaviour and consequence
antecedent
the stimulus or event that precedes and often elicits a particular behaviour
behaviour
the voluntary actions that occur in the presence of the antecedent
consequence
the outcome of the behaviour, which determines the likelihood that it will occur again
2 types of consequences
reinforcement and punishment
reinforcement + 2 types
A consequence that increases the likelihood of a behaviour reoccurring.
Positive reinforcement
Negative reinforcement
punishment + 2 types
A consequence that decreases the likelihood of a behaviour reoccurring.
Positive punishment
Negative punishment
positive reinforcement
The addition of a desirable stimulus, which increases the likelihood of a behaviour occurring.
negative reinforcement
The removal of an undesirable stimulus, which increases the likelihood of a behaviour occurring
positive punishment
The addition of an undesirable stimulus, which decreases the likelihood of a behaviour occurring.
negative punishment
The removal of a desirable stimulus, which decreases the likelihood of a behaviour reoccurring.
2 similarities between classical and operant conditioning
both are behaviourist approaches to learning, both are 3 phase processes of learning
2 differences between classical and operant conditioning
operant conditioning involves learning a voluntary behaviour whereas classical conditioning involves learning an involuntary behaviour. operant conditioning requires a consequence, whereas there is no kind of consequence during classical conditioning
social cognitive approach to learning
Suggests that learning takes place in a social setting and involves various cognitive processes.
observational learning
a process of learning that involves a learner watching the behaviour of a model and the associated consequence of that behaviour. it is active
5 stages of observational learning
Attention Retention Reproduction Motivation Reinforcement
attention
The first stage of observational learning in which individuals closely watch the model’s behaviour and the consequences of the behaviour.
If the individual does not actively concentrate on the behaviour the model is displaying it is unlikely they will retain this information.
retention
The second stage of observational learning in which individuals create a mental representation to remember the model’s demonstrated behaviour.
If the individual has met this stage this means that the information they have paid attention to is stored in their memory.
This information can be accessed later on when the individual goes to perform the behaviour.
reproduction
The third stage of observational learning in which the individual must have the physical and mental capabilities to replicate the behaviour. Although an individual may have paid attention to the model and retained the information, if they do not have the physical or mental ability to successfully replicate the behaviour, they will be unable to reproduce the behaviour.
Reproduction is often a stage many people do not achieve.
motivation
The fourth stage is motivation, in which the individual must have the desire to reproduce the behaviour.
Motivation is a cognitive process in which the individuals must desire to perform the behaviour they are observing after they have observed it.
This motivation can be either intrinsic or extrinsic.
observational reinforcement (+3 types)
Reinforcement is 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 again in the future.
(Self-reinforcement, external reinforcement, vicarious reinforcement)
self reinforcement
the behaviour is reinforced through factors internal to the individual, such as feeling proud of themselves.
external reinforcement
the behaviour is reinforced by factors external to the individual, such as receiving an award.
vicarious reinforcement
the behaviour is reinforced by observing 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.
