YR12 - Chapter 4, Learning Flashcards
Learning
the process of acquiring knowledge, skills, or behaviours through experience
Behaviourist approaches to learning
theories that propose learning occurs by interacting with the external environment
Classical conditioning
a process of learning through the involuntary association between a NS and an UCS that results in a CR
Before conditioning
the first stage of classical conditioning, during which the NS has no associations and therefore does not produce any significant response
Neutral stimulus
the stimulus that produces no significant response prior to conditioning
Unconditioned stimulus
the stimulus that produces an unconscious response
Unconditioned response
a naturally occurring behaviour in response to a stimulus
During conditioning
the second stage of classical conditioning, during which the NS is repeatedly paired with the UCS , producing the UCR
Timing in during conditioning
The NS must be presented first, remaining until the UCS is presented within half a second. The UCS should not be presented any later than this.
After conditioning
the third stage of classical conditioning, during which the NS becomes the CS , producing a CR
Conditioned stimulus
the stimulus (originally the NS ) that produces a CR after being repeatedly paired with an UCS
Conditioned response
the response that occurs involuntarily after the CS is presented
Explain Pavlov’s experiment
Before:
- sound of bell (NS) produces no response
- dog food (UCS) triggers salivation
During:
- sound of bell (NS) is repeatedly paired with giving dog food (UCS) to trigger salivation (UCR)
After:
- bell (NS) has become the CS which triggers salivation (CR)
Operant conditioning
a three-phase learning process that involves an antecedent, behaviour, and consequence, whereby the consequence of a behaviour determines the likelihood that it
will reoccur
1st phase - antecedent
the stimulus or event that precedes and often elicits a particular behaviour
example - owner commanding dog to ‘sit’
2nd phase - behaviour
The voluntary actions that occur in the presence of the antecedent
example - dog sits in response to the command word ‘sit’
3rd phase - Consequence
The outcome of the behaviour, which determines the likelihood that it will occur again
example - owner gives dog a treat after they sit, increased likelihood of dog repeating behaviour
Types of consequences:
Reinforcement
a consequence that increases the likelihood of a behaviour occurring.
positive reinforcement
the addition of a desirable stimulus, which in turn increases the likelihood of a behaviour reoccurring
example - studying hard for a test and receiving high marks
negative reinforcement
the removal of an undesirable stimulus, which in turn increases the likelihood of a behaviour reoccurring
example - going for a run when you’re stresses, which alleviates stress feelings
Type of consequence:
Punishment
a consequence that decreases the likelihood of a behaviour reoccurring
positive punishment
the addition of an undesirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring
example - a friend criticising you for being late to a catchup
negative punishment
the removal of a desirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring
example - not being allowed to go to a party because of bad behaviour at home
similarities between OC and CC
- both are behaviourist approaches to learning
- both are 3 phase processes of learning
- both require several trials for learning to occur (CC - repeated pairing, OC - consequences occur several times)
differences between OC and CC
- OC involves learning a voluntary behaviour whereas CC involves learning and involuntary behaviour
- learners are active during OC whereas learners are passive during CC
- OC requires a consequence, whereas there’s no kind of consequence during CC
- OC relates to SNS, whereas CC relates to ANS
Social-cognitive approaches to learning
theories that propose learning takes place in a social setting and involves various cognitive processes
Observational learning
(aka social learning, vicarious conditioning, or modelling)
a process of learning that involves watching the behaviour of a model and the associated consequence of that behaviour
Model (in relation to observational learning)
the individual who is performing the behaviour that is being observed
Types of models
live model
- A real-life individual who is displaying the behaviour.
verbal model
- A real-life individual who does not display the behaviour, but rather explains it.
symbolic model
- A real or fictional character who is displaying the behaviour in books, films, TV shows, or through other media sources.
stages of observational learning
- attention
- retention
- reproduction
- motivation
- reinforcement
Attention
the first stage of observational learning in which individuals actively focus on the model’s behaviour and the consequences of the behaviour
more likely to pay attention to the model if they are…
- similar, liked, perceived positively, familiar, celebrity, stands out, behaving in ways that can be imitated
Retention
the second stage of observational learning in which individuals create a mental representation to remember the model’s demonstrated behaviour
Reproduction
the third stage of observational learning
in which the individual must have the physical and mental capabilities to replicate the behaviour
motivation
the fourth stage of observational learning in which the individual must want to reproduce
the behaviour
intrinsic or extrinsic
reinforcement
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
can be vicarious (model receives reinforcement),
self-reinforcement (internal feelings, feeling proud of yourself), or external reinforcement (external factors, receiving an award)
Systems of knowledge
knowledge and skills are based on interconnected social, physical, and spiritual understandings, and in turn, inform survival and contribute to a strong sense of identity
Country
Traditional lands of a particular language or cultural group, including both geographical boundaries and the spiritual, emotional, and intellectual connections to and within it
details about systems of knowledge
- developed by communities working together sharing traditional knowledge
- informed by culture, including who can learn what and where (men vs women)
- consist of information highly relevant to survival
- informed by spiritual and ancestral knowledge (e.g. Dreaming)
- highly interconnected information
- created on Country
Multimodal
using a variety of methods
8 ways of knowing
story sharing
non linear
non verbal
learning maps
decontruct/reconstruct
community links
land links
symbols and images
story sharing
- Learning takes place through narrative and story-sharing
eg - dreaming
learning maps
Planning and visualising processes and knowledge
eg - mindmap of all VCE psych terms connecting to all
Non-verbal
Sharing knowledge through non-verbal means, including dance, art, and observation
eg - traditional dances of animal patterns
Symbols and images
Learning through images, symbols, and metaphors
eg - artwork of landscapes
land links
Learning and knowledge are inherently linked to nature, land, and Country
eg - photosynthesis, go see the plants in the sun and not instead of a textbook
Non-linear
Thinking outside the square and taking knowledge from different viewpoints in order to build new understandings
eg - learn about history comparing common aspects from different country eg tools instead of learning one country’s history at a time
Deconstruct/Reconstruct
Breaking down a concept from whole to parts, and then applying it. Knowledge or skills are demonstrated (modelled), and then a learner is guided through each part in turn. Learners engage by watching and then doing.
eg - Learn a language by reading a passage, then examining the individual sentences and words within it.
Community links
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.
eg - learn about creative writing, write short stories and publish them in local library
Learning embedded in relationships
Relationships between…
- concepts.
- learner and teacher.
- individuals, families, and communities
- all of the above and Country.
western ways of learning vs systems of knowledge
- focused on relationships (OL does this too) and how learning benefits all
- learner is embedded in an interconnected system and learning takes place in that context as opposed to outside of it
- learning doesn’t have to happen in a specific order, it’s non linear
- based on science vs based on cultural understanding
