YR12 - Chapter 4, Learning

Question 1

Learning

Answer 1

the process of acquiring knowledge, skills, or behaviours through experience

Question 2

Behaviourist approaches to learning

Answer 2

theories that propose learning occurs by interacting with the external environment

Question 3

Classical conditioning

Answer 3

a process of learning through the involuntary association between a NS and an UCS that results in a CR

Question 4

Before conditioning

Answer 4

the first stage of classical conditioning, during which the NS has no associations and therefore does not produce any significant response

Question 5

Neutral stimulus

Answer 5

the stimulus that produces no significant response prior to conditioning

Question 6

Unconditioned stimulus

Answer 6

the stimulus that produces an unconscious response

Question 7

Unconditioned response

Answer 7

a naturally occurring behaviour in response to a stimulus

Question 8

During conditioning

Answer 8

the second stage of classical conditioning, during which the NS is repeatedly paired with the UCS , producing the UCR

Question 9

Timing in during conditioning

Answer 9

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.

Question 10

After conditioning

Answer 10

the third stage of classical conditioning, during which the NS becomes the CS , producing a CR

Question 11

Conditioned stimulus

Answer 11

the stimulus (originally the NS ) that produces a CR after being repeatedly paired with an UCS

Question 12

Conditioned response

Answer 12

the response that occurs involuntarily after the CS is presented

Question 13

Explain Pavlov’s experiment

Answer 13

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)

Question 14

Operant conditioning

Answer 14

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

Question 15

1st phase - antecedent

Answer 15

the stimulus or event that precedes and often elicits a particular behaviour

example - owner commanding dog to ‘sit’

Question 16

2nd phase - behaviour

Answer 16

The voluntary actions that occur in the presence of the antecedent

example - dog sits in response to the command word ‘sit’

Question 17

3rd phase - Consequence

Answer 17

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

Question 18

Types of consequences:

Reinforcement

Answer 18

a consequence that increases the likelihood of a behaviour occurring.

Question 19

positive reinforcement

Answer 19

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

Question 20

negative reinforcement

Answer 20

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

Question 21

Type of consequence:

Punishment

Answer 21

a consequence that decreases the likelihood of a behaviour reoccurring

Question 22

positive punishment

Answer 22

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

Question 23

negative punishment

Answer 23

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

Question 24

similarities between OC and CC

Answer 24

• 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)

Question 25

differences between OC and CC

Answer 25

• 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

Question 26

Social-cognitive approaches to learning

Answer 26

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

Question 27

Observational learning
(aka social learning, vicarious conditioning, or modelling)

Answer 27

a process of learning that involves watching the behaviour of a model and the associated consequence of that behaviour

Question 28

Model (in relation to observational learning)

Answer 28

the individual who is performing the behaviour that is being observed

Question 29

Types of models

Answer 29

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.

Question 30

stages of observational learning

Answer 30

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

Question 31

Attention

Answer 31

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

Question 32

Retention

Answer 32

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

Question 33

Reproduction

Answer 33

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

Question 34

motivation

Answer 34

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

intrinsic or extrinsic

Question 35

reinforcement

Answer 35

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)

Question 36

Systems of knowledge

Answer 36

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

Question 37

Country

Answer 37

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

Question 38

details about systems of knowledge

Answer 38

• 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

Question 39

Multimodal

Answer 39

using a variety of methods

Question 40

8 ways of knowing

Answer 40

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

Question 41

story sharing

Answer 41

• Learning takes place through narrative and story-sharing

eg - dreaming

Question 42

learning maps

Answer 42

Planning and visualising processes and knowledge

eg - mindmap of all VCE psych terms connecting to all

Question 43

Non-verbal

Answer 43

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

eg - traditional dances of animal patterns

Question 44

Symbols and images

Answer 44

Learning through images, symbols, and metaphors

eg - artwork of landscapes

Question 45

land links

Answer 45

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

Question 46

Non-linear

Answer 46

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

Question 47

Deconstruct/Reconstruct

Answer 47

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.

Question 48

Community links

Answer 48

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

Question 49

Learning embedded in relationships

Answer 49

Relationships between…
- concepts.
- learner and teacher.
- individuals, families, and communities
- all of the above and Country.

Question 50

western ways of learning vs systems of knowledge

Answer 50

• 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