CH 4

Question 1

What is learning?

Answer 1

Learning – the process of acquiring knowledge, skills, or behaviours through experience.

Question 2

What are 3 characteristics of learning?

Answer 2

Characteristics of Learning:
o Relatively permanent.
o Intentional or unintentional.
o Active or passive.

Question 3

What is the Behaviorist approaches to learning

Answer 3

Behaviorist approaches to learning – theories that propose learning occurs by interacting with the external environment

Question 4

What is Classical Conditioning

Answer 4

Classical Conditioning – a process of learning through the involuntary association between a neutral stimulus and an unconditioned stimulus that results in a conditioned response. Ivan Pavlov, 1927 is most known for this experiment. The learner is passive.

Question 5

What is Before conditioning

Answer 5

• Before conditioning – the first stage of classical conditioning, during which the neutral stimulus has no associations and therefore does not produce any significant response.

Question 6

What is Neutral stimulus (NS)

Answer 6

Neutral stimulus (NS) - stimulus that produces no significant response prior to conditioning.

Question 7

What is Unconditioned stimulus (UCS)

Answer 7

Unconditioned stimulus (UCS) - stimulus that produces an unconscious response.

Question 8

What is Unconditioned response (UCR)

Answer 8

Unconditioned response (UCR) - naturally occurring behaviour in response to a stimulus.

Question 9

What is during conditioning?

Answer 9

During conditioning – the second stage of classical conditioning, during which the neutral stimulus is repeatedly paired with the unconditioned stimulus, producing the unconditioned response.

Question 10

What is after conditioning

Answer 10

After conditioning – the third stage of classical conditioning, during which the neutral stimulus becomes the conditioned stimulus, producing a conditioned response

Question 11

What is Conditioned stimulus (CS)

Answer 11

Conditioned stimulus (CS) - stimulus (originally the neutral stimulus) that produces a conditioned response after being repeatedly paired with an unconditioned stimulus.

Question 12

What is Conditioned response (CR)

Answer 12

Conditioned response (CR) - response that occurs involuntarily after the conditioned stimulus is presented.

Question 13

Tips to remember:
Neutral & Conditioned Stimuli

Answer 13

Same stimulus

Question 14

Tips to remember:
Unconditioned & Conditioned response

Answer 14

Both responses will be the same behaviour, but you must identify which stage the response is at and what is triggering the response.

Question 15

Tips to remember:
Describing classical conditioning

Answer 15

Remember to describe the 5 elements(NS, CS, CR, UCR, UCR) in terms of their role in each stage.

Question 16

What is Operant Conditioning

Answer 16

Operant conditioning - three-phase learning process that involves an antecedent, behaviour, and consequence, whereby the consequence of a behaviour determines the likelihood that it will reoccur. (Developed by B.F Skinner, 1948s). Acronym ABC for the stages.

Question 17

What is Antecedent

Answer 17

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

Question 18

What is behaviour (in relation to operant conditioning)?

Answer 18

Behaviour (in relation to operant conditioning) - the voluntary actions that occur in the presence of the antecedent.

Question 19

What is Consequences

Answer 19

Consequence - the outcome of the behaviour, which determines the likelihood that it will occur again.

Question 20

What is reinforcement

Answer 20

Reinforcement – consequence that increases the likelihood of a behaviour reoccurring.

Question 21

What is punishment

Answer 21

Punishment – consequence that decreases the likelihood of a behaviour reoccurring.

Question 22

What is positive reinforcement

Answer 22

Positive reinforcement - the addition of a desirable stimulus, which in turn increases the likelihood of a behaviour reoccurring.

Question 23

What is negative reinforcement

Answer 23

Negative reinforcement - the removal of an undesirable stimulus, which in turn increases the likelihood of a behaviour reoccurring.

Question 24

What is positive punishment

Answer 24

Positive punishment - the addition of an undesirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring.

Question 25

What is negative punishment

Answer 25

Negative punishment - the removal of a desirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring.

Question 26

Factors influencing consequence effectiveness

Answer 26

Factors Influencing Consequence Effectiveness
- Order of presentation – reinforcement or punishment should always occur after the desired response (and it should be consistent).
- Timing – The punishment or reinforcement is most effective when given immediately after the response has occurred.
- Appropriateness – We need to take into account the personal characteristics of the individual and the individual situation when deciding whether the stimulus will act as a reinforcer or punishment for them personally.

Question 27

Similarities between classical and operant conditioning.

Answer 27

Similarities:
* Behaviourist approaches to learning.
* Three phases of learning.
* Repetition is needed for learning to occur.

Question 28

Differences between classical and operant conditioning.

Answer 28

Operant Conditioning:
- Active Learning.
- Voluntary Responses.
- Stimulus (consequence) presented after response
Classical Conditioning:
- Passive Learning.
- Involuntary Responses.
- Stimulus Presented before response.

Question 29

What is the Social-cognitive approaches to learning

Answer 29

Social-cognitive approaches to learning - theories that propose learning takes place in a social setting and involves various cognitive processes.

Question 30

What is a model ((in relation to observational learning)?

Answer 30

Model (in relation to observational learning) - the individual who is performing the behaviour that is being observed.

Question 31

What is Live model

Answer 31

Live Model – A real-life individual who is displaying the behaviour.

Question 32

What is Verbal model

Answer 32

Verbal Model – A real-life individual who does not display the behaviour, but rather explains it.

Question 33

What is Symbolic model

Answer 33

Symbolic Model – A real or fictional character who is displaying the behaviour in books, films, TV shows, or through other media sources.

Question 34

What is Observational learning/Social Learning/Vicarious Conditioning

Answer 34

Observational learning/Social Learning/Vicarious Conditioning/Modelling - a process of learning that involves watching the behaviour of a model and the associated consequence of that behaviour.

Question 35

What is attention (in relation to observational learning)

Answer 35

Attention (in relation to observational learning) - the first stage of observational learning in which individuals actively focus on the model’s behaviour and the consequences of the behaviour.

Question 36

list at least 2 factors from the model that influence attention

Answer 36

• Perceived positively.
• Liked
• Of high status (such as a celebrity)
• Similar to the learner
• Familiar to the learner
• Visible and stands out from others.
• Behaving in a way that the learner believes can be imitated.

Question 37

What is Retention (in relation to observational learning)

Answer 37

Retention (in relation to observational learning) - the second stage of observational learning in which individuals create a mental representation to remember the model’s demonstrated behaviour.
- This information is stored in the individual’s memory and can be accessed later on.

Question 38

What is Reproduction (in relation to observational learning)

Answer 38

• Reproduction (in relation to observational learning) - the third stage of observational learning in which the individual must have the physical and mental capabilities to replicate the behaviour.
  o People lack control over mental and physical capabilities. Due to this some individuals are unable to complete the behaviour.

Question 39

What is Motivation (in relation to observational learning)

Answer 39

• Motivation (in relation to observational learning) - the fourth stage of observational learning in which the individual must want to reproduce the behaviour. Motivation can be either intrinsic or extrinsic.

Question 40

What are the two types of motivation (in relation to observational learning)

Answer 40

o Intrinsic motivations - occurs from within the individual.
o Extrinsic motivations - occurs from factors that are external to the individual.

Question 41

What is Reinforcement (in relation to observational learning)

Answer 41

Reinforcement (in relation to observational learning) - 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.

Question 42

Types of Reinforcement

Answer 42

Types of Reinforcement:
o Self-reinforcement - the behaviour is reinforced through factors internal to the individual, such as feeling proud of themselves.
o External reinforcement - the behaviour is reinforced by factors external to the individual, such as receiving an award.
o 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.

Question 43

Operant vs Observation Learning - list 1 similarity and 2 differences.

Answer 43

• The reinforcement of the behaviour shapes the learning in both theories.
• In operant conditioning the reinforcement changes our behaviour as a guide.
• In observational learning we watch someone else’s behaviour as a guide.

Question 44

What is Systems of knowledge (in relation to First Nations approaches to learning)

Answer 44

Systems of knowledge (in relation to First Nations approaches to learning) - knowledge and skills that inform survival and contribute to a strong sense of identity.

Question 45

List at least two systems of knowledge’s

Answer 45

o Developed by communities working together.
o Informed by culture including who can learn what and where.
o Consists of information for day-to-day living and information that is interconnected for survival.
o Informed by spiritual and ancestral knowledge.
o Created on Country.

Question 46

What is Country (in relation to First Nations cultures)

Answer 46

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 47

Define multimodal?

Answer 47

Multimodal - using a variety of methods.

Question 48

The 8 Ways Framework

Answer 48

Story-Sharing – Learning takes place through narrative and story-sharing.
Learning Maps – Planning and visualising processes and knowledge.
Non-verbal – Sharing knowledge through non-verbal means, including dance, art, and observation.
Symbols and images – Learning through images, symbols, and metaphors.
o Land links – Learning and knowledge are inherently linked to nature, land, and Country.
o Non-linear – Thinking outside the square and taking knowledge from different viewpoints in order to build new understandings.
o 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.
o 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.

Question 49

What is Learning Embedded in Relationships is Dependant On:

Answer 49

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