Chapter 4 Approaches to Learning

Question 1

Classical Conditioning (Pavlov)

Answer 1

Classical Conditioning is a process of learning through the involuntary association between a neutral stimulus and an unconditioned stimulus that results in a conditioned response.
(Behaviourist approach to learning)

Question 2

What happens in phase 1 before conditioning phase?

Answer 2

The neutral stimulus has no associations and therefore does not produce any relevant response. The UCS produces the UCR.

Phase 1: Before conditioning, the neutral stimulus (NS), (e.g bell), elicits no relevant response. The unconditioned stimulus (UCS) of (e.g food) elicited the unconditioned response (UCR) of (e.g salitvation) in the (e.g dog ).

Question 3

Second phase: during conditioning?

Answer 3

Second stage of classical conditioning.
* The NS is repeatedly paired with the UCS, which in turn produces the UCR.
* the NS is to be presented half of a second before the UCS.
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Phase 2: During conditioning, the NS (e.g bell) is presented first with the UCS (e.g food) presented immediately after (within 0.5 secs) and they are repeatedly paired together. This produces the UCR (e.g salivation) in the (e.g dog).

Question 4

When should the neutral stimulus be presented during classical conditioning?

Answer 4

The neutral stimulus must be presented 0.5 seconds before the unconditioned stimulus. The UCS should not be presented later than this.

Question 5

After conditioning phase?

Answer 5

The neutral stimulus becomes the conditioned stimulus, producing a conditioned response without the prescence unconditioned stimulus.

Third Phase: After conditioning, the NS, (e.g bell) becomes a conditioned stimulus (CS), producing a conditioned response (CR) of (e.g salivation) in the (e.g dog) without the prescence of the UCS, which is usually similar to the previously unconditioned response.

Question 6

What is operant conditioning? (Skinner)

Answer 6

Operant conditioning is 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.
(behaviourist approach to learning)

Question 7

What is the antecedent? Give example.

Answer 7

Stimulus or event that precedes or elicits a particular behaviour.

Question 8

What is the behaviour? Give example.

Answer 8

The voluntary actions that occur in the presence of the antecedent.

Question 9

What is the consequence?

Answer 9

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

Question 10

Factors that influence effectiveness of Operant Conditioning

Answer 10

Order of Presentation: reinforcement/punishment must be presented after behaviour so that it is learned as a consequence of that behaviour.

Timing: reinforcement/punishment are most effective when presented immediately after behaviour (also increases strength of response).
(promise of a reward in the future can also be a powerful influence on behaviour)

Appropriateness: reinforcement/punishment must be specific to the likes/dislikes of the individual (reward could actually be punishment)

Question 11

Positive Reinforcement

Answer 11

The addition of a desirable stimulus, which in turn increases the likelihood of the behaviour reoccurring again in the future.

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Question 12

Negative Reinforcement

Answer 12

The removal of an undesirable stimulus, which in turn increases the likelihood of the behaviour reoccurring again in the future.
- -+

Question 13

Positive Punishment

Answer 13

The addition of an undesirable stimulus, which in turn decreases the likelihood of the behaviour reoccurring again in the future.
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Question 14

Negative Punishment

Answer 14

The removal of a desirable stimulus, , which in turn decreases the likelihood of the behaviour reoccurring again in the future.

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Question 15

Similarities between Operant and Classical Conditioning?

Answer 15

• Both behaviourist approaches to learning
• 3-phase process of learning
• Require several trials for learning to occur.

Eg. classical conditioning requires NS and UCS to be repeatedly paired whereas in operant learning it is more likely to occur if the consequence occurs several times in response to a behaviour.

Question 16

Differences between Operant and Classical Conditioning?

Answer 16

• Operant conditioning involves learning voluntary behaviours whereas Classical involves learning involuntary behaviours.
• Learners are active during operant, whereas learners are passive during classical.
• Operant requires a consequence, whereas there is no kind of consequence during classical.
• ## immediate (classical) vs. delayed (operant)

Question 17

What is observational learning? (Bandura)

Answer 17

Process of learning that involves watching the behaviour of a model and the associated consequence of that behaviour, either directly or indirectly
(social-cognitive approach to learning)

Question 18

What factors influence whether learners pay attention?

Answer 18

If the model is:
* 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 19

What are the 5 stages of observational learning?

Answer 19

Attention, Retention, Reproduction, Motivation, Reinforcement.

Question 20

Attention Phase?

Answer 20

When the learner actively watches the model’s behaviour and its consequences of that behaviour.

to learn through observation we must closely/actively watch the model’s behaviour

Question 21

Retention Phase?

Answer 21

The learner has the mental capacity to create a mental representation of the model’s demonstrated behaviour ans stores it in their memory.

This stage allows the info they paid attention to, to be stored in their memory and accessed later.

Question 22

Reproduction phase?

Answer 22

The learner must have the physical and mental capabilities to replicate the behaviour. If they don’t they will be unable to reproduce the behaviour.

Question 23

Motivation phase?

Answer 23

Individuals has a desire to perform the behaviour because…

Motivation is a cognitive process in which individuals must desire to perform that behaviour.
Intrinsic Motivation - Occur from within (Eg desire to do well on exams)
Extrinsic Motivation - occur from external factors to the individual (Eg receiving praise)

Question 24

Reinforcement phase?

Answer 24

influences the motivation to reproduce the behaviour and increases the likelihood of reproduction

(can be negative or positive )
Self-reinforcement, External reinforcement, Vicarious reinforcement.

Question 25

What is self-reinforcement?

Answer 25

Reinforced through internal factors (feeling proud of themselves/ feeling disappointed)

Question 26

External reinforcement?

Answer 26

reinforced through external factors to the individual (receiving an award/given chores)

Question 27

Vicarious reinforcement?

Answer 27

reinforced by observing the reinforcement of another person performing the same behaviour.

Question 28

What are systems of knowledge?

Answer 28

Complex systems of knowledge, are 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 29

How are systems of knowledge developed?

Answer 29

- developed by communities working together and sharing traditional expertise and knowledge. - informed by culture, including who can learn what and where. - consist of information that is highly relevant to day-to-day living and survival. - are informed by spiritual and ancestral knowledge. - consist of information that is highly interconnected. - are patterned (created) on Country, or traditional lands. Different knowledge is deeply interconnected within complex systems and that learning is embedded within Country. In this way, learning is holistic and involves understanding the relationships between things, living beings, spirituality and how they all interconnect with each other. Add multimodal - way of learning

Question 30

What are the 8 ways of Aboriginal learning framework?

Answer 30

Story-sharing, Learning Maps, Non-verbal, Community links, Land links, Deconstruct/Reconstruct, Symbols & Images and Non-Linear.

Question 31

Story-sharing

Answer 31

Learning takes place through narrative and story-sharing. Eg, Sharing Dreaming stories to communicate complex knowledge relating to the natural world and survival.

Question 32

Learning maps

Answer 32

Planning and visualising processes and knowledge. Eg - Creating a visual representation or mindmap of all the key terms within a topic.

Question 33

Non-verbal

Answer 33

Sharing knowledge through non-verbal means, including dance, art, and observation. Eg, Traditional dances where the movements reflect the patterns of certain animals. By observing others and participating in dancing rituals, individuals also learn the habits of the animal.

Question 34

Symbols & Images

Answer 34

Learning through images, symbols, and metaphors. Eg, Creating artwork that uses symbols to represent landmarks, animals or objects.

Question 35

Land Links

Answer 35

Learning and knowledge are inherently linked to nature, land and Country. Eg, Content is linked to geographical landmarks and features. For example, rather than learning from a textbook, you investigate out in the field (nature).

Question 36

Non-Linear

Answer 36

Thinking outside the square and taking knowledge from different viewpoints in order to build new understandings Eg, For example instead of learning about each country separately one after another, compare and contrast different historical traditions from that time of each country.

Question 37

Deconstruct/Reconstruct

Answer 37

Breaking down a concept from whole to parts, and then applying it. Eg, Learning a new language by reading a passage in that language, and then examining sentences and words within it.

Question 38

Community Links

Answer 38

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, When learning creative writing in an English class, the class may put together a book of stories that explore important spaces in the community. This is then published and made available for free in the local library.

Question 39

Which relationships are the processes for learning embedded in? (Aboriginals and Torres Strait Islanders)

Answer 39

- Relationships between concepts. Eg, link a geographical landmark in their community to a historical event significant to the Indigenous community. * Relationships between learner and teacher. Eg, foster trust in students, take the time to get to know each of the students and respond to their needs well so that their learning is facilitated through being their teacher. * Relationships between individuals, families, and communities. Eg, watch ceremonial dances or listen to an Elder telling Dreaming stories to help them learn more in-depth about their culture. * Relationships between all of the above and Country.

Question 40

Similarity and difference between Observational and Aboriginal and Torres Strait Islander approaches to learning.

Answer 40

A similarity between observational learning and Aboriginal and Torres Strait Islander approaches to learning is that **learning is more effective when the model (or teacher) is familiar to and liked by the learner**. In Aboriginal and Torres Strait Islander approaches to learning, learning is deeply embedded in **relationships**, whereby the learner and the teacher **must know and trust** each other in order for learning to be successful. Comparatively, in observational learning, an individual is more likely to pay attention to a model if the model is familiar and perceived positively by the learner.

Question 41

Learning

Answer 41

Learning is a relatively permanent change in behaviour that occurs as a result of experience.

Question 42

2 of the elements of Aboriginal and Torres Strait Islander approaches to learning that make it unique and distinct from the other approaches to learning

Answer 42

Aboriginal and Torres Strait Islander approaches to learning are **multimodal, meaning that they utilise a variety of methods**, such as story-sharing, non-verbal communication, and community links. Another element of Aboriginal and Torres Strait Islander approaches to learning **situates learners within a complex system of knowledge**, meaning that knowledge and skills are based on interconnected social, physical and spiritual understandings that inform survival and contribute to a strong sense of identity. part of everyday life (system of knowledge)vs. distinct from everyday life (written culture) passed down from generation to generation (personal relationships) vs. formal instruction, student teacher relationships

Question 43

Explain how Aboriginal and Torres Strait Islander ways of knowing and learning are similar to observational learning.

Answer 43

Aboriginal and Torres Strait Islander peoples "model" their learning and ways of knowing to the younger generations, who in turn replicate these. This is similar to observational learning, where a model is observed and the learner reproduces the actions they have retained.

Question 44

Why some people might be able to pay close attention to a gymnastics routine but be unable to demonstrate their learning

Answer 44

Gymnastics is a complicated set of actions and if the model does not have the ability to attempt the routine, they will be unable to fully demonstrate their learning.