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psychology 3/4 > chapter 5 > Flashcards

chapter 5 Flashcards

1
Q

learning

A

the process of acquiring knowledge or skills resulting from experience

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

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2
Q

NS, UCS, UCR, CR, CS

A

NS- neutral stimulus
UCS- unconditioned stimulus
UCR- unconditioned response
CR- conditioned response
CS- conditioned stimulus

  • NS before conditioning has no relevant response
  • NS becomes CS after conditioning
  • UCR becomes CR after conditioning
    *before conditioning UCS causes UCR
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3
Q

classical conditioning formula

+example

A

BEFORE:
-NS causes no relevant response
-UCS causes UCR

DURING:
- NS followed by UCS causes UCR

AFTER:
-CS leads to CR

example:

BEFORE:
- tiger plate (NS) causes no relevant response
- PBJs (UCS) causes dancing (UCR)

DURING:
- tiger plate (NS) followed by PBJs (UCS) causes dancing (UCR)

AFTER:
- tiger plate (CS) leads to dancing (CR)

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4
Q

behaviourist approaches

A
  • an approach to learning that states that behaviours are learned through interactions with the environment.

-examples: classical conditioning and operant conditioning

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5
Q

conditioning

A

the learning process by which the behaviour of an organism becomes dependent on an event or stimulus occurring in its environment.

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6
Q

what is classical conditioning response

A

-the response is involuntary or reflexive
-it occurs automatically and unconsciously
-e.g. blinking in response to dust blowing in your eye on a windy day

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7
Q

PAVLOV’S PIONEERING CLASSICAL CONDITIONING RESEARCH

A

CLASSICAL CONDITIONING:
- a simple form of learning that occurs through repeated associations between two stimuli to produce a conditioned response.

STEP 1: dog → food presented → dog salivates
STEP 2: dog → metronome starts → no response
STEP 3 (multiple repeats): dog → metronome starts → food presented immediatley → dog salivates
STEP 4: dog → metronome starts → dog salivates

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8
Q

classical conditioning description

A
  • classical conditioning can be described as a simple form of involuntary learning, which occurs through repeated associations of two different stimuli to produce a conditioned response.
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9
Q

THE THREE PHASE PROCESS OF CLASSICAL CONDITIONING

A
  • before conditioning
  • during conditioning
  • after conditioning
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10
Q

BEFORE CONDITIONING

A

-no learning has taken place yet
-there is an unconditioned stimulus (UCS), which produces a naturally occurring autonomic response.
(the UCS is the presentation of food)

-the response to the UCS is called the unconditioned response (UCR) because it also doesn’t depend on any conditions. it is a naturally occurring autonomic response to the UCS.
(when the dog sees food it begins to salivate)

-there is also a neutral stimulus (NS)
(the sound of the metronome - the dog does not have a natural response to it)

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11
Q

DURING CONDITIONING

A

-learning occurs through association in which the two stimuli are associated or paired.
-the NS is usually presented and immediately followed by the UCS, or they are presented simultaneously.

(the metronome is started and the food is presented)

-This step is repeated multiple times, so that the two stimuli, the NS and UCS, become
associated or paired. This is called acquisition, the association of the NS with the UCS.

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12
Q

AFTER CONDITIONING

A
  • NS becomes the CS
  • through repeated association in the previous phase, the neutral stimulus (ticking metronome) on its own triggers the same UCR (salivation) as the unconditioned stimulus.
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13
Q

classical condtioning
three-phase process

A

BEFORE CONDITIONING
-An unconditioned stimulus (UCS) produces an unconditioned response (UCR).
-A neutral stimulus (NS) produces no response.
↓
DURING CONDITIONING
-The neutral stimulus (NS) is repeatedly presented immediately before the unconditioned stimulus (UCS), multiple times, and the UCS produces the unconditioned response (UCR).
↓
AFTER CONDITIONING
-The neutral stimulus (NS) is now the conditioned stimulus (CS) since on its own it now produces the unconditioned response which is therefore now the conditioned response (CR).

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14
Q

ethical concepts

A

INTEGRITY:
the commitment to searching for knowledge and understanding and the honest reporting of all sources of
information and results.

JUSTICE:
the moral obligation to ensure that competing claims are considered fairly, that there is no unfair burden on a particular group from an action, and that there is fair distribution and access to the benefits of an action.

RESPECT:
involves considering the value of living things, giving due regard, and considering the capacity of living things to make their own decisions.

BENEFICENCE & NON-MALEFICENCE:
the commitment to maximising benefits and minimising the risks and harms.

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15
Q

Ethical guidelines

A

CONFIDENTIALITY
Ensure the personal details of participants is not exposed.

VOLUNTARY PARTICIPATION
Participants do so freely and are not coerced into taking part

INFORMED CONSENT
Participants are informed of the nature of the study and any risks before agreeing to take part

WITHDRAWAL RIGHTS
Participants can withdraw from the study at any time without penalty

USE OF DECEPTION
Where the true nature of a study can not be disclosed, it must be explained as soon as possible

DEBRIEFING
Participants are told the true nature of the study, can ask questions and are told any findings or conclusions

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16
Q

operant conditioning

A

-a learning process in which the likelihood of a voluntary behaviour occurring is determined by its consequences.
-operant conditioning requires the learner to be active (voluntarily aware of the behaviour they are exhibiting in response to stimuli).

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17
Q

the three-phase model of operant conditioning

A
  1. ANTECEDENT- any environmental stimulus that triggers an action
  2. BEHAVIOUR- any action
  3. CONSEQUENCE- something that makes a behaviour more or less likely to occur again.
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18
Q

operant conditioning extra

A

during acquisition in operant conditioning, the voluntary behaviour is strengthened by association with a reinforcement or weakened by an association with a punishment.

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19
Q

consequences in operant conditioning

A

two main consequences: reinforcement and punishment

20
Q

consequences in operant conditioning
REINFORCEMENT

A

REINFORCEMENT- increases the likelihood of a behaviour reoccurring in the future.

POSITIVE REINFORCEMENT:
-when a behaviour is followed by adding a desirable stimulus, increasing the likelihood of the behaviour occurring again.

NEGATIVE REINFORCEMENT:
-when a behaviour is followed by the removal of an undesirable stimulus, increasing the likelihood of the behaviour occurring again.

21
Q

consequences in operant conditioning
PUNISHMENT

A

PUNISHMENT - decreases the likelihood of a behaviour reoccurring

POSITIVE PUNISHMENT:
-when a behaviour is followed by adding an
undesirable stimulus, decreasing the likelihood of the behaviour occurring again.

NEGATIVE PUNISHMENT:
-when a behaviour is followed by the removal of a desirable stimulus, decreasing the likelihood of the behaviour occurring again.

22
Q

the bobo doll experiments

A
  • Bandura was interested to know what a child (learner) would do if they observed an adult (model) aggressively interact with a Bobo doll.
    -He summarised his research to say that the consequences for the aggressive behaviour had an effect on the behaviour displayed by the children.
23
Q

overview of observational learning

A

-Observational learning is a social-cognitive approach to learning that occurs when a learner observes a model’s actions and their consequences to guide their future actions.
-it is an active type of learning (unlike classical conditioning) and more efficient than operant conditioning.

24
Q

social-cognitive approach

A

-when individuals process, remember and learn information in social contexts to explain and predict their behaviour and that of others.

25
Q

STAGES OF OBSERVATIONAL LEARNING
1. attention

A

-the first step in observational learning, when the learner actively watches the model’s behaviour and the consequences.
-more likely to focus on a model if they are attractive, credible, well-respected and/or an authority figure.

26
Q

STAGES OF OBSERVATIONAL LEARNING
2. retention

A

-the second stage in observational learning, when the learner stores (retains) a mental representation of the model’s behaviour.
-The more meaningful the learner’s memory is, the more accurately the learner will be able to replicate the model’s behaviour later.

27
Q

STAGES OF OBSERVATIONAL LEARNING
3. reproduction

A

-the third stage in observational learning, when the learner’s physical and mental capabilities enable them to perform the model’s behaviour.
-The behaviour must be within the learner’s competency levels.

28
Q

STAGES OF OBSERVATIONAL LEARNING
4. motivation

A

-the learners desire to perform the models behaviour.
- they have to want to do it to gain something, achieve a goal or receive a reinforcer.

29
Q

STAGES OF OBSERVATIONAL LEARNING
5. reinforcement

A

receiving a reward or desirable factor that increases the likelihood that the learner will reproduce the behaviour in future.

30
Q

observational learning summary

A

ATTENTION- The learner must actively watch the model’s behaviour and their consequences.

RETENTION- The learner must retain a mental representation of the model’s behaviour for future use.

REPRODUCTION- The learner must have the physical and mental capabilities to reproduce the behaviour.

MOTIVATION- The learner must have the desire to perform the behaviour.

REINFORCEMENT- The consequence of the behaviour influences the learners’ likelihood of reproducing the behaviour in future.

31
Q

overview of general indigenous community systems

A

-all indigenous communities have their own systematic way of knowing & learning.
-the world views of indigenous people are highly integrated; each aspect of culture, history and society connects with all other aspects.

32
Q

local, national and global community systems

A

-Indigenous community systems are generally very old and can be considered on local, national and global scales.

GLOBAL - Global communities include the Indigenous people of each country – the first people of any country.

NATIONAL - National community systems include the first people of specific countries; for example, the Maya people in Guatemala.

LOCAL - Local communities’ systems include their own language, historical stories, decision-making and skills.

33
Q

indigenous cultures are different to non-indigenous cultures

A
  • non-indigenous cultures teach students to learn in a way that is mostly separate from how we live day to day.
  • whereas, indigenous Australian culture combines both aspects in its teaching for knowing.
34
Q

sharing knowledge historically

A

-historic barriers dating back to colonisation and exploitation have eroded trust between communities - trust needs to be rebuilt for the exchange of knowledge to occur.
-Historically, research involving Indigenous communities has been inappropriate because the researchers rarely obtained informed consent.
- the power differences between participants and researchers meant that participants were exploited.

35
Q

connection to country

A

-‘indigenous ways of knowing’ guides people to explore the knowledge within indigenous communities and also reminds the indigenous communities that learning is in human connections and relationships but also in all of the objects of creation: the plants, animals, land and its sources.

connection to country:
- indigenous ways of knowing are rooted in a deep respect for the ecology and understanding of the connected relationship with the land.

36
Q

INDIGENOUS FRAMEWORK OF LEARNING: 8 WAYS

A
  • Aboriginal learning is more about ‘how’ rather than ‘what’.
  • the 8 ways of knowing is expressed as 8 interconnected ideas involving: telling a story, thinking and doing, drawing it, taking it outside, trying a new way, watching first then doing, and sharing it with others.
37
Q

INDIGENOUS FRAMEWORK OF LEARNING: 8 WAYS

the different ways

A
  1. Story sharing: learning/knowing through narrative
  2. Learning maps: visualising and mapping processes
  3. Non-verbal: see, think, act, create, move without words
  4. symbols and images: understanding concepts through art and metaphor
  5. Land links: place-based learning
  6. Non-linear: indirect, innovative and interdisciplinary approaches
  7. Deconstruct/reconstruct: modelling and scaffolding
  8. Community links: connecting learning to local values and needs
38
Q

INDIGENOUS FRAMEWORK OF LEARNING: 8 WAYS

  1. story sharing
A

-Approaching learning through narrative.
-We connect through the stories we share.
-commonly known as yarning and is a way to gain knowledge and to learn.

39
Q

INDIGENOUS FRAMEWORK OF LEARNING: 8 WAYS

  1. learning maps
A

-Explicitly mapping/ visualising processes.
-We picture our pathways of knowledge.
A deliberate visual plan for learners to follow.
-it usually follows a story and will be a discussion-based procedure to create the map.
-images make up most of the map.

40
Q

INDIGENOUS FRAMEWORK OF LEARNING: 8 WAYS

  1. non-verbal
A

-Applying intra-personal and kinaesthetic skills to thinking and learning.
-We see, think, act, make and share without words.
-use dance, facial expressions, gestures and kinaesthetic skills to think and learn.

41
Q

INDIGENOUS FRAMEWORK OF LEARNING: 8 WAYS

  1. symbols and images
A

-Using images and metaphors to understand concepts and content.
-We keep and share knowledge with art and objects.

42
Q

INDIGENOUS FRAMEWORK OF LEARNING: 8 WAYS

  1. land links
A

-place-based learning, linking content to local land and place.
-We work with lessons from land and nature.

43
Q

INDIGENOUS FRAMEWORK OF LEARNING: 8 WAYS

  1. non-linear
A

-Producing innovations and understanding by thinking laterally or combining systems. -We put different ideas together and create new knowledge.

44
Q

INDIGENOUS FRAMEWORK OF LEARNING: 8 WAYS

  1. deconstruct/reconstruct
A

-Modelling and scaffolding, working from wholes to parts (watch then do).
-We work from wholes to parts, watching and then doing.
-learners watch a complete process to understand its purpose, and only then learn the individual steps that make it up.

45
Q

INDIGENOUS FRAMEWORK OF LEARNING: 8 WAYS

  1. community links
A

-Centring local viewpoints, applying learning for community benefit.
-We bring new knowledge home to help our mob.

psychology 3/4 (8 decks)

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