Outcome 2 Flashcards
(44 cards)
what is learning?
LEARNING IS A RELATIVELY PERMANENT CHANGE IN BEHAVIOUR THAT IS THE RESULT OF EXPERIENCE.
what are the ( Behaviourist) approaches to learning ?
- Classical conditioning/respondent conditioning = learning that occurs through repeated association of two (or more) different stimuli.
- Operant conditioning = a learning process whereby the consequences of behaviour determine the likelihood that it will be performed in the future.
WHAT IS CLASSICAL CONDITIONING?
Classical conditioning is a simple form of learning that occurs as a result of the repeated association of two stimuli.
example: Pavlov experiment dog+food+bell
KEY ELEMENTS IN CLASSICAL CONDITIONING
NEUTRAL STIMULUS:
a stimulus before it becomes conditioned causes no response
UNCONDITIONED RESPONSE (UCR):
the response which occurs automatically when the unconditioned stimulus is presented. the ucr is a reflexive or involuntary response as it is predictably caused by an ucs.
CONDITIONED STIMULUS (CS):
the stimulus, which is ‘neutral’ at the start of the conditioning. it would not normally produce the unconditioned response (ucr), but does so eventually because of its association with the unconditioned stimulus (ucs).
CONDITIONED RESPONSE (CR):
the behaviour, which is identical to that of the unconditioned response caused by the conditioned stimulus after conditioning
Factors that influence classical conditioning
Nature of the response
The UCR must initially be an automatic or involuntary response, such as a reflex response.
Association of stimuli
Relies on the association of two DIFFERENT stimuli.
The association between the two events occur close together in time and space.
Timing of the NS and UCS pairing
The NS should be presented BEFORE the UCS…and within a very short time between the presentation of the two.
what is OPERANT CONDITIONING and would different consequences do? + example
- Operant conditioning is learning from the consequences of your behaviour
It is a learning process where voluntary behaviour (and its frequency) depends on the consequence that follows that behaviour.
The frequency of behaviour will increase if followed by reinforcement.
The frequency of behaviour will decrease if followed by punishment.
ex. skinner box
THREE PHASE MODEL OF OPERANT CONDITIONING (ABC)
antecedent- what happed before
behaviour- what happed
consequence- what happens after
TYPES OF REINFORCEMENT
Reinforcement is said to occur when a stimulus strengthens or increases the frequency or likelihood of a response that it follows.
- Positive reinforcement:(+,strengthen)
increases the likelihood of a behaviour by following it with a desirable event or state. The subject receives something they want (added) and this will strengthen the behaviour.
- Negative reinforcement:(-,strengthen)
increases the likelihood of a behaviour by following it with the removal of an undesirable event or state
Something the subject doesn’t like is removed (subtracted) and will strengthen the behaviour
PUNISHMENT
An aversive(disliked) event that decreases the behaviour that it follows AND decreases the probability of that response occurring over time.
–> Positive punishment - when a behaviour (response) is followed by an aversive (disliked) stimulus, resulting in a decrease in that behaviour.
–>Negative punishment
(Response Cost) - when a behaviour (response) is followed by the removal of a favourable stimulus, such as taking away a child’s toy following an undesired behaviour, resulting in a decrease in that behaviour.
PROBLEMS WITH PUNISHMENT
Punished behaviour is not forgotten – it returns when punishment is no longer eminent
Causes increased aggression – as a way to cope with problems
Creates fear – leads to undesirable behaviours, e.g. fear of school, learned helplessness, depression
Does not necessarily guide toward desired behaviour – reinforcement tells you what to do–punishment tells you what not to do
Comparing classical and operant conditioning
- The role of the learner –-
In CLASSICAL CONDITIONING THE LEARNER IS PASSIVE – The learner does not have o do anything for the NS, CS or UCS to be presented…and the response occurs automatically without the learner making any effort or actively do anything
–In OPERANT CONDITIONING THE LEARNER IS ACTIVE – The learner operates on the environment BEFORE the consequence. There’s no reinforcement or punishment without performing the behaviour that produces the consequence.
- Timing of the stimulus and response
– In CC, the response (salivation) depends on the presentation of the UCS (meat powder) occurring FIRST.
- In OC, the response occurs FIRST, then the presentation of the reinforcer or punisher - The nature of the response –
- In CC, response is INVOLUNTARY
- In OC, response is VOLUNTARY (and INVOLUNTARY)
what is social learning
Social learning is the process by which social influences alter people’s thoughts, feelings and behaviour
Social learning theory suggests that it is possible for people, especially children, to learn through observing the behaviour of others.
OBSERVATIONAL LEARNING (Also called modelling) stages and what is the abbreviation?
ARRMR
ATTENTION:
Pay attention in order to observe the modelled behaviour
This is a COGNITIVE aspect of observational learning.
—Attention may be influenced by many factors, (e.g. the motivation and interest level of the observer, or the personality characteristics of the model, arousal level, or characteristics of the event.)
RETENTION:
Mentally represent and retain what has been observed
memory plays an active role in observational learning.
This is a COGNITIVE aspect of observational learning as the memory must be stored and later retrieved to reproduce the behaviour.
REPRODUCTION:
Convert these mental representations into actions (i.e. reproduce them)
The learner MUST HAVE the physical and intellectual ability to convert these mental representations
Your ability to reproduce the modelled response may be restricted by physical limitations.
MOTIVATION:
The learner must want (or have the desire) to imitate the learnt behaviour.
This will depend on whether the leaner believes that there will be a desirable consequence (reinforcement) for reproducing the behaviour.
REINFORCEMENT:
Reinforcement influences motivation to perform the learned behaviour. There’s an incentive for reproducing the behaviour.
The expectation of reinforcement or punishment influences the COGNITIVE process and this effects how well the learner pays attention and retains the memory of the modelled behaviour.
—->Reinforcement can come in many forms:
External reinforcementis comparable to learning by consequences. Eg,receiving a reinforcer such as praise
Vicarious reinforcementoccurs indirectly – e.g. positive consequences received by the model increases the likelihood of the observer imitating the model’s behaviour
Self-reinforcementoccurs when we are reinforced by meeting certain standards of performance we set for ourselves; for example, the sense of pride
Aboriginal and Torres Strait Islander ways of knowing
Aboriginal and Torres Strait Islander peoples’ ways of knowing and learning are holistic and relational to Country – the land, waterways and seas to which they are connected through ancestral ties and family origins.
The connection to Country is spiritual and physical, including responsibility for physical safeguarding of the land.
-The knowledge is often in multimodal form and is shared and learnt in multimodal ways (Using a variety of methods)
Knowledge in Multimodal forms – 8 ways
Story Sharing
We connect through the stories we share – approaching learning through narrative
Learning Maps
We picture our pathways of knowledge. Images or visuals are used to map out processes for learners to follow
Non verbal
We see, think, act, make and share without words – hands on, non-verbal learning is characteristic
Symbol & Images
We keep and share knowledge with art and objects – using images and metaphors to understand concepts and content
Land Links
We work with lessons from land and nature – ecological and place based – drawn from the living landscape within a framework of profound ancestral and personal relationships with place
Non-Linear
We put different ideas together and create new knowledge
Deconstruct/ Reconstruct
We work from wholes to parts, watching then doing. Begin with Holistic, global, and then scaffolded with a sequence of steps
Community Links
We bring new knowledge home to help our mob – we share the information learnt with others so that they too can learn
key take away from Aboriginal and Torres Strait Islander ways of knowing
The key takeaways from this study design are the following:
Knowledge has been passed down through many generations
They use multimodal (aka different methods) to pass down knowledge
Their 8 ways of knowing and learning are holistic
There is a deep spiritual connection to Country* and the knowledge it holds
*This means living and non-living, laws and spiritual beliefs, rather than the traditional word of land and is essentially the knowledge system.
WHAT IS MEMORY?
is an active, information-processing system that receives, organises, stores and recovers information.
Memory: 3 key processes
Encoding is the entire process of converting information into a useable form or code that can be stored in memory
Storage is the retention of information over time.
Retrieval is the process of locating and recovering the stored information from memory so that we are consciously aware of it.
Atkinson-Shiffrin’s multi store model of memory
Sensory Memory
Sensory memory is a type of memory that stores sensory information in a raw form for very short periods of time.
The 2 types of sensory memory most extensively explored are:
Iconic memory: all information held in the visual sensory register.
Echoic memory: all information held in the auditory sensory register.
Duration+capacity :
Large capacity
about 0.2–4 second
Iconic memory (visual): ~0.3 sec
Echoic memory (auditory): 3–4 sec
Short-term Memory (STM)
- Temporary working memory where we manipulate information to perform every day functions
- Holds info we are consciously aware of
Receives info from the sensory register and long-term store - Limited capacity of around 7 +/- 2 items
- Duration of only 18-20 seconds but can sometimes linger for 30 seconds unless strategies such as rehearsal used. (maintenance rehearsal)
- Rehearsal is crucial to enable further encoding and preventing decay of the memory trace.
- Rehearsal also helps strengthen it in the long-term store (elaborative rehearsal)
- When STM is full, new items can only be added by pushing out (displacing) old items.
- Decay occurs when info is not rehearsed and simply fades with disuse over time.
STM can also be called working memory.
Info can be ‘worked on’
Integrates sensory info and LTM and can manipulate this info.
Info only stays in WM while we process, examine or manipulate it.
Long Term Memory
LTM is a relatively permanent memory system which has an unlimited capacity for storing information for a relatively unlimited duration.
LTM stores information semantically. ie. encoding is elaborative, according to meaning.
what are the different explicit memory(w/ awareness) components?
Episodic memory is the long-term memory of personally experienced events (‘what’) associated with a particular time (‘when’) and place (‘where’). Your memory of your first day at school
semantic memory is the long-term memory of facts and knowledge about the world.
what are the different implicit memory(w/o awareness) components?
Procedural memory is the long-term memory for the skills involved in particular tasks. It is essentially our memory of ‘how to do something’.
classically conditioned memory: conditioned response to conditioned stimulus
