SAC 2 Flashcards
(43 cards)
Positive Reinforcement
GOOD - Confidence
Positive reinforcement is giving a reward after a behaviour to increase the chance it happens again.
A student answers a question correctly in class and gets praise. They feel good and are more likely to participate again.
Negative Reinforcement
An idea that proves well
Negative reinforcement is removing something unpleasant after a behaviour to increase the chance it happens again.
A student wears headphones to block loud noise while studying. The noise stops, so they’re more likely to wear headphones again.
Positive Punishment
BAD - Extra chores
Positive punishment is adding something unpleasant after a behaviour to reduce the chance it happens again.
A student talks in class and gets extra homework. They’re less likely to talk next time.
Negative Punishment
BAD - Punishment
Negative punishment is taking away something pleasant after a behaviour to reduce the chance it happens again.
A teen misses curfew, so their parents take away their phone. They’re less likely to be late again.
Is negative punishment good?
no
taking someones phone after a bad action
Is negative reinforcement good
yes
taking away an unpleasant stimulus
music to block out others
Is positive reinforcement good?
yes
given a reward after getting an asnwer correct
is positive punishment good?
no
adding more chores fter doing something bad
Classical conditioning
Learning by association – when a neutral stimulus becomes linked to a response
NS (Neutral Stimulus): No response at first
UCS (Unconditioned Stimulus): Naturally causes response
UCR (Unconditioned Response): Natural reaction
CS (Conditioned Stimulus): Was neutral, now causes response
CR (Conditioned Response): Learned response
Bell (NS) + Food (UCS) → Saliva (UCR)
Bell (CS) → Saliva (CR)
Operant conditioning
ABC
Antecedent
Behaviour
Consequence
Learning through consequences (reinforcements and punishments) that affect future behaviour.
Aboriginal and Torres Straight Islanders Approaches to learning
8
Story Sharing
Learning maps
Non-verbal
Symbols and imagery
Land Links
Deconstruct and Reconstruct
Community Links
Atkinson and Shiffrin Process
ARRMR
All Records Race Equally Real
Attention
Retention
Reproduction
Motivation
Reinforcement
Attention #1
Atkinson
The learner actively has to focus on the steps of the given activity
Retention #2
Atkinson
The learner stores a mental representationof the learnt behaviour in their memory
Reproduction #3
Atkinson
The learner has the mental and physical capabilityto perform the behaviour
Motivation #4
Atkinson
The learner wanting to actually finish the origami and being well motivated
Reinforcement #5
Atkinson
The learner will be more likely to repeat the behaviour again when motivated to do so, if followed by a pleasant consequence
Multimodal learning
using a vartiety of methods, abroiginal and TSI approaches to learnings are multimodal by nature, mean they use a variety of methods, relying on observation, experience and connection to the land
Evaluate external validity
Positives and negatives
How well you can generalise the results to the outside world
Amygdala
Plays a vital role in the encoding of the emotional component of memories
Hippocampus
The hippocampus forms new long-term memories, especially facts and experiences, and helps with navigation and spatial memory like remembering places.
Neocortex
The neocortex processes thinking and senses, and stores long-term memories like facts, language, and conscious experiences for later use.
Basal Ganglia
The basal ganglia control movement and help form procedural memories, like riding a bike or typing, through repetition and practice.
Cerbellum
The cerebellum controls balance and coordination, and helps store procedural memories by improving skills through repeated movement and muscle memory.
