Studied by 1 person
Behaviorist approaches to learning
Theories that propose learning occurs by interacting with the external environment
Classical conditioning
A process of learning through the involuntary association between a neutral stimulus and an uncontrolled stimulus that results in a conditioned response
Before conditioning
The first stage of classical conditioning, during which the neutral stimulus has no association and therefore does not produce any significant response
Neutral stimulus
The stimulus that produces no significant response prior to conditioning
Unconditioned stimulus
The stimulus that produces an unconditioned response
Unconditioned response
A naturally occurring behavior in response to stimulus
During conditioning
The second stage of classical conditioning, during which the neutral stimulus is repeatedly paired with the unconditioned stimulus, producing the unconditioned response
After conditioning
The third stage of classical conditioning, during which the neutral stimulus becomes the conditioned stimulus, producing a conditioned response
Conditioned stimulus
The stimulus (originally the neutral stimulus) that produces a conditioned response after being repeatedly paired with an unconditioned stimulus
Conditioned response
The response that occurs involuntarily after the conditioned stimulus is presented
Operant conditioning
A three-phase learning process that involves am antecedent, behavior, and consequence, whereby the consequence of a behavior determines the likelihood that it will reoccur.
Antecedent
The stimulus or event that precedes and often elicits a particular behavior
Behavior
The voluntary actions that occur in the presence of the antecedent
Consequence
The outcome of the behavior, which determines the likelihood that it will occur again
Reinforcement
A consequence that increases the likelihood of a behavior reoccurring
Positive reinforcement
The addition of a desirable stimulus, which in turn increases the likelihood of a behavior reoccurring
Negative reinforcement
The removal of an undesirable stimulus, which in turn increases the likelihood of a behavior reoccurring
Punishment
A consequence that decreases the likelihood of a behavior reoccurring
Positive punishment
The addition of an undesirable stimulus, which in turn decreases the likelihood of a behavior reoccurring
Negative punishment
The removal of a desirable stimulus, which in turn decreases the likelihood of a behavior reoccurring
Social-cognitive approaches to learning
Theories that propose learning takes place in a social setting and involves various cognitive processes
Observational learning
A process of learning that involves watching the behavior of a model and the associated consequence of that behavior
Model
In relation to observational learning an individual who is performing the behavior that is being observed
Attention
The first stage of observational learning in which individuals actively focus on the model’s behavior and the consequences of the behavior
Retention
The second stage of observational learning in which the individuals create a mental representation to remember the models demonstrated behavior
Reproduction
The third stage of observational learning in which the individual must have the physical and mental capabilities to replicate the behavior
Motivation
The fourth stage of observational learning in which the individual must want to reproduce the behavior
Reinforcement
The fifth stage of observational learning in which the individual receives a positive consequence for the behavior which makes them more likely to reproduce the behavior again in the future
Systems of knowledge
Knowledge and skills are biased on interconnected social, physical and spiritual understandings and in turn , inform survival and contribute to a strong sense of identity
Country
Traditional lands pf a particular language or cultural group, including both geographical boundaries and the spiritual, emotional, and intellectual connections to and within it
