U3AOS2: learning & memory

amyloid plaques

fragments of the protein beta-amyloid that accumulates into insoluble plaques that inhibit neural comminication betweeen neurons

neurofibrillary tangles

accumulation of the protein tau that forms insoluble tangles WITHIN neurosn which then inhibits the transportation of essentual substances and eventually kills the neuron entirely

learning

* can be intentional, unintentional, passive or active
* must be relatively permanent
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reflex actions

automatic, involuntary, same each time doesn’t need prior experience

fixed action pattern

all members of specides produce identical responses to a specific environmental stimuli; mostly animals

behaviours dependant on maturation

behaviourist approaches

* emphasises study onobservable behaviour alone to explain learning without regard to underlying mental processes, such as thoughts, feelings motives and conciousness

classical conditioning

* learning that occurs through the repeated association of two (or more) different stimuli (not used for voluntary skills)
* results in the involuntary association between a neutral stimulus and an unconditoned stimulus to provide a conditioned response

neutral stimulus

the stimulus that produces no significant repsonse prior to conditoning

unconditoned stimulus

the stimulus that produces an unconscious respsponse

unconditioned response

* a naturally occuring behaviour in response to an ucpnditoned stimulus

before conditioning

* the neutral stimulus has no relevant association and therefore does not produce any significant response

during conditioning

the neutral stimulus is repeatedly paired with the unconditonted stimulus to produce the unconditoned response

conditioned stimulus

the stimulus (originally the neutral stimulus) that produces a conditoned response after being repeatedly paired with an uncondtioned stimulus

conditioned response

* the response that occurs involuntarily after the condtioend stimulus is presented

after conditioning

* the neutral stimus becomes the conditonedsstimulus producing a conditioned response

pavlovs dogs in three phase

* before conditioning, the neutral stimulus of the bell produces no relevant response; unconditioned stimulus of the food elicits the unconditioned response of salivation
* during conditioning the neutral stimulus, of the bell is repeatedly paired with the UCS - food (within 0.5 seconds before) to produce the unconditioned response of salivation
* after conditioning the neutral stimulus becomes the conditioned stimulus; CS produces a conditioned response, which is usually similair to the previously unconditioned response

operant conditioning

* learning that occurs in 3 phase process where roganisms will usually repeat behvaiours that have desirable consequences that will enable them to avoid undesirable consequences
* behaviourist approach
* learning occurs when a particular bevaiour is repeated/notr repeated after the presentation of a a reward/punishment

antecedant

* the stimulus or event that preceds and often elictis a particular behaviour

behaviour

* the voluntary actions tha toccur in the presene of the antecedant

consequence

the outcome of the bejavioir, which detemines the liklihood that it will occur again

positive reinforcement

* the addition of a desirable stimulus
* increases the liklihood of the behaviour reoccuring

negative reinforcement

* the removal of a undesirable stimulus
* increases likelihood of behaviour reoccurring

positive punishment

* the addition of n undesirable stimulus
* decreases likelihood of behaviour reoccurring

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negative punishment

* the removial of an desired stimulus
* decreases liklihood of behaviour reoccuring

factors that influence effectiveness of operant conditioning

order of presentation

* reinforcement/punishment tmust be presented after the behaviour so that is learned as a consequence of behvaiour

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timing

* reinforcement/punishment are most effective when it is presented immediately after the behaviour

appropriateness

* reinforcement/punishment must be specific to the likes /dislikes of the individual
* reinforcers must be pleasing and punishments must be unpleasant

similarities between operant and classical

1. the number of phases
2. the type fo appraoch to learning - behaviourist
3. the need for trials - both cc and oc require several trials for learning to occur

differences between operant and classical

1. the role of the learner


1. learning is passive in cc and active in oc
2. timing of the stimulus


1. timing of stimulus s immediate in cc, whilst delayed in oc
3. the nature of the response


1. response is involuntary/reflexive in cc whereas response is voluntary in oc

observational learning

* learning that involved watching the behaviour of a model and the associated consequence of that behaviour

social-cognitive appraoches to learning

* involved taking place in a social settign and invovled various cognigitve processes - BANDURA
* learning is said to occur when someone uses obersavtion of a models actions and the conseauece of those actions to guide their future actions

what is a model + types

1. like modal


1. a real life person who may be demonstrating, acting out, describing or explaining behaviour
2. symbolic meaning


1. real or fictional character displaying behaviour in books, movies, tv, online or other media
3. verbal model


1. a real-life indivual who does not dispaly behaviour but explains it → parents

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models are more likely to be imitated due to

* high status
* similair features
* unique behaviour - stands out
* familiarity

what is vicarious conditioning

* individual watches another person displaying behaviour that is reinforced or punished, then subsequently behaves the same way as a result of what they observed

what is vicarious reinforcement?

* increases the liklihood of the observer behaving in a similar way to ta model whose behaviour is re-inforced

what is vicarious punishment

* decreases liklihood of observer behaviign thesame way to the model as behvaiour is punished

what is attention?

* first stage, which indiviudals actively focus on the modela s behaviour and the consequences of the behaviour

what is retention?

* second stage in which indivudlas create a mental representation of the behaviour
* the more meaning the represenation is, the more accuralt the beahviour is able to be replicated

what is reproduction?

* learner must have the physical and mental capabilities to replicate the behaviour by converting mental representation into voluntary action
* must be competnet ot imitate behaviour

what is motivation?

* learner must be inspired/ have the desire to learn and perform behaviour

types of motivation?

* intrinsic motivation
* occurs within an individual, such as desire to perform well on the exam
* extrinsic motivation
* occurs external to the individuals such as desire to receive praise from your teacher for doing well on the exam

what is reinforcement?

types of reinforcement OBL

what is the holistic process of learning in Aboriginal and Torres Strait Islander communities?

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* **Embedded in relationships between concepts, learner and teacher, and between an individual and their wider community.**
* Younger generations often learn by observing and interacting with the other generations, and relationships with:


1. Family
2. Community
3. The land
4. Waters
5. Skies

system of knowledge

* in relation to aboriginal and torres strait islander approaches to learning
* 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

systems of knowledge includes

* communities working together and sharing traditional expertise and knowledge
* being informed by culture
* informatuion relevent to survial
* interconnected information
* PATTERNED ON COUNTRY OR TRADITIONAL LANDS OF A PARTICULAR LANGUAGE OR CULTURAL GORUP

what is country?

* traditional lands of a particular language or cultural group, including both geographical boundaries and the spiritual, emotional and intellectual connection to and within it

what is multimodal?

* usisng a variety of methods

what is story-sharing?

* learning takes place through narrative and story sharing
* e.g sharing Dreaming stories to communicate complex knowledge relating to the natural world and survival

what is learning maps?

* planning and visualizing processes and knowledge
* e.g creating a visual representation or mindmap of all the key terms within an area of study in psych and linking each topic to relevelt part of the body

what is non-verbal?

* sharing knowledge through non-verbal means, including dance, art, and observation
* e.g - 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. Furthermore, through these dances, culture is taught and celebrated.

what is symbols and images?

* earning through images, symbols, and metaphors
* e.g Creating artwork that uses symbols to represent landmarks, animals or objects.

what is land links?

* Learning and knowledge are inherently linked to nature, land, and Country
* Content is linked to geographical landmarks and features. For example, rather than learning about photosynthesis (the process by which plants turn light into food in order to grow) from a textbook, you would go out to investigate plants in nature, comparing those that were exposed to a lot of sun with those that were not.

what is non-linear?

* Thinking outside the square and taking knowledge from different viewpoints in order to build new understandings
* e.g Instead of learning about history by investigating one place at a time (for example, ancient Rome, ancient China or ancient Aboriginal Australia), you can learn about history by comparing common aspects of each society.

what is deconstruct-reconstruct?

* Breaking down a concept from whole to parts, and then applying it. Knowledge or skills are demonstrated (modelled), and then a learner is guided through each part in turn. Learners engage by watching and then doing
* e.g Learning a new language by reading a passage in that language, and then examining the individual sentences and words within it

**what is community links?**

* 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
* e.g 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.

what is the link between Aboriginal learning and anoother type of learning?

* observational learning and Aboriginal learning are both socio-cognitive approaches to learning whereby an individual learns through observing others
* important for ATSI communities where individuals learn through careful observation of other → embedded in relationships

what is the socio-cognitive approach in realtion to ATSI?

* situates learner wuthin a system
* illustrated by ATSI ways of knowing where learning is viewed as being mebedded in relationships

how is knowledge modelled in ATSI peoples ways of knowing?

* modelling of otthers behaviours in natural contexts is picked up and replicated generationally
* ATSI people model behaviours TO THEIR YOUNG PEOPLE AND THESE YOUNG PEOPLE MIMIC AND REPLICATE THE SAME OR SIMILAIR BEHAVIOUR

how is learning embeedded in relationships?

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* through relationships between concepts
* relationships between learner and teacher
* relationships between individuals, families and communities
* relationships between all of the above and Country
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what is the atkinson shiffrin model of memory?

\*insert image

what is encoding?

what is storage?

what is retrieval?

what is sensory memory?

what is the capacity of sensory memory?

what is the duration of sensory memory?

what is iconic memory?

what is echoic memory?

what is the storing and filtering process of sensory memory?

what is short term memory?

duration of short-term memory

capacity of short-term memory

what is maintenance rehearsal?

what is elaborative rehearsal?

**what is the storing and filtering process of short term memory?**

decay,,, displacement,,

what is chunking?

what is long-term memory?

what is explicit memory?

what is episodic memory?

* declarative memory relating to autobiographical events and personal experiences.

what is semantic memory?

* semantic long-term memory refers to declarative memory of general knowledge, including facts, words, and numbers.

what is implicit memory?

what is procedural memory?

what is classically conditioned memory?

what are the strengths of the atkinson-shiffrin model?

long term depression in memory

1. Long-term memory has a relatively permanent duration.

2. This duration may be impacted by long-term depression which refers to the long-lasting weakening of unused synaptic connections due to repeated low0intensity stimulation

3. Therefore, long-term depression may at times affect the information stored in long-term memory by reducing the duration of long-term memory, causing some memories which become lost rather than be permanent due to the weakening of synaptic connections associated with this memory

what are the weaknesses of the atkinson shiffrin model?

what is the location & role of the hippocampus?

what is happens if the hippocampus is damaged?

what is the role & location of the amygdala?

what happens if the amygdala is damaged?

what is the conditioned fear response?

explain the role of amygdala in a strong emotional event

what is the role and locatuon of the neocortex?

what happens if the neocortex is damaged?

what is the role and location of the basal ganglia?

what happens if the basal ganglia is damaged?

what is the role and location of the cerebellum?

what happens if the cerebellum is damaged?

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differences between basal ganglia and cerebellum