psycholgy U3AOS2 approaches to learning

Operant Conditioning

A learning process in which the consequences that follow a behaviour determine the likelihood that the behaviour will be repeated

Reinforcement

A stimulus that *increases* the likelihood of a behaviour occurring again in the future

Punishment

A stimulus that decreases the likelihood of a behaviour occurring again in the future

Positive

ADDING a stimulus

Negative

SUBTRACTING/REMOVING a stimulus

Positive Reinforcement

ADDING a pleasant stimulus to INCREASE the likelihood of the behaviour occurring again

Negative Reinforcement

REMOVING an *unpleasant* stimulus to INCREASE the likelihood of the behaviour repeating

Positive Punishment

ADDING an *unpleasant stimulus* to DECREASE the likelihood of the behaviour occurring again

Negative Punishment

REMOVING a pleasant stimulus to DECREASE the likelihood of the behaviour occurring again

Maximising the effectiveness of consequences

order of presentation, timing, appropriateness

Three-phase model of operant conditioning

Antecedent, Behaviour, Consequence (ABC model)

Antecedent

the item/stimulus that triggers a behaviour/operant response

Behaviour

Response that acts on the environment

Consequence

The environmental stimulus that follows the operant response

Classical Conditioning

learning that occurs through the repeated association of two or more different stimuli

Neutral stimulus (NS)

A stimulus which prior to the conditioning does not evoke a response

Unconditioned Stimulus (UCS)

Any stimulus which produces a naturally occurring automatic response

Unconditioned Response (UCR)

Occurs automatically when the UCS is presented.

Conditioned Stimulus (CS)

originally was the Neutral stimulus (NS) but through repeated pairings with the UCS it now also produces a response

Three Phase Process of Classical Conditioning

1. Before Conditioning

2.During Conditioning (Acquisition)

3. After Conditioning

Ivan Pavlov

discovered classical conditioning; trained dogs to salivate at the ringing of a bell

Observational learning

occurs by watching others and noting the positive and negative consequences of their actions before then, if motivated and able, repeating such behaviour.

Attention

The observer must actively watch the model when completing the task and observe distinctive features of the observed behaviour.

Retention

The observer has the ability to make a mental representation (step by step) of the observed behaviour and its consequences.

Reproduction

The observer must have the mental and physical ability to perform the action. Reproduction is restricted by physical limitation

Motivation

The learner must want to perform the behaviour

Reinforcement

The learner observes the model receiving a positive reinforcement which increases the likelihood of the learner repeating the behaviour

Characteristics of the MODEL that influence attention

-high status
-distinctive
-perceived to be similar in nature to the observer
-known to the learner

Characteristics of the LEARNER that influence the likelihood of attention

-Motivation and interest of learner
-Importance of behaviour to the learner
-Avoidance of distractors
-Learner is capable of repeating the model's behaviour

Systems of knowledge

(in relation to Aboriginal and Torres Strait Islander approaches to learning) refers to knowledge and skills that are based on interconnected social, physical, and spiritual understandings, and in turn, inform survival and contribute to a strong sense of identity

Country (in relation to Aboriginal and Torres Strait Islander cultures)

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

Multimodal

using a variety of methods

Social-cognitive approaches to learning

theories that propose learning takes place in a social setting and involves various cognitive processes

behaviourist approach

study of observable behaviour alone to understand and explain learning, without regard to underlying mental processes, thoughts and feelings

features of classical conditioning

reflexive (involuntary), timing of response is after the stimulus, passive

features of operant conditioning

nature of the response is voluntary (but can be both) timing of the response is before the stimulus, active

positive punishment

ADDITION of unpleasant stimulus

negative punishment

REMOVING a pleasant stimulus

positive reinforcement

ADDITION of pleasant stimulus

negative reinforcement

REMOVING unpleasant stimulus

5 stages of observational learning

1. attention

2. retention

3. reproduction

4. motivation

5. reinforcement

Aboriginal and Torres Strait Islander ways of knowing

learning is relational and interconnected taking place in the community, where family and kin learn from each other. moreover, learning is dependent upon the relationships between teacher and learner and their relationship with country they must understand each other, hold respect for and feel a connection in order for learning to take place