U3 AOS2: DP1.1-1.3 Learning (2023)

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 repeating 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 repeating

eg. Ahmed receives pocket money for completing household chores

Negative Reinforcement

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

eg. Amanda takes a panadol to remove her headache

Positive Punishment

ADDING an unpleasant stimulus to DECREASE the likelihood of the behaviour repeating

eg. 3 year old Eliza received a smack for throwing her food on the ground

Negative Punishment

REMOVING a pleasant stimulus to DECREASE the likelihood of the behaviour repeating

eg. Toby's teacher confiscates his phone for using it during classtime

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 (operates) on the environment

Consequence

the environmental stimulus that follows the operant response that impacts future behaviour

Classical Conditioning

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

Neutral stimulus (NS)

A stimulus which prior to the conditioning does not evoke a response (e.g. bell, horn, brand, person, people)

Unconditioned Stimulus (UCS)

Any stimulus which produces a (naturally occurring) automatic response (e.g. nice food, good coffee)

Unconditioned Response (UCR)

Occurs automatically when the UCS is presented.

It's reflexive/involuntary (e.g. a physiological change such as salivating when you smell the coffee or food) due to the UCS

Conditioned Stimulus (CS)

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

Conditioned Response (CR)

Is a behaviour which is similar but not necessarily the same as the UCR, which is due to (caused/triggered by) the CS after conditioning (eg. dog now salivates to sound of bell)

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 must be able to make mental representations (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, i.e. 'I can't do the splits, no matter how many times you show me'.

Motivation

The learner must want to perform the behaviour. For example, Tom wanted to be polite after watching his older brother get praised for demonstrating the same type of behaviour.

Reinforcement

The learner observes the model receiving positive reinforcement and this increases the likelihood that the observer will repeat the behaviour. (this is vicarious reinforcement).

Characteristics of the MODEL that influence attention

•Characteristics of the model (e.g. personality, attractiveness)

•Model has high status

•The model is distinctive

•Model is perceived to be similar in nature to the observer

•Model is 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