UNIT 3 AOS 2

Behaviourist 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 unconditioned stimulus that results in a conditioned response

Before conditioning

the first stage of classical conditioning, during which the neutral stimulus has no associations 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 unconscious response

Unconditioned response

a naturally occurring behaviour in response to a 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 an antecedent, behaviour, and consequence, whereby the consequence of a behaviour determines the likelihood that it will reoccur

antecedent

the stimulus or event that precedes and often elicits a particular behaviour

behaviour (in relation to operant conditioning)

the voluntary actions that occur in the presence of the antecedent

consequence

the outcome of the behaviour, which determines the likelihood that it will occur again

reinforcement

a consequence that increases the likelihood of a behaviour reoccurring

positive reinforcement

the addition of a desirable stimulus, which in turn increases the likelihood of a behaviour reoccurring

negative reinforcement

the removal of an undesirable stimulus, which in turn increases the likelihood of a behaviour reoccurring

punishment

a consequence that decreases the likelihood of a behaviour reoccurring

positive punishment

the addition of an undesirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring

negative punishment

the removal of a desirable stimulus, which in turn decreases the likelihood of a behaviour 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 behaviour of a model and the associated consequence of that behaviour

model (in relation to observational learning)

the individual who is performing the behaviour that is being observed

attention (in relation to observational learning)

the first stage of observational learning in which individuals actively focus on the model’s behaviour and the consequences of the behaviour

retention (in relation to observational learning)

the second stage of observational learning in which individuals create a mental representation to remember the model’s demonstrated behaviour

reproduction (in relation to observational learning

the third stage of observational learning in which the individual must have the physical and mental capabilities to replicate the behaviour

motivation (in relation to observational learning)

the fourth stage of observational learning in which the individual must want to reproduce the behaviour

reinforcement (in relation to observational learning)

the fifth stage of observational learning in which the individual receives a positive consequence for the behaviour which makes them more likely to reproduce the behaviour again in the future

systems of knowledge

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

country

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