psychology - chapter 5

learning

relatively permanent change in behaviour that occurs as a result of experience

behaviour

a reflex action

stimulus

an environmental factor that triggers a response in an organism

response

an observable emotional, mental or behavioural reaction to a stimulus

classical condition - before conditioning

first stage of classical conditioning, in which learning has not occurred yet

classical conditioning - during conditioning

the middle stage of classical conditioning, in which the learning occurs through repeated trials, creating an association

classical conditioning - after conditioning

final stage of classical conditioning, in which learning has occurred

operant conditioning

a type of learning process in which the likelihood of a voluntary behaviour occurring is determined by its consequences

three-phase model of operant conditioning: ABC

A - antecedent: any environmental stimulus that triggers an action

B - behaviour: any action

C - consequence: something that makes the behaviour more or less likely to occur again

positive reinforcement

a pleasant or desirable stimulus is added

negative reinforcement

an unpleasant or undesirable stimulus is taken away

positive punishment

an unpleasant or undesirable stimulus is added

negative punishment

a pleasant or desirable stimulus is taken away

observational learning

a type of social-cognitive learning that occurs when a learner observes a models actions and their consequences to guide their future actions

attention

the learner must be actively watching the models behaviour and their consequences

retention

the learner must retain a mental representation of the models behaviour for future use

reproduction

the learner must have the mental and physical capabilities to reproduce the behaviour

motivation

the learner must have the desire to perform the behaviour

reinforcement

the consequence of the behaviour influences the learners likelihood of reproducing the behaviour in the future

connection to Country

Indigenous ways of knowing are rooted in a deep respect for the ecology and an understanding of the importance of the connected relationship with the land

story sharing

approach learning through narrative and connecting through the stories they share l

learning map

explicit mopping/visualising process, picturing the pathways of knowledge

non-verbal

applying intra-personal and kinaesthetic skills to thinking and learning, by seeing, thinking and acting without words

symbols and images

using images and metaphors to understand concepts and content by keeping and sharing knowledge with art and objects

community links

centring local viewpoints, applying learning for community benefit by bringing new knowledge home to help their mob

deconstruct/reconstruct

modelling and scaffolding, working from wholes to parts (watch then do)

non-linear

producing innovations and understanding by thinking laterally or combining systems by putting different knowledge together and create new knowledge

land links

place-based learning, linking content to local land and place by working with lessons from nature and land