Psych Unit 3 AOS 2

classical conditioning- question format

• Before conditioning, the neutral stimulus (NS) was the (insert neutral stimulus here), which produced no relevant response. 

• The unconditioned stimulus (UCS) was the (insert unconditioned stimulus here), which produced an unconditioned response (UCR) of (insert unconditioned response here).

• During conditioning, the neutral stimulus (NS) (insert neutral stimulus here) is repeatedly paired with the unconditioned stimulus (UCS) (insert unconditioned stimulus here)to produce an unconditioned response (UCR)(insert unconditioned response here).

• After conditioning, the once neutral stimulus is now the conditioned stimulus (CS), (insert conditioned stimulus here), which produces a conditioned response of (insert conditioned response here), without the presence of the UCS(inset unconditioned response here)

Neutral stimulus

A stimulus that does not initially elicit a response

Unconditioned stimulus

A stimulus that elicits a reflexive response

unconditioned response

A natural (unlearned/reflex) behaviour to a given stimulus 

Conditioned stimulus

A stimulus that elicits a response due to being paired with an unconditioned stimulus

Conditioned response

A response caused by the conditioned stimulus

Classical conditioning

A model of learning in which organisms learn through the involuntary, repeated association of two or more stimuli

The Ideal Interval between a neutral and unconditional stimulus in classical conditioning

• Ideally, the interval should be no more than 0.5 seconds.

• The NS (e.g., a bell) must act as a signal that the UCS (e.g., food) is about to arrive.

Overview of classical conditioning (used for similarities and differences)

 

Role of the learner	It is passive and reflexive. This is because the behaviour happens without any deliberate action from the learner.
Timing of the stimulus-response	Stimulus is presented before the response, so a reflexive response is caused by the stimulus. E.g. food/bell comes before salivation.
Nature of the response	Reflexive. The learner has no control over the behaviour; it is involuntary. E.g. salivation is a reflex response

Overview of operant conditioning (used for similarities and differences)

Role of the Learner	Mixed (Passive & Active). The learner is relatively passive during the Attention and Retention phases, but becomes active during Reproduction and Motivation.
Role of Cognition	High/Necessary. Learning is not just a reflex; the learner must mentally process, memorize, and make a conscious decision to imitate the behavior.
Timing of Stimulus/Response	Latent. Learning occurs first through observation and is stored mentally. The response (performance) may not happen until much later when a stimulus/motivation is present.

Nature of the Response	Voluntary. The behavior is deliberate and chosen based on the observed consequences of a model.
Type of Reinforcement	Direct or Indirect (Vicarious). The learner can be motivated by seeing someone else (the model) be reinforced or punished, not just through their own experience.

Antecedent

• Also known as ‘discriminative stimulus’.

• Anything in the learner’s environment that triggers a response.

Behaviour

The learner’s voluntary response to the antecedent

Consequence

The event in the learner’s environment that follows the response, making the behaviour more or less likely to be repeated.

• Positive or negative

• Reinforcement or punishment

Reinforcement

• Reinforcement can be thought of as a rewarding consequence for behaviour.

• Therefore, it increases the likelihood of the behaviour.

Positive reinforcement

• The addition of a desirable consequence

• For example, a child getting a lolly for completing homework

• Increases the likelihood of the behaviour.

Negative reinforcement

• The removal of an unpleasant stimulus 

• For example, a child does not have to do chores for completing homework

• Increases the likelihood of the behaviour.

Punishment

• Punishment is thought of as an undesirable consequence for behaviour.

• Therefore it decreases the likelihood of the behaviour.

Positive punishment

• The addition of an unwanted stimulus. 

• For example, getting a detention

• decreases the likelihood of the behaviour.

Negative punishment (response cost)

• The removal of a desirable stimulus.

• For example, a teacher confiscates your phone when you are using it in class

• decreases the likelihood of the behaviour.

Operant conditioning

A type of learning which involves association. 

There is an association between a stimulus, a behaviour performed, and the resulting consequence. 

Effectiveness of punishment & reinforcement

• Order of presentation: It must be presented AFTER the desired response, and never before.

• The consequence (reinforcement / punishment) always follows the response.

• Timing: Reinforcement and punishment are most effective when they occur IMMEDIATELY after the response has occurred.

• Appropriateness: Reinforcement must provide a satisfying consequence and punishment must provide an unpleasant consequence.

Example response operant conditoning process

• The antecedent in this scenario is Bethany wanting to improve her grades after receiving a disappointing school report.

• The behaviour is that Bethany studies for at least one hour each night in order to improve her grades.

• The consequence is that Bethany no longer has to take the bins out each week, which acts as negative reinforcement and increases the likelihood that Bethany will continue to study for at least one hour during the week.

Similarities between classical and operant conditioning

• Both are Behaviourist models that explain learning in 3 phases.

• In both classical and operant conditioning there is an acquisition process whereby a response is conditioned (or learned). 

• Both types of conditioning (learning) are achieved as a result of the repeated association of two events (in the environment) that follow each other closely in time.

Differences between classical and operant conditioning

• Operant conditioning consequences are vital for learning whereas in Classical Conditioning there are no environmental consequences. 

• In classical conditioning, the association of two stimuli, the NS and UCS, provides the basis of learning,

• whereas in operant conditioning, behaviour is associated with consequences that follow it. 

Why is reinforcement considered a better strategy for modifying behaviour than punishment?

• Although punishment may temporarily decrease the occurrence of unwanted responses or behaviour, it does not promote more desirable or appropriate behaviour in its place. 

• Instead, reinforcement strengthens desirable behaviours and promotes the learning of alternative behaviours to punishable behaviours

What is Observational learning?

A form of social learning that occurs through watching another person’s behaviours and the consequences of these behaviours.

• When the observer demonstrates the learned behaviour by imitating it, it is referred to as modelling

5 key processes necessary in observational learning

Attention

Retention

Reproduction

Motivation

Reinforcement

ARRMR

Attention

• The learner must actively focus on the actions of the model, as well as the consequences of their actions. 

• If they are not paying attention, they cannot retain the information required to reproduce the behaviour. 

What influences our likelihood to imitate someone?

• Model is familiar to us through previous observations

• Similar features to ourselves (relatable) eg: age, gender

• The model is looked up to by the learner

Retention

In the retention stage, the learner stores the information they have observed as a mental representation (memory).

Reproduction

The learner needs to have both the mental and physical capabilities required to reproduce the observed behaviour. 

Motivation

The learner must want to or have a desire to imitate the behaviour. 

This can be intrinsic or extrinsic.

• Intrinsic motivation: occurs from within an individual (eg. a swimmer wanting to beat the world record for 100m

• Extrinsic motivation: occurs from factors external to the individual (eg. the desire to be praised from your swim coach)

Reinforcement

• Once the learner has performed the behaviour, receiving the consequence of reinforcement increases the likelihood that the learner will repeat the behaviour. 

• This can also occur vicariously, where the learner is reinforced indirectly through seeing/hearing the consequence of another person’s behaviour.  

Observational learning example 5 marker response

With reference to the five stages of observational learning, explain how An could successfully learn how to use chopsticks by watching her dad use chopsticks. 

Attention: She actively focuses on how her dad uses chopsticks, such as watching how he holds them.

Retention: An forms a mental representation of how her dad uses chopsticks.

Reproduction: An needs to have the physical and mental capabilities to replicate her dad’s behaviour, such as having adequate motor skills in her hands.

Motivation: An needs to have the desire to learn how to use chopsticks, this could be wanting praise from her father (extrinsic).

Reinforcement: If An successfully uses chopsticks and is positively reinforced by receiving dessert, she is likely to use chopsticks again in the future.

Observational learning characteristics- used for comparison

 

Role of the Learner	Mixed (Passive & Active). The learner is relatively passive during the Attention and Retention phases, but becomes active during Reproduction and Motivation.
Role of Cognition	High/Necessary. Learning is not just a reflex; the learner must mentally process, memorize, and make a conscious decision to imitate the behavior.
Timing of Stimulus/Response	Latent. Learning occurs first through observation and is stored mentally. The response (performance) may not happen until much later when a stimulus/motivation is present.
Nature of the Response	Voluntary. The behavior is deliberate and chosen based on the observed consequences of a model.
Type of Reinforcement	Direct or Indirect (Vicarious). The learner can be motivated by seeing someone else (the model) be reinforced or punished, not just through their own experience.

Aboriginal and Torres Strait Islander ways of knowing

An approach where the learner is situated within a system of interconnected knowledge.

This is contrasted with Western approaches, as it views learning as an immersive, relational, and holistic process.

• Knowledge is embedded within the kinship system/relationships

• Ways of knowing and learning are holistic and relational

• The learner is part of a multimodal system of knowledge

• Learning is inherently tied to "Country "the traditional lands of a specific group, which includes geographical, spiritual, and emotional connections.

Systems of Knowledge (Hunting kangaroo example)

In this way of knowing, a learner would not simply learn about the weapons needed. Instead, they would simultaneously learn:

• The behaviour patterns of the kangaroo.

• The plants the kangaroos eat and how those plants grow.

• The predators that hunt them.

• The animal's overall role and impact on the ecosystem.

Multimodal systems 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.

• Knowledge is not broken down into separate, subjects. Instead, all concepts are understood as being linked together.

• These systems consist of information highly relevant to daily life and the survival of the community

• these knowledge systems are "patterned" (created) on Country,

Multimodal 

• Using a variety of methods

• ATSI ways of knowing use multiple forms of communication, engagement, and learning to convey knowledge.

• These modes encompass oral, visual, auditory, physical, spiritual, and social dimensions to create a rich, interconnected understanding of the world.

what is the 8 ways + examples

A framework of Aboriginal and Torres Strait Islander ways of knowing.

• Story-sharing

• Learning maps

• Non-verbal

• Symbols and images

• Non-linear

• Land links

• Community links

• Deconstruct/reconstruct

Kinship networks

A system of social organisation in which everyone is related to each other in defined ways.

• Determines an individual’s relationships and responsibilities to people and Country.

• For example, younger generations learn from observing and interacting with older generations.

• Aim= to create a cohesive and harmonious community.

• Passing on knowledge is part of a ‘person’s responsibilities towards other people’

How kinship structures are connected to ways of knowing example

• For example, creation stories are shared by elders with younger generations.

• Kinship structures determine who will be responsible for passing down certain stories,

• The relationship between the storyteller and listener determines which stories can be told and how they can be shared.

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.

How is learning ‘Patterned on Country’ (songlines)

• Songlines are multimodal performances conducted as a family or community

• they travel through country and spaces in the landscape that record journeys, link important sites, and describe ways to live, care for, and nurture Country.