psych u3 aos2

• learning

  a relatively permanent change in behaviour or knowledge that occurs as a result of experience
• classical conditioning

  process of learning through involuntary association between a neutral stimulus and unconditioned stimulus, resulting in a conditioned response.
• stages of classical conditioning

  before conditioning, during conditioning, after conditioning
• involuntary learning

  the subject can be conditioned without making any conscious effort to learn the conditioned response
• association

  refers to the pairing or linking of one stimulus with another
• before conditioning

  unconditioned stimulus elicits the unconditioned response
• during conditioning

  the neutral stimulus is paired with the unconditioned stimulus to elicit the unconditioned response
• after conditioning

  the neutral stimulus is now the conditioned stimulus - the conditioned stimulus produces the conditioned response
• operant conditioning

  a type of learning whereby the consequences of the behaviour determine the likelihood that it will be performed again in the future
• consequences

  response with a desirable consequence is more likely to be repeated, while a response with an undesirable consequence is less likely to be repeated
• stages of operant conditioning

  antecedent, behaviour, consequence
• antecedent

  the stimulus that precedes a specific behaviour and signals the probable consequence of the behaviour and therefore influences the occurrence of the behaviour
• behaviour

  the voluntary action that occurs in the presence of the antecedent stimulus
• consequence

  the environmental event that occurs immediately after the behaviour and has an effect on the occurrence of the behaviour
• types of consequence

  punishment or reinforcement
• positive reinforcement

  get something good
• negative reinforcement

  something bad is taken away
• positive punishment

  get something bad
• negative punishment

  something good is taken away
• does reinforcement increase or decrease the frequency of the behaviour occurring again?

  increase
• does punishment increase or decrease the frequency of the behaviour occurring again?

  decrease
• classical conditioning

  learner is passive, stimulus presented before response, involuntary responses involved only
• operant conditioning

  learner is active, stimulus presented after response, responses can be voluntary and involuntary
• observational learning

  learning that occurs as a result of watching and listening to others. it occurs when someone uses their observation of the model's actions and the consequences of those actions to guide their future actions
• vicarious conditioning

  when an individual watches model's behaviour being reinforced or punished, and then subsequently behaves in the exact same way, a modified way, or refrains from behaviour, based on their observations
• vicarious reinforcement

  increases likelihood of the observer behaving in a similar way to a model whos behaviour is reinforced
• vicarious punishment

  decreases likelihood of observer behaving like the observer when their behaviour is punished
• model

  who or what is being observed - may be live (eg in front of them) or symbolic (eg on TV)
• stages of observational learning

  attention, retention, reproduction, motivation, reinforcement
• attention

  the learner must pay attention to and closely watch the model's behaviour and the consequences they receive
• retention

  the learner must be able to remember the model's behaviour
• reproduction

  the learner must be able to reproduce or imitate what has been observed
• motivation

  the observer must be motivated to perform the behaviour
• reinforcement

  influences the motivation of the learner to reproduce the observed behaviour and influences the likelihood of reproduction
• reinforced behaviour

  if the behaviour is reinforced, it is more likely to occur again

  if the behaviour isn't reinforced, it is less likely to occur again
• social cognitive theory of learning

  emphasises the role of cognitive processes in shaping and influencing human behaviour - thoughts, beliefs and expectations play a significant role in how an individual interprets and responds to their enviornment (operant and classical conditioning)
• behavioural learning theories

  focus on the role of environmental stimuli and reinforcement in shaping and modifying behaviour - proposing that behaviour is learned through the consequences that follow is (observational learning)
• ATSI ways of learning

  driven by being part of a system of relevant knowledge that supports community needs and is tied to the relationships between teacher and learner. it is an immersive process, involving seeing, hearing, feeling and doing, and is not restricted to a classroom with one teacher and multiple students. it is not broken into separate subjects, connections between concepts are highlighted and understood, creating a holistic process of learning
• 8 ways of learning framework

  story, non-verbal, learning maps, symbols, land links, non-linear, community, deconstruct/construct learning
• non-verbal

  sharing knowledge through non-verbal means, including dance, art and observation