Chapter 4 - Learning (booklet only)

• What is classical conditioning?

  A type of learning through association
• What characterizes the nature of the response in classical conditioning?

  - Reflexive

  - There is an involuntary response to a stimulus.
• When does the stimulus occur in classical conditioning?

  Before the response is made

  - Meaning something must be presented before a response is made.
• What role does the learner play in classical conditioning?

  The learner is passive

  - The learner does not need to apply effort for two stimuli to become associated
• What is a Neural Stimulus (NS)?

  - A stimulus that does not normally produce a predictable response

  - Eg the sound of a bell
• What is an Unconditioned Stimulus (UCS)?

  - A stimulus that produces a naturally occurring, automatic response

  - Eg the presentation of food
• What is an Unconditioned Response (UCR)?

  - The response that automatically occurs when the UCS is presented

  - Eg the salivation in response to food
• What is a Conditioned Stimulus (CS)?

  - A stimulus that eventually becomes associated with the UCS, and because of the learning, will evoke a response

  - Eg the sound of a bell
• What is a Conditioned Response (CR)?

  - The learned response to the conditioned stimulus

  - Eg salivation in response to the sound of the bell
• What is the process of classical conditioning?

  Before conditioning, UCS (Unconditioned Stimulus) elicits the UCR (Unconditioned Response). NS (Neural Stimulus) elicits no predictable response.

  
  

  During conditioning, repeated pairing of the NS (Neural Stimulus) immediately before the UCS (Unconditioned Stimulus) still elicits the UCR (Unconditioned Response).

  
  

  After conditioning, the CS (Conditioned Stimulus) alone elicits the CR (Conditioned Response).
• What is operant conditioning?

  Learning through rewards and punishment
• What characterizes the nature of the response in operant conditioning?

  Non-reflexive – voluntary – consciously carries out a behaviour
• timing of stimulus and response in operant conditioning?

  - Reinforcement occurs after the correct behaviour is carried out.

  - Punishment occurs after the incorrect behaviour is carried out.
• What role does the learner play in operant conditioning?

  - Active role: learner plays a role in choosing to respond in order to receive a particular reward or avoid punishment.
• What are the three phases of operant conditioning?

  Antecedent:

  - The stimulus or event that precedes and often elicits a particular behaviour

  - Eg the owner says the command word ‘sit’ to their dog

  
  

  Behaviour:

  - The voluntary actions that occur in the presence of the antecedent

  - Eg the dog sits in response to the command word ‘sit’

  
  

  Consequence:

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

  - Eg the owner gives the dog a treat after they sit upon command

  This increases the likelihood that the dog will sit on command in the future
• What is an antecedent in operant conditioning?

  The stimulus that precedes a behavior
• What is behavior in operant conditioning?

  The voluntary action in response to antecedent
• What is a consequence in operant conditioning?

  The outcome that influences future behavior
• What are the types of consequences in operant conditioning?

  • Positive Reinforcement: Pleasant stimulus added, increases behavior.
  • Negative Reinforcement: Unpleasant stimulus removed, increases behavior.
  • Positive Punishment: Unpleasant stimulus added, decreases behavior.
  • Negative Punishment: Pleasant stimulus removed, decreases behavior.
• What is observational learning?

  Individual observes a behaviour, as well as the consequences, and then decides whether or not to imitate that behaviour.
• What roles are involved in observational learning?

  There is a learner and a model
• model and learner in observational learning?

  - The model is the individual who is performing the behaviour that the learner observes.

  - The learner has an active role in learning as they need to watch and pay attention to the model in order to be able to imitate the behaviour.
• What are the processes involved in observational learning?

  Attention:

  - The learner must actively watch the model’s behaviour and their consequences

  
  

  Retention:

  - The learner must retain a mental representation of the model’s behaviour for future use

  
  

  Reproduction:

  - The learner must have the physical and mental 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
• The 8 ways of learning:

  story-sharing, learning maps, non-verbal, symbols and images, land links, non-linear, deconstruct/reconstruct, community links
• Story-sharing

  • Learning takes place through narrative and story-sharing
  • Sharing Dreaming stories to communicate complex knowledge relating to the natural world and survival
• Learning Maps

  • Planning and visualising processes and knowledge

  
• Non-verbal

  • Sharing knowledge through non-verbal means, including dance, art, and observation
  • Traditional dances where the movements reflect the patterns of certain animals.
• Symbols and Images

  • Learning through images, symbols, and metaphors
  • Creating artwork that uses symbols to represent landmarks, animals or objects.
• Land Links

  • Learning and knowledge are inherently linked to nature, land, and Country
  • Content is linked to geographical landmarks and features
• Non-linear

  • Thinking outside the square and taking knowledge from different viewpoints in order to build new understandings
  • learn about history by comparing common aspects of each society
• Decontruct/Reconstruct

  • Breaking down a concept from whole to parts, and then applying it.
  • Learners engage by watching and then doing.
• Community Links

  • Connecting learning to local values, needs, and knowledge. Learning does not occur in a vacuum, but rather is shared with others and used to meet the needs of the community.