4 - Learning

• classical conditioning and operant conditioning are both three-phase models and behaviorist approaches to learning
• observational learning is a social-cognitive approach to learning
• classical conditioning occurs through repeated association of two (or more) different stimuli
• Before: Neutral stimulus (bell) → produces no response

  Unconditioned stimulus (food) → unconditional response (salivation due to food)
• During: “NS is repeatedly presented immediately before UCS (unconditioned stimulus) → UCR (unconditioned response)”
• After: Conditioned stimulus (bell) → conditioned response (salivation due to bell) without the UCS being present
• operant conditioning is A learning process by which the likelihood of a particular behaviour occurring is determined by the consequences of that behaviour. “
• in classical conditioning the learner is passive whereas in operant conditioning the learner is active
• in classical conditioning the response involuntary whereas in operant conditioning the response is voluntary
• in classical conditioning the learner is passive whereas in operant conditioning the learner is active
• a similarity between classical and operant conditioning is that both are behaviorist approaches to learning
• Observational learning occurs when someone uses observation of a model’s actions and the consequences of those actions to guide their future actions.
• ARRMR stands for attention retention reproduction motivation reinforcement
• Intrinsic motivation occurs from within the individual whereas extrinsic motivation occurs from external the individual
• In Aboriginal and Torres Strait Islander approaches to learning, knowledge and skills are based on interconnected social, physical, and spiritual
• SLNSNLCD stands for, story-sharing, learning maps, non-linear, symbols and images, non-verbal, land links, community links, deconstruct reconstruct
• Aboriginal approaches are multimodal, meaning they use a variety of methods to learn
• Learning

  The process of acquiring knowledge, skills, or behaviours through experience
• Classical Conditioning 


  A form of learning that occurs through repeated association of two different stimuli to produce a naturally occurring response.
• Before Conditioning

  The first stage of classical conditioning, during which the neutral stimulus has no associations and does not produce any significant response
• During Conditioning

  The second stage of classical conditioning, during which the neutral stimulus is repeatedly paired with the unconditioned stimulus, producing an unconditioned response.
• After Conditioning

  The third stage of classical conditioning, during which the neutral stimulus becomes the conditioned stimulus, producing a conditioned response.
• Neutral Stimulus(ns)


  The stimulus that produces no significant response prior to conditioning
• Unconditioned stimulus (ucs)


  The stimulus that produces an unconscious response
• Unconditioned response (ucr)


  A naturally occurring behaviour in response to a stimulus
• Conditioned stimulus (cs)


  (Originally the neutral) stimulus that produces a conditioned response after being repeatedly paired with an unconditioned stimulus.
• Conditioned response (cr)

  The response that occurs involuntarily after the conditioned stimulus is presented.
• Operant Conditioning


  A three-phase learning process where the consequence of a behaviour determines the likelihood that it will reoccur.
• Antecedent 


  The stimulus or event that precedes and elicits a particular behaviour.
• Behaviour

  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.
• Punishment


  A consequence that decreases the likelihood of a behaviour reoccurring.
• Positive punishment - adding a stimulus
• Negative punishment - Removing a stimulus
• Observational learning 


  When someone uses observation of a model’s actions and the consequences of those actions to guide their future actions.
• Socio-cognitive approaches to learning

  Theories that propose learning takes place in a social setting and involves various cognitive processes.
• Model


  The individual who is performing the behaviour that is being observed.
• Stages of Observational learning

  Attention

  Retention

  Reproduction

  Motivation

  Reinforcement
• Attention involves the learner actively watching the model.