Unit 3, AOS 2 - psych

• Learning the process of acquiring knowledge, skills, or behaviours through experience
• Behaviourist approaches to learning theories that propose learning occurs by interacting with the external environment
• Classical conditioning

  a process of learning through the involuntary association betweena neutral stimulus and an unconditioned stimulus that results in a conditioned response
• Before conditioning

  the first stage of classical conditioning, during which the neutral stimulushas no associations

  and therefore does not produce any significant response
• Neutral stimulus

  the stimulus that produces no significant response prior to conditioning
• Unconditioned stimulus

  the stimulus that produces an unconscious response
• Unconditioned response

  a naturally occurring behaviour in response to a stimulus
• During conditioning

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

  the third stage of classical conditioning, during which the neutral stimulus becomes the conditioned stimulus, producing a conditioned response
• Conditioned stimulus

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

  the response that occurs involuntarily after the conditioned stimulusis presented
• Operant conditioning

  a three-phase learning process that involves an antecedent, behaviour, and consequence, whereby the consequence of a behaviour determines the likelihood that it

  will reoccur
• Antecedent the stimulus or event that precedes and often elicits a particular behaviour
• Behaviour (in relationto operant conditioning) 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
• Positive reinforcement

  the addition of a desirable stimulus, which in turn increases the likelihood of a behaviour reoccurring
• Negative reinforcement

  the removal of an undesirable stimulus, which in turn increases the likelihood of a behaviour reoccurring
• Punishment

  a consequence that decreases the likelihood of a behaviour reoccurring
• Positive punishment

  the addition of an undesirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring
• Negative punishment (also known as response cost) the removal of a desirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring
• Social-cognitive approaches to learning theories that propose learning takes place ina social setting and involves various cognitive processes
• Observational learning (also known as social learning, vicarious conditioning, or modelling) a process of learning that involves watching the behaviour of a model and the associated consequence of that behaviour
• Model (in relation to observational learning) the individual who is performing the behaviour that is being observed
• Attention (in relation to observational learning) the first stage of observational learning in which individuals actively focus on the model’s behaviour and the consequences of the behaviour
• Retention (in relation to observational learning) the second stage of observational learning in which individuals create a mental representation to remember the model’s demonstrated behaviour
• Reproduction

  (in relation to observational learning) the third stage of observational learningin which the individual must have the physical and mental capabilities to replicate the behaviour
• Motivation (in relation to observational learning) the fourth stage of observational learning in which the individual must want to reproducethe behaviour
• Reinforcement

  (in relation to observational learning) the fifth stage of observational learning in which the individual receives a positive consequencefor the behaviour which makes them more likely to reproduce the behaviour again in the future
• Memory the process of encoding, storing, and retrieving information that has been previously encountered
• Atkinson-Shiffrin multi- store model of memory a model of memorywhich outlines the three separate stores of memory (sensory, short-term,

  and long-term) each of which interact through the processes of encoding, storage, and retrieval
• Sensory memory

  a store of memory which very briefly stores raw information detected by the senses
• Short-term memory (STM) a store of memory that temporarily stores a limited amount of information that

  is consciously being attended to and actively manipulated
• Short-term memory (STM) a store of memory that temporarily stores a limited amount of information that

  is consciously being attended to and actively manipulated
• Encoding the process of converting information into a useable form which can be manipulated and stored in the brain
• Long-term memory (LTM) a store of memory in which a potentially unlimited amount of information is stored fora relatively permanent amount of time
• Storage the retention of information over time
• Retrieval the process of accessing information, that has been storedin long-term memory, and bringing it into our conscious awareness in short-term memory
• Explicit memory (also known as declarative memory) a type of long-term memory that is consciously retrieved
• Semantic memory

  a type of explicit memory that consists of general knowledge or facts