PSYCH U3 AOS 2

• 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 between a neutral stimulus and an unconditioned stimulus that results in a conditioned response
• Stages of classical conditioning


  1. Before conditioning

  2. During conditioning

  3. After conditioning
• Before conditioning


  Neutral stimulus has no associations and therefore does not produce any significant response
• During conditioning


  Neutral stimulus is repeatedly paired with the unconditioned stimulus, producing the unconditioned response
• After conditioning


  Neutral stimulus becomes the conditioned stimulus, producing a conditioned response
• 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 relation to operant conditioning)


  The voluntary actions that occur in the presence of the antecedent
• Consequence


  The outcome of the behaviour, which determines the likelihood it will occur again
• Reinforcement


  A consequence that increases the likelihood of a behaviour reoccurring
• Positive reinforcement


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


  The removal of an undesirable stimulus, which 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 decreases the likelihood of a behaviour reoccurring
• Negative punishment


  The removal of a desirable stimulus, which decreases the likelihood of a behaviour reoccurring
• Similarities between classical conditioning and operant conditioning


  • Both are behaviourist approaches to learning
  • Both are three-phase processes of learning
  • Both require several trials for learning to occur
• Differences between classical conditioning and operant conditioning


  • Operant conditioning involves learning a voluntary behaviour, whereas classical conditioning involves learning an involuntary behaviour
  • Learners are active during operant conditioning, whereas learners are passive during classical conditioning
  • Operant conditioning requires a consequence, whereas there is no kind of consequence during classical conditioning
• Social-cognitive approaches to learning


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


  A process of learning that involves watching the behaviour of a model and the associated consequence of that behaviour
• Stages of observational learning


  1. Attention

  2. Retention

  3. Reproduction

  4. Motivation

  5. Reinforcement
• Attention (observational learning)


  Individuals actively focus on the model's behaviour and consequences of the behaviour
• Retention (observational learning)


  Individuals create a mental representation to remember the model's demonstrated behaviour
• Reproduction (observational learning)


  Individual must have the physical and mental capabilities to replicate the behaviour
• Motivation (observational learning)


  Individual must want to reproduce the behaviour
• Reinforcement (observational learning)


  Individual receives a positive consequence for the behaviour which makes them more likely to reproduce the behaviour in future
• Intrinsic motivation


  Occurs from within the individual
• Extrinsic motivation


  Occurs from factors external to individual
• Self-reinforcement


  Behaviour reinforced through internal factors
• External reinforcement


  Reinforced by external factors
• Vicarious reinforcement


  Reinforced by observing reinforcement of another person performing the same behaviour
• 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
• Multimodal


  Using a variety of methods
• Story sharing


  Learning takes place through narrative and story-sharing (e.g. dreamtime stories that communicate complex knowledge relating to the natural world and survival)
• Learning maps


  Planning and visualising processes and knowledge (e.g. mind maps)
• Non-verbal


  Sharing knowledge through non-verbal means, including dance, art, and observation (e.g. Traditional dances reflecting the patterns of animals)
• Symbols & images


  Learning through images, symbols, and metaphors
• Land links


  Learning and knowledge are inherently linked to nature, land, and Country
• Non-linear


  Thinking outside the square and taking knowledge from different viewpoints to build new understandings
• Deconstruct/reconstruct


  Breaking down a concept from whole to parts, then applying it. Knowledge or skills are demonstrated (modelled), then a learner is guided through each part in turn. Learners engage by watching then doing.