psych

• Classical conditioning

  A process of learning through the involuntary association between a neutral stimulus and unconditioned stimulus to produce a conditioned response
• Neutral stimulus (NS)

  A stimulus that produces no significant response prior to conditioning
• Unconditioned stimulus (UCS)

  The stimulus that produces a (naturally occurring) unconscious response
• Conditioned stimulus (CS)

  The stimulus (originally the 'neutral stimulus') that produces a conditioned response after being (repeatedly) paired with an unconditioned stimulus
• Unconditioned response (UCR)

  The naturally occurring behaviour that occurs automatically when the UCS is presented
• Conditioned response (CR)

  The learned response that occurs involuntarily after the CS is presented
• Three-phase process of classical conditioning

  1. Before conditioning

  2. During conditioning

  3. After conditioning
• Before conditioning, the NS produces no relevant response and the UCS elicits the UCR
• During conditioning, the NS is (repeatedly) paired with the UCS to produce the UCR
• After conditioning, the NS becomes the CS and the CS elicits the CR (the CR occurs due to the CS), while the UCS still elicits the UCR (the UCR occurs due to the UCS)
• Operant conditioning is a behaviourist approach to learning that suggests learning occurs through interacting with the external environment and associating behaviours with their consequences
• Three-phase process of operant conditioning

  1. Antecedent

  2. Behaviour

  3. Consequence
• Antecedent


  The stimulus or event that precedes and often elicits a particular behaviour. It signals the probable consequence for the behaviour, and therefore influences the occurrence of the behaviour.
• Behaviour

  The voluntary action that occurs in the presence of the antecedent. It has an effect on the environment in the form of a consequence that follows it.
• Consequence

  The outcome of the behaviour, which determines the likelihood that the behaviour will occur again. It is the environmental event that occurs immediately after the behaviour, and has an effect on the occurrence of the behaviour in the future.
• Reinforcement

  A consequence that increases the likelihood of the behaviour reoccurring (increases the learner's desire to repeat the behaviour)
• 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 (decreases the learner's desire to repeat the behaviour)
• 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
• Observational learning is a social-cognitive approach to learning that involves watching the behaviour of a model and the associated consequence of that behaviour
• Model

  The individual who is performing the behaviour that the learner observes
• Five stages of observational learning

  1. Attention

  2. Retention

  3. Reproduction

  4. Motivation

  5. Reinforcement
• Attention

  The first stage of observational learning in which individuals actively focus on the model's behaviour and the consequences of the behaviour
• Retention

  The second stage of observational learning in which individuals create a mental representation to remember the model's demonstrated behaviour
• Reproduction


  The third stage of observational learning in which the individual must have the physical and mental capabilities to replicate the behaviour
• Motivation

  The fourth stage of observational learning in which the individual must want/desire to perform the behaviour. Intrinsic motivation occurs from within the individual, extrinsic motivation occurs from factors external to the individual.
• Reinforcement

  The fifth stage of observational learning in which the individual receives a desirable consequence for the behaviour which makes them more likely to reproduce the behaviour again in the future. Self-reinforcement is reinforced by factors internal to the individual, external reinforcement is reinforced by factors external to the individual, and vicarious reinforcement is reinforced by observing the reinforcement of another person performing the same behaviour.
• Reinforcement


  The fifth stage of observational learning in which the individual receives a desirable consequence for the behaviour which makes them more likely to reproduce the behaviour again in the future
• Self-reinforcement


  Reinforced by factors internal to the individual
• External reinforcement

  Reinforced by factors external to the individual
• Vicarious reinforcement

  Reinforced by observing the reinforcement of another person performing the same behaviour
• The term 'kin' reflects a complex system of family and community for First Nations peoples
• Systems of knowledge


  • Developed by communities working together and sharing knowledge
  • Informed by culture, including who can learn what and where
  • Consist of information that is highly relevant to day-to-day living and survival
  • Informed by spiritual and ancestral knowledge
  • Consist of information that is highly interconnected
  • Patterned (created) on Country (the traditional lands of a particular language or cultural group, including both geographical boundaries and the spiritual, emotional and intellectual connections to and within it)
• 8 ways of Aboriginal learning framework

  • Story-sharing: learning takes place through narrative
  • Learning maps: planning and visualising processes and knowledge
  • Non-verbal: sharing knowledge through non-verbal means (e.g. dance, art)
  • Symbols and images: learning through images, symbols and metaphors
  • Land links: learning and knowledge are inherently linked to Country
  • Non-linear: thinking outside the square and taking knowledge from different viewpoints
  • Deconstruct-reconstruct: breaking down a concept into parts and then applying it
  • Community links: connecting learning to local values, needs and knowledge
• Function of sensory memory

  Retain information which has been detected by the sensory organs in its raw sensory form
• Capacity of sensory memory

  Unlimited capacity
• Duration of sensory memory

  • 0.2-4 seconds
  • Iconic memory: about 0.2-0.4 of a second (or a third of a second)
  • Echoic memory: about 3-4 seconds
  • Haptic memory: fewer than 2 seconds
• Short-term memory

  A store of memory that temporarily holds a limited amount of information that is consciously being attended to and actively manipulated