psych sac u3 aos2

• classical conditioning


  a simple form of learning, which occurs through repeated association of two different stimuli to produce a naturally occurring response.
• learning

  a relatively permanent change in behaviour that occurs as a result of experience.
• Pavlov's dogs

  Ian Pavlov, a behaviourist, discovered that he was able to condition his dogs to salivate at the sound of a bell.
• 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 unconditional 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 repsonse.
• neutral stimulus

  a stimulus that produces no naturally occurring response
• unconditioned stimulus

  a stimulus that produces a naturally occurring response ( unconditioned response)
• unconditioned response

  a naturally occurring response that occurs upon presentation of an unconditioned stimulus
• conditioned stimulus

  a stimulus that when repeatedly paired with a reconditioned stimulus produces a conditioned response
• acquisition

  the development of a conditioned response through a repeated association between unconditioned stimulus and the conditioned stimulus
• extinction

  the disappearance of a conditioned response, following a lack of pairing the unconditioned stimulus with the conditioned stimulus.
• spontaneous recovery

  following extinction and rest period, the conditioned response reappears at the presentation of the conditioned stimulus. can occur multiple times, but never at the same strength as the original conditions repsonse.
• stimulus generalisation

  the tendancy for a stimulus similar to the original conditioned stimulus to produce a response that is similar to the conditioned response
• stimulus discrimination


  occurs when an individual only elicits the conditioned response to the original conditioned stimulus - not to the other stimulus that are similar to the conditioned stimulus.
• operant conditioning

  a learning process in which the likelihood of a particular behaviour occurring is determined by the consequences of that behaviour. of the consequence is desirable, the behaviour is likely to be repeated. of the consequence is undesirable, behaviour is unlikely to be repeated
• antecedent

  is that which initiates, stimulates or triggers the behaviour.
• behaviour

  (operant response) is where an individual acts upon their environment.
• consequence

  is that which shapes or guides future behaviour
• positive reinforcement

  the addition of a desirable stimulus. eg. getting a gold star for doing homework.
• positive punishment

  the addition of an undesirable stimulus. eg. getting detention for not doing homework.
• negative punishment

  the removal of a desirable stimulus. eg. losing TV privileges for swearing.
• negative reinforcement


  the removal of an undesirable stimulus. eg. no chores for good grades.
• comparing classical + operant conditioning

  classical

  -passive participant

  -involuntary responses

  -stimulus presented before response

  operant

  -active participant

  -voluntary responses

  -stimulus(consequence)presented after response(behaviour)
• observational learning


  a socio-cognitive approach to learning that occurs when an individual sees another persons actions and the consequence of those actions, this guides their own future behaviour.
• stages of observational learning

  attention->retention->reproduction->motivation->reinforcement
• attention


  involves the learner actively watching the model.
• retention


  involves the learner storing mental representation of the behaviour.
• reproduction


  the learner has the mental and physical ability to perform the behaviour.
• motivation


  the learner has a desire to initiate the behaviour.
• reinforcement


  the learner experiences a positive outcome after performing the behaviour, which makes them more likely to repeat it in the future.
• intrinsic motivation


  occurs from within the individual, for example, the desire to perform well on an exam.
• extrinsic motivation


  occurs from factors external to the individual, such as the desire to receive praise from your teacher for doing well on a exam.
• self-reinforcement


  occurs when a behaviour is reinforced through factors internal to the individual, such as feeling proud of yourself.
• external reinforcement


  occurs when the behaviour is reinforced by factors external to the individual, such as receiving a reward.
• vicarious reinforcement


  occurs when a behaviour is reinforced by observing the reinforcement of another person performing the same behaviour. can enhance the individuals motivations, making them more likely to reproduce the behaviour again in the future.
• country


  traditional lands of a particular language or cultural group, including both geographical boundaries and the spiritual, emotional, and intellectual connections to and within it.
• systems of knowledge


  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
• songlines


  when stories are told or sung, they may involve gestures, dance, drawn symbols, paintings and carved or woven objects.