PSYCH U3 AOS2

• Behaviourist approaches to learning


  Illustrated by classical conditioning as a three-phase process (before conditioning, during conditioning and after conditioning) that results in the involuntary association between a neutral stimulus and unconditioned stimulus to produce a conditioned response
• Operant conditioning


  A three-phase process (antecedent, behaviour and consequence) involving reinforcement (positive and negative) and punishment (positive and negative)
• Classical conditioning

  • Neutral stimulus (NS) -> NO response
  • Unconditioned stimulus (UCS) -> Unconditioned response (UCR)
  • Conditioned stimulus (CS) -> Conditioned response (CR)
• Classical conditioning

  1. Before: Neutral stimulus (NS) -> NO response, UCS -> UCR

  2. During (acquisition): NS followed by UCS -> UCR (repeated)

  3. After: CS -> CR
• Principles of classical conditioning

  • Stimulus generalisation
  • Stimulus discrimination
  • Extinction
  • Spontaneous Recovery
• Operant conditioning


  Learning process in which the likelihood of a voluntary behaviour is determined by its consequences
• Operant conditioning

  Antecedent (what happened before, what initiated that, trigger) -> Behaviour (what happens) -> Consequence (what happens after)
• Reinforcement and punishment

  Positive (GIVE) and negative (TAKE AWAY)
• Effectiveness of consequences


  • Order of presentation
  • Timing - immediately after response
  • Appropriateness - personal characteristics of the individual
• Social-cognitive approaches to learning


  Illustrated by observational learning as a process involving attention, retention, reproduction, motivation and reinforcement
• Observational learning

  1. Attention

  2. Retention

  3. Reproduction

  4. Motivation

  5. Reinforcement
• Reinforcement can influence one's desire/motivation to replicate the behaviour, but motivation does not have an impact on the reinforcer
• Aboriginal and Torres Strait Islander ways of knowing


  Learning is viewed as being embedded in relationships where the learner is part of a multimodal system of knowledge patterned on Country
• The 8 Ways of knowing framework

  • Storytelling
  • Learning maps
  • Non-verbal
  • Symbols and images
  • Land links
  • Non-linear
  • Deconstruct/reconstruct
  • Community links
• Ink and learn


  Used repeatedly, similar rhythms, tones
• Symbols and images

  Drawing it - images + metaphors for concepts
• Land links

  Taking it outside - place - based learning (place + land link to content)<|>Land links made with nature<|>Ecological learning drawn from the living landscape
• Non-linear


  Different ideas together - create new knowledge<|>Different phases of learning - order that best suits this
• Deconstruct/reconstruct


  Trying a new way - modelling<|>Learner looks at whole process of a concept before looking at parts in detail
• Community links


  Watching first and then doing; and sharing it with others<|>Learner brings new knowledge to help their community
• Memory


  Processing (info —> usable form), storage (retaining) and retrieval (taking info out when needed) of info acquired through learning
• Atkinson-Shiffrin multi-store model of memory


  • Explains the encoding, storage and retrieval of stored information in sensory, short-term and long-term memory stores
• Memory stores

  • Sensory memory
  • Short-term memory
  • Long-term memory
• Sensory memory


  Receives sensory info from the environment<|>Capacity is unlimited<|>One entry point (sensory receptors eg eyes)<|>Encoding: raw physical property<|>Subsystems = sensory registers<|>Info not attended to, lost, does not move to next stage
• Iconic memory

  Subtype of sensory memory - visual, 0.2-0.4 sec, quicker, moving image
• Echoic memory


  Subtype of sensory memory - auditory, 3-4 sec, longer
• Short-term memory (working memory)


  When info attended to it<|>Actively worked on and manipulated<|>Consciously aware, encode it for permanent storage<|>5-9 info<|>20-30 sec<|>Receives info from sensory memory (processed as well) and retrieved + updated from long-term memory<|>Two entry points - attending info in sensory memory or retrieving info from long-term memory<|>Encoding - acoustic (silently say words/no. we are holding in short-term memory)<|>Gatekeeper, figures out what goes in long-term memory
• Chunking


  Grouping of separate bits of info into larger chunks (increases capacity of short-term memory)
• Rehearsal


  Info kept longer (duration) in short-term memory, conscious manipulation to keep in short-term memory/transfer to long-term memory
• Maintenance rehearsal


  Rote learning, repetitive, does not assist encoding for storage in long-term memory
• Elaborative rehearsal


  Linking new info in meaningful way with other new info or info already in long-term memory, more active and effortful - important for encoding
• Decay


  Info in short-term memory not being used (physically/theoretically)
• Displacement


  When short-term memory is full, new items can enter through displacement by pushing old item out
• Long-term memory


  Relatively permanent - vast amounts of info for long time<|>Info organised + stored in a hierarchical network of concepts connected by meaningful links (more important = more retrieval)<|>May be considered inactive bc we are not consciously aware of info unless retrieved to short-term memory (files waiting to be accessed)<|>Storage for info encoded from short-term memory<|>Unlimited
• Types of long-term memory

  • Explicit (declarative) - conscious, intentional, can declare
  • Implicit (non-declarative) - unconscious, cannot explain how we know
• Explicit (declarative) memory


  Consciously work to remember<|>Intentionally retrieved<|>Deliberate<|>Can declare them / consciously express them<|>Episodic - events and personal experiences<|>Semantic - facts + knowledge
• Implicit (non-declarative) memory


  We can express but hard to explain how we know it<|>Without awareness<|>Info remembered unconsciously and effortless<|>Procedural - memory for actions and motor skills<|>Classically conditioned - memory of conditioned responses especially fear + anxiety
• Structural features of memory


  Permanent built-in fixed features of memory that do not vary eg: three memory stores and their capacities / durations
• Control processes of memory


  Selected and used by each individual<|>Under conscious control of an individual eg: attention
• Roles of brain regions in memory

  Neocortex - stores explicit memories, links together & gathers different components of memory during retrieval, stores implicit procedural memories<|>Basal ganglia - encodes implicit memories to do with habits, encodes and initiates complex well-practised sequences of movement<|>Hippocampus - formation and retrieval of explicit memories, consolidation of explicit memories, interacts with amygdala to link memories to emotions<|>Cerebellum - encoding and storage of implicit memories of motor skills and classically conditioned simple reflexes<|>Amygdala - formation of implicit emotional based memories, regulation of emotions, encoding implicit memories to do with emotions, while working with hippocampus to encode the event as significant