Question 1

Behaviourist approaches
to learning

Accepted Answer

theories that
propose learning occurs
by interacting with the
external environment

Question 2

Classical conditioning

Accepted Answer

a process of learning
through the involuntary
association between
a neutral stimulus and
an unconditioned
stimulus that results in a
conditioned response

Question 3

three stages of classical conditioning

Accepted Answer

1. before conditioning
2. during conditioning
3. after conditioning

Question 4

type of learning Classical conditioning

Accepted Answer

involuntary learning whereby the subject can be conditioned
without making any conscious effort to learn the conditioned response

Question 5

Before conditioning

Accepted Answer

the first stage of classical
conditioning, during which
the neutral stimulus
has no associations
and therefore does not
produce any significant
response

Question 6

Before conditioning includes...

Accepted Answer

• neutral stimulus
• unconditioned stimulus
• unconditioned response

Question 7

Neutral stimulus

Accepted Answer

the stimulus that produces
no significant response
prior to conditioning

Question 8

Unconditioned stimulus

Accepted Answer

the stimulus that produces
an unconscious response

Question 9

Unconditioned response

Accepted Answer

a naturally occurring
behaviour in response to
a stimulus

Question 10

During conditioning

Accepted Answer

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

Question 11

what happens during conditioning

Accepted Answer

NS is repeatedly with the UCS, which produces UCR
 timing and order of presenting NS UCS important.
NS must be presented first, staying untill the UCS
 within half a second. The unconditioned stimulus should not be presented any later
than this.

Question 12

After conditioning

Accepted Answer

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

Question 13

Conditioned stimulus

Accepted Answer

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

Question 14

Conditioned response

Accepted Answer

the response that occurs
involuntarily after the
conditioned stimulus
is presented

Question 15

Operant conditioning

Accepted Answer

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, a behavorist approuch to learning

Question 16

Operant conditioning learning

Accepted Answer

suggests that learning occurs through interacting with the external
environment, behaviour is not so much influenced by our thoughts,
feelings, or emotions, but rather by direct and observable environmental consequences
for behaviour.

Question 17

Operant conditioning has three phases:

Accepted Answer

1. antecedent
2. behaviour
3. consequence.

Question 18

Antecedent

Accepted Answer

the stimulus
or event that precedes
and often elicits a
particular behaviour

Question 19

Behaviour (in relation
to operant conditioning)

Accepted Answer

the voluntary actions that
occur in the presence of
the antecedent

Question 20

Consequence

Accepted Answer

the outcome of the
behaviour, which
determines the likelihood
that it will occur again

Question 21

Reinforcement

Accepted Answer

a consequence that
increases the likelihood of
a behaviour reoccurring

Question 22

Positive reinforcement

Accepted Answer

the addition of a desirable
stimulus, which in turn
increases the likelihood of
a behaviour reoccurring (presenting a desired stimulus)

Question 23

Negative reinforcement

Accepted Answer

the removal of an
undesirable stimulus,
which in turn increases
the likelihood of a
behaviour reoccurring (removing an undesrirbale stimulus)

Question 24

Punishment

Accepted Answer

a consequence that
decreases the likelihood of
a behaviour reoccurring

Question 25

Positive punishment

Accepted Answer

the addition of an
undesirable stimulus,
which in turn decreases
the likelihood of a
behaviour reoccurring  (adding an undesribale stimulus)

Question 26

Negative punishment
(also known as response
cost)

Accepted Answer

the removal of a
desirable stimulus, which
in turn decreases the
likelihood of a behaviour
reoccurring  (removing a desirbale stimulus)

Question 27

Similarities between classical and operant conditioning
Si

Accepted Answer

behaviourist approaches to
learning
three-phase processes of learning
require several trials in order for
learning to occur

Question 28

and differences between classical and operant conditioning

Accepted Answer

OClearning
a voluntary behaviour,  CC learning an
involuntary behaviour.
Learners are active during OC, learners are passive
during CC
OC  requires a
consequence, whereas there is no kind of
consequence during classical conditionin

Question 29

Social-cognitive
approaches to learning

Accepted Answer

theories that propose
learning takes place in
a social setting and
involves various
cognitive processes

Question 30

social-cognitive
approaches to learning link to bandura

Accepted Answer

This approach to learning is closely
linked to the social learning theory, which was first proposed by psychologist Albert Bandura.

Question 31

Observational learning
(also known as social
learning, vicarious
conditioning, or
modelling)

Accepted Answer

a process
of learning that involves
watching the behaviour
of a model and the
associated consequence
of that behaviour

Question 32

vicarous learning

Accepted Answer

we can be indirectly conditioned by watching someone else’s conditioning. OL can also be referred to as vicarious conditioning.
as experienced through watching
other people’s activities, rather than doing the activities yourself

Question 33

obersevational learning parts

Accepted Answer

learner (actice role in learning) and a model (the individual who is
performing the behaviour
that is being observed0

Question 34

Attention

Accepted Answer

the
first stage of observational
learning in which
individuals actively focus
on the model’s behaviour
and the consequences of
the behaviour

Question 35

factors of attention

Accepted Answer

perceived positively
• liked
• of high status (such as a celebrity)
• similar to the learner
• familiar to the learner
• visible and stands out from others
• behaving in a way that the learner believes can be imitated.

Question 36

Retention

Accepted Answer

the second stage of
observational learning in
which individuals create
a mental representation
to remember the model’s
demonstrated behaviour

Question 37

retention stage

Accepted Answer

( If the individual has met this stage this means that the information
they have paid attention to is stored in their memory. This information can
then be accessed later on when the individual goes to perform the behaviour.

Question 38

Reproduction

Accepted Answer

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

Question 39

what happens if they paid attention all teh way up to reproduction

Accepted Answer

may have paid attention to the model and
retained info, but no physical or mental ability to
successfully replicate the behaviour= no replication of 
the behaviour. ( harder as people may not have control of their mental or physical capabilities)

Question 40

Motivation

Accepted Answer

the fourth stage of
observational learning in
which the individual must
want to reproduce
the behaviour (cognitive process)(intrinsic or extrincic)

Question 41

Reinforcement

Accepted Answer

the
fifth stage of observational
learning in which the
individual receives a
positive consequence
for the behaviour which
makes them more likely to
reproduce the behaviour
again in the future

Question 42

different types of reinforcement

Accepted Answer

Self-reinforcement:
• External reinforcement
• Vicarious reinforcement

Question 43

Self-reinforcement:

Accepted Answer

the behaviour is reinforced through factors internal
to the individual, such as feeling proud of themselves.

Question 44

External reinforcement

Accepted Answer

the behaviour is reinforced by factors external
to the individual, such as receiving an award.

Question 45

• Vicarious reinforcement:

Accepted Answer

the behaviour is reinforced by observing
the reinforcement of another person performing the same behaviour(enhance individual’s motivation, more likely
to reproduce the behaviour again in the future, despite not being directly
reinforced themselves)

Question 46

Systems of knowledge

Accepted Answer

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

Question 47

what is Aboriginal and Torres Strait Islander communities Learning

Accepted Answer

Fundamentally, for Aboriginal and Torres Strait Islander peoples, learning is a process that
takes place within complex systems of knowledge,

Question 48

Such systems of knowledge:

Accepted Answer

-developed by communities working toegther and sharing traditional expertise and knowldge
-informed by culture inculdng who can learn what and where
consist of innfo taht is highly rleavnet to survival

Question 49

Such systems of knowledge cont

Accepted Answer

-informed by spiritual and ancestral knowledge
consist of info that is highly interconnected
patterned across country

Question 50

Country

Accepted Answer

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

Question 51

what is country in terms of learning?

Accepted Answer

, learning in Aboriginal and Torres Strait
Islander communities is inherently tied to Country, or the place relevant to the knowledge
being learnt.

Question 52

what is meant by multimodal?

Accepted Answer

Aboriginal and Torres Strait Islander approaches to learning are multimodal by nature,
meaning that they use a variety of methods.

Question 53

elements within the 8 ways of Aboriginal learning framework

Accepted Answer

stroy sharing, learning maps, non verbal, symbols and images, land links, non linear, deconsitruct/reconstruct, community links

Question 54

Learning embedded in relationships

Accepted Answer

The process of learning for Australia’s First Nations is deeply embedded in relationships.
 between concepts.
 between learner and teacher.
 between individuals, families, and communities.
 between all of the above and Country.

Question 55

Learning embedded in relationships cont

Accepted Answer

This means that for learning to occur, an Aboriginal and Torres Strait Islander learner must have access to all of these important relationships

Question 56

how   is Learning embedded in relationships

Accepted Answer

an environment of familiarity and
trust is built. Traditionally, this stems from many familial interactions and relationships that
have been created through generations

Psychology Chapter 4

4A, 4B, 4C, 4D

Question	Answer
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
three stages of classical conditioning	1. before conditioning 2. during conditioning 3. after conditioning
type of learning Classical conditioning	involuntary learning whereby the subject can be conditioned without making any conscious effort to learn the conditioned response
Before conditioning	the first stage of classical conditioning, during which the neutral stimulus has no associations and therefore does not produce any significant response
Before conditioning includes...	• neutral stimulus • unconditioned stimulus • unconditioned 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
what happens during conditioning	NS is repeatedly with the UCS, which produces UCR timing and order of presenting NS UCS important. NS must be presented first, staying untill the UCS within half a second. The unconditioned stimulus should not be presented any later than this.
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 stimulus is 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, a behavorist approuch to learning
Operant conditioning learning	suggests that learning occurs through interacting with the external environment, behaviour is not so much influenced by our thoughts, feelings, or emotions, but rather by direct and observable environmental consequences for behaviour.
Operant conditioning has three phases:	1. antecedent 2. behaviour 3. consequence.
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 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 (presenting a desired stimulus)
Negative reinforcement	the removal of an undesirable stimulus, which in turn increases the likelihood of a behaviour reoccurring (removing an undesrirbale stimulus)
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 (adding an undesribale stimulus)
Negative punishment (also known as response cost)	the removal of a desirable stimulus, which in turn decreases the likelihood of a behaviour reoccurring (removing a desirbale stimulus)
Similarities between classical and operant conditioning Si	behaviourist approaches to learning three-phase processes of learning require several trials in order for learning to occur
and differences between classical and operant conditioning	OClearning a voluntary behaviour, CC learning an involuntary behaviour. Learners are active during OC, learners are passive during CC OC requires a consequence, whereas there is no kind of consequence during classical conditionin
Social-cognitive approaches to learning	theories that propose learning takes place in a social setting and involves various cognitive processes
social-cognitive approaches to learning link to bandura	This approach to learning is closely linked to the social learning theory, which was first proposed by psychologist Albert Bandura.
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
vicarous learning	we can be indirectly conditioned by watching someone else’s conditioning. OL can also be referred to as vicarious conditioning. as experienced through watching other people’s activities, rather than doing the activities yourself
obersevational learning parts	learner (actice role in learning) and a model (the individual who is performing the behaviour that is being observed0
Attention	the first stage of observational learning in which individuals actively focus on the model’s behaviour and the consequences of the behaviour
factors of attention	perceived positively • liked • of high status (such as a celebrity) • similar to the learner • familiar to the learner • visible and stands out from others • behaving in a way that the learner believes can be imitated.
Retention	the second stage of observational learning in which individuals create a mental representation to remember the model’s demonstrated behaviour
retention stage	( If the individual has met this stage this means that the information they have paid attention to is stored in their memory. This information can then be accessed later on when the individual goes to perform the behaviour.
Reproduction	the third stage of observational learning in which the individual must have the physical and mental capabilities to replicate the behaviour
what happens if they paid attention all teh way up to reproduction	may have paid attention to the model and retained info, but no physical or mental ability to successfully replicate the behaviour= no replication of the behaviour. ( harder as people may not have control of their mental or physical capabilities)
Motivation	the fourth stage of observational learning in which the individual must want to reproduce the behaviour (cognitive process)(intrinsic or extrincic)
Reinforcement	the fifth stage of observational learning in which the individual receives a positive consequence for the behaviour which makes them more likely to reproduce the behaviour again in the future
different types of reinforcement	Self-reinforcement: • External reinforcement • Vicarious reinforcement
Self-reinforcement:	the behaviour is reinforced through factors internal to the individual, such as feeling proud of themselves.
External reinforcement	the behaviour is reinforced by factors external to the individual, such as receiving an award.
• Vicarious reinforcement:	the behaviour is reinforced by observing the reinforcement of another person performing the same behaviour(enhance individual’s motivation, more likely to reproduce the behaviour again in the future, despite not being directly reinforced themselves)
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
what is Aboriginal and Torres Strait Islander communities Learning	Fundamentally, for Aboriginal and Torres Strait Islander peoples, learning is a process that takes place within complex systems of knowledge,
Such systems of knowledge:	-developed by communities working toegther and sharing traditional expertise and knowldge -informed by culture inculdng who can learn what and where consist of innfo taht is highly rleavnet to survival
Such systems of knowledge cont	-informed by spiritual and ancestral knowledge consist of info that is highly interconnected patterned across country
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
what is country in terms of learning?	, learning in Aboriginal and Torres Strait Islander communities is inherently tied to Country, or the place relevant to the knowledge being learnt.
what is meant by multimodal?	Aboriginal and Torres Strait Islander approaches to learning are multimodal by nature, meaning that they use a variety of methods.
elements within the 8 ways of Aboriginal learning framework	stroy sharing, learning maps, non verbal, symbols and images, land links, non linear, deconsitruct/reconstruct, community links
Learning embedded in relationships	The process of learning for Australia’s First Nations is deeply embedded in relationships. between concepts. between learner and teacher. between individuals, families, and communities. between all of the above and Country.
Learning embedded in relationships cont	This means that for learning to occur, an Aboriginal and Torres Strait Islander learner must have access to all of these important relationships
how is Learning embedded in relationships	an environment of familiarity and trust is built. Traditionally, this stems from many familial interactions and relationships that have been created through generations

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