Zusammenfassung der Ressource
LEARNING
- Behaviourism / comparative approach
- Define learning as a change in behaviour due to experience
- Believes psych = science of behaviour = Watson
- CLASSICAL CONDITIONING
- Innate experiences - reflexing response to something
- unconscious, automatic,involuntary behaviour
- learning works by associations ie stimulis = reaction
- PAVLOV
- Bell + Food = Dogs salivation
- Learning through association
- Before conditioning = UCS (Food) - UCR ( Saliva)
- During conditioning = NS ( Bell)+ UCS (Food) - UCR (Saliva)
- After conditioning = CS 9Bell) - CR (Salivation)
- CLASSICAL COND PARADIGM
- PAVLOV DISCOVERED CERTAIN LAWS OF CONDITIONING
- GENERALISATION
- EXTINCTION
- DISCRIMINATION
- SPONTANEOUS RECOVERY
- CONTROLLED EXPERIMENTS WITH ANIMALS
- SYSTEMATIC
- WATSON
- LITTLE ALBERT
- Loud bang (UCS) = Fear (UCR)
- White rat (NS) + Loud bang (UCS) = Fear (UCR)
- White Rate (Cs) = Fear ( CR)
- Applications of CC = Aversion Therapy, Systematic Desensitisation
- OPERANT CONDITIONING
- THORNDIKE
- earlier
- B.F. SKINNER
- SKINNER BOX
- Hungry rat put in BOX with lever, when rat presses lever = receives food pellets.
- which acts as a reinforcer for the bar behaviour.
- OPERANT = BEHAVIOUR GIVEN OFF FROM THE ANIMAL. IE = BAR PRESSING LEVER
- FOOD PELLET - POSITIVE REINFORCEMENT
- focus on voluntary behaviour emitted from organism - human
- BEHAVIOUR (OPERANT) has an effect on ENVIRONMENT (+ OR - EFFECT)
- OUTCOMES DEPEND ON ANIMAL/HUMANS BEHAVIOUR
- USED ANIMALS IN EXPERIMENTS AND GENERALISED TO HUMANS
- THE LAW OF EFFECT
- Behaviour thats reinforced = more likely to be repeated
- POSITIVE REINFORCEMENT - Rewards which ENCOURAGE behaviour = REPEATED
- NEGATIVE REINFORCEMENT - Unpleasant STIMULI causes AVOIDANCE Behaviour
- PUNISHMENT - Different from NEGATIVE REINFORCEMENT - Tries to DECREASE BEHAVIOUR - ONCE THEREAT OF PUNISHMENT TAKEN AWAY BEHAVIOUR RETURNS!
- OPERANT CONDITIONING = BY REINFORCING GOAL WANTED ANIMALS TAUGHT BEHAVIOUR DESIRED
- OPERANT CONDITIONING IS BEHAVIOUR SHAPING
- BEHAVIOUR IS SHAPED BY CONSTANT REINFORCEMENT
- DISCRIMINATION - RESPONSE TO ONE STIMULUS BUT NOT TO ANOTHER
- PRIMARY & SECONDARY REINFORCERS
- PRIMARY - FULFILS BASIC NEED - HUNGER = FOOD
- SECONDARY - REINFORCER VALUE ASSOCIATED WITH PRIMARY INFORCER
- EG - TOKEN ECONOMY, MONEY TO BUT WHAT IS WANTED/NEEDED
- Can be EXCHANGED FOR PRIMARY ENFORCERS
- USEFUL BECAUSE
- TOKEN ECONOMY PROGRAMME - SECONDARY REINFORCERS - SHAPES BEHAVIOUR = Tings to BUY what they want OR STICKER CHARTS
- SCHOOLS USE THESE
- POSITIVE REINFORCERS = PRAISE
- NEGATIVE REINFORCERS = NAUGHTY STEP = USED BY SUPER NANNY
- UNUSEFUL BECAUSE
- PUNISHMENT = NOT SEEN TO WORK
- ETHICAL ISSUES WITH PUNISHMENT
- INSTRUMENTAL CONDITIONING
- BEHAVIOUR THERAPIES - BASED ON BEHAVIOUR MODIFICATION
- SYSTEMATIC DESENSITISATION = PIC OF CARTOON SPIDER, PIC OF SPIDER, SPIDER IN GLASS, HOLD ONE - LESS STRESSFUL THAN AVERSION THERAPY.
- AVERSION THERAPY = ALCOHOL - EMETIC GIVEN SO WHEN SOMEONE DRINKS ALCOHOL MAKES THEM SICK = ASSOCIATION WITH SICK - ALCOHOL = LESS DRINKING.
- IMPLOSION THERAPY = EXTREME VERSION OF AVERSION THERAPY
- USE SUCCESSFULLY FOR PHOBIAS & ADDICTIONS
- KEY FEATURE = TO STOP UNDESIRABLE BEHAVIOUR & LEARN A MORE ADAPTIVE ONE.
- NEGATIVES TO BEHAVIOURISM
- MECHANIC APPROACH
- TREATMENT ALLIVIATES PROBLEM = NOT TREAT CAUSE
- ETHICAL ISSUES = ISSUES ON BEHAVIOUR CONTROL & INDIVIDUALS RIGHTS
- THOUGHT QUESTION = CONSIDER WAYS PEOPLE ARE CONDITIONED EVERYDAY!
- COGNITIVE / MENTAL PROCESSES
- COGNITIVE APPROACHES = MENTAL, ATTENTION, PERCEPTION,
- CONCEPT FORMATION, LANGUAGE AND THOUGHT, PROBLEM SOLVING
- LEARNING IS VIEWED AS - ACQUIRING KNOWLEDGE = CHANGE IN MENTAL PROCESSES
- FOCUS - INFORMATION PROCESSING
- EXPERIMENTAL METHOD USED TO INVESTIGATE LEARNING
- COGNITIVE APPROACH
- BELIEVES CAN DESCRIBE WHATS IN THE MIND AT:
- A FUNCTIONAL LEVEL
- PROCESS LEVEL - WHAT THE MIND DOES
- CATEGORY LEARNING
- LEARNING THAT HAPPENS WHEN
- PEOPLE REALISE CERTAIN THINGS BELONG IN GROUPS/CATEGORIES
- HYPOTHESIS - EXPLANATION FOR A SET OF
- OBSERVATIONS THAT MAY/MAY NOT
- BE SUPPORTED
- BRUNER ET AL
- BRUNER FOUND - PEOPLE USED DIFFERENT STRATERGIES
- TO LEARN DIFFERENT CATEGORIES
- LEARNING HAPPENS THROUGH HYPOTHESIS TESTING
- DIFFERENT STRATERGIES TO USE THS
- WHEN STIMULI ARE MEANINGFUL =
- PARTICIPANTS MAY USE PRIOR KNOWLEDGE TO
- CONSIDER ONLY THE CATEGORIES THAT MAKE SENSE
- THIS INFLUENCES THE SEARCH TECHNIQUE USED
- -'S
- ECOLOGICAL VALIDITY
- USE OF ARTIFICIAL STIMULI
- AND CONTROLLED CONDITIONS
- -'S
- ALTERNATIVE INTERPRETATIONS
- ARE CATEGORIES LEARNT/ DO WE HAVE INNATE CAPACITY FOR CAT LEARNING
- ALTERNATIVE VIEWS
- MURPHY
- MURPHY - MEANINGFULNESS IMPORTANT FOR CAT LEARNING
- PEOPLE LEARN CAT BY LOOKING TO ADD THE SIMILAR
- THINGS TO ALREADY EXISTING KNOWLEDGE
- CHOMSKY & FODOR
- CAT CANNOT BE LEARNT
- CONCEPTS AND IDEAS ABOUT CATEGORIES
- MUST BE INNATE
- SOCIO CULTURAL
- SOCIO CULTURAL UNDERSTANDING OF LEARNING IS :
- USE OF CULTURAL TOOLS & TECHNOLOGIES
- SOCIO THEORISTS ARE INTERESTED IN =
- INTERPERSONAL & INSTITUTIONAL CONTEXT OF LEARNING
- FOCUSES ON SOCIAL INTERACTION
- KEY FEATURES OF SOCIO CULTURAL LEARNING
- LEARNING EMPHASIZES USE OF PHYSICAL TOOLS & TECHNOLOGIES WITHIN SOCIAL & CULTURAL CONTEXT
- LEARNING IS CHARACTERISED AS = A PROCESS OF ENCULTURISATION
- SOCIO CULTURAL PERSPECTIVE OF LEARNING =
- - WHERE PEOPLE ADOPT SPECIFIC CULTURAL PRACTICES
- AND ACT IN ACCORDANCE TO CULTURAL NORMS
- ENCULTURATION
- LEARNING IS -
- SEEN AS BEING MEDIATED BY PHYSICAL TOOLS = COMPUTERS
- PSYCHOLOGICAL TOOLS - LANGUAGE
- CHARACTERISED AS PROCESS OF ENCULTURISATION
- SOCIO CULTURAL PERSPECTIVE ON LEARNING =
- BOUNDARIES DRAWN BETWEEN SUBJECT MATTER OF
- OF COGNITIVE PSYCH & SOCIAL PSYCH ARE INAPPROPRIATE
- METHOD USED - OBSERVATIONAL STUDIES
- APPROPRIATION
- MAKING SOMETHING YOUR OWN
- TOOLS ARE NOT SOMETHING WE PICK UP AND PUT DOWN
- BUT BECOME PART OF HOW WE CONSTRUCT THE WORLD
- APPROACH PROBLEMS AND APPROACH OTHERS
- LIGHT AND LITTLETON
- APPROPRIATION INVOLVES
- NOT JUST USING TOOLS BUT
- IT INVOLVES TAKINGS SOMETHING FOR ONES OWN USE
- EXAMPLE OF TOOLS WE MAKE OUR OWN = MOBILE PHONE
- LANGUAGE IS IMPORTANT IN SOCIO CULTURAL INTERACTION
- LEARNERS INTERACTION & TALK WITH OTHERS = MEDIATION BETWEEN WORLD TO LEARN ABOUT AND LEARNER
- MERCER
- NATURAL OBSERVATION
- HOW CHILDREN USE LANGUAGE TO LEARN ABOUT COMPUTERS
- Conditioning
- Stimulus - Response (S-R) Psych
- looks at input - output (mental processes not observable)