LEARNING

LEARNING

Behaviourism / comparative approach
1. Define learning as a change in behaviour due to experience
  1. Believes psych = science of behaviour = Watson
2. CLASSICAL CONDITIONING
  1. Innate experiences - reflexing response to something
    1. unconscious, automatic,involuntary behaviour
      1. learning works by associations ie stimulis = reaction
  2. PAVLOV
    1. Bell + Food = Dogs salivation
      1. Learning through association
      2. Before conditioning = UCS (Food) - UCR ( Saliva)
        During conditioning = NS ( Bell)+ UCS (Food) - UCR (Saliva)
        After conditioning = CS 9Bell) - CR (Salivation)
        CLASSICAL COND PARADIGM
    2. PAVLOV DISCOVERED CERTAIN LAWS OF CONDITIONING
      1. GENERALISATION
        EXTINCTION
        DISCRIMINATION
        SPONTANEOUS RECOVERY
  3. CONTROLLED EXPERIMENTS WITH ANIMALS
    1. SYSTEMATIC
  4. WATSON
    1. LITTLE ALBERT
      1. Loud bang (UCS) = Fear (UCR)
        White rat (NS) + Loud bang (UCS) = Fear (UCR)
        White Rate (Cs) = Fear ( CR)
  5. Applications of CC = Aversion Therapy, Systematic Desensitisation
3. OPERANT CONDITIONING
  1. THORNDIKE
    1. earlier
  2. B.F. SKINNER
    1. SKINNER BOX
      1. 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
  3. focus on voluntary behaviour emitted from organism - human
    1. BEHAVIOUR (OPERANT) has an effect on ENVIRONMENT (+ OR - EFFECT)
      1. OUTCOMES DEPEND ON ANIMAL/HUMANS BEHAVIOUR
        USED ANIMALS IN EXPERIMENTS AND GENERALISED TO HUMANS
  4. THE LAW OF EFFECT
    1. Behaviour thats reinforced = more likely to be repeated
    2. POSITIVE REINFORCEMENT - Rewards which ENCOURAGE behaviour = REPEATED
    3. NEGATIVE REINFORCEMENT - Unpleasant STIMULI causes AVOIDANCE Behaviour
    4. PUNISHMENT - Different from NEGATIVE REINFORCEMENT - Tries to DECREASE BEHAVIOUR - ONCE THEREAT OF PUNISHMENT TAKEN AWAY BEHAVIOUR RETURNS!
  5. OPERANT CONDITIONING = BY REINFORCING GOAL WANTED ANIMALS TAUGHT BEHAVIOUR DESIRED
    1. OPERANT CONDITIONING IS BEHAVIOUR SHAPING
      1. BEHAVIOUR IS SHAPED BY CONSTANT REINFORCEMENT
    2. DISCRIMINATION - RESPONSE TO ONE STIMULUS BUT NOT TO ANOTHER
  6. PRIMARY & SECONDARY REINFORCERS
    1. PRIMARY - FULFILS BASIC NEED - HUNGER = FOOD
      1. SECONDARY - REINFORCER VALUE ASSOCIATED WITH PRIMARY INFORCER
        EG - TOKEN ECONOMY, MONEY TO BUT WHAT IS WANTED/NEEDED
        Can be EXCHANGED FOR PRIMARY ENFORCERS
  7. USEFUL BECAUSE
    1. TOKEN ECONOMY PROGRAMME - SECONDARY REINFORCERS - SHAPES BEHAVIOUR = Tings to BUY what they want OR STICKER CHARTS
      1. SCHOOLS USE THESE
        POSITIVE REINFORCERS = PRAISE
        NEGATIVE REINFORCERS = NAUGHTY STEP = USED BY SUPER NANNY
  8. UNUSEFUL BECAUSE
    1. PUNISHMENT = NOT SEEN TO WORK
      1. ETHICAL ISSUES WITH PUNISHMENT
  9. INSTRUMENTAL CONDITIONING
4. BEHAVIOUR THERAPIES - BASED ON BEHAVIOUR MODIFICATION
  1. SYSTEMATIC DESENSITISATION = PIC OF CARTOON SPIDER, PIC OF SPIDER, SPIDER IN GLASS, HOLD ONE - LESS STRESSFUL THAN AVERSION THERAPY.
    1. AVERSION THERAPY = ALCOHOL - EMETIC GIVEN SO WHEN SOMEONE DRINKS ALCOHOL MAKES THEM SICK = ASSOCIATION WITH SICK - ALCOHOL = LESS DRINKING.
      1. IMPLOSION THERAPY = EXTREME VERSION OF AVERSION THERAPY
  2. USE SUCCESSFULLY FOR PHOBIAS & ADDICTIONS
  3. KEY FEATURE = TO STOP UNDESIRABLE BEHAVIOUR & LEARN A MORE ADAPTIVE ONE.
5. NEGATIVES TO BEHAVIOURISM
  1. MECHANIC APPROACH
    1. TREATMENT ALLIVIATES PROBLEM = NOT TREAT CAUSE
      1. ETHICAL ISSUES = ISSUES ON BEHAVIOUR CONTROL & INDIVIDUALS RIGHTS
        THOUGHT QUESTION = CONSIDER WAYS PEOPLE ARE CONDITIONED EVERYDAY!
COGNITIVE / MENTAL PROCESSES
1. COGNITIVE APPROACHES = MENTAL, ATTENTION, PERCEPTION,
  1. CONCEPT FORMATION, LANGUAGE AND THOUGHT, PROBLEM SOLVING
    1. LEARNING IS VIEWED AS - ACQUIRING KNOWLEDGE = CHANGE IN MENTAL PROCESSES
      1. FOCUS - INFORMATION PROCESSING
        EXPERIMENTAL METHOD USED TO INVESTIGATE LEARNING
2. COGNITIVE APPROACH
  1. BELIEVES CAN DESCRIBE WHATS IN THE MIND AT:
    1. A FUNCTIONAL LEVEL
      1. PROCESS LEVEL - WHAT THE MIND DOES
  2. CATEGORY LEARNING
    1. LEARNING THAT HAPPENS WHEN
      1. PEOPLE REALISE CERTAIN THINGS BELONG IN GROUPS/CATEGORIES
        HYPOTHESIS - EXPLANATION FOR A SET OF
        OBSERVATIONS THAT MAY/MAY NOT
        BE SUPPORTED
    2. BRUNER ET AL
      1. 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
    3. -'S
      1. ECOLOGICAL VALIDITY
        USE OF ARTIFICIAL STIMULI
        AND CONTROLLED CONDITIONS
    4. -'S
      1. ALTERNATIVE INTERPRETATIONS
        ARE CATEGORIES LEARNT/ DO WE HAVE INNATE CAPACITY FOR CAT LEARNING
    5. ALTERNATIVE VIEWS
      1. MURPHY
        MURPHY - MEANINGFULNESS IMPORTANT FOR CAT LEARNING
        PEOPLE LEARN CAT BY LOOKING TO ADD THE SIMILAR
        THINGS TO ALREADY EXISTING KNOWLEDGE
      2. CHOMSKY & FODOR
        CAT CANNOT BE LEARNT
        CONCEPTS AND IDEAS ABOUT CATEGORIES
        MUST BE INNATE
SOCIO CULTURAL
1. SOCIO CULTURAL UNDERSTANDING OF LEARNING IS :
  1. USE OF CULTURAL TOOLS & TECHNOLOGIES
    1. SOCIO THEORISTS ARE INTERESTED IN =
      1. INTERPERSONAL & INSTITUTIONAL CONTEXT OF LEARNING
2. FOCUSES ON SOCIAL INTERACTION
  1. KEY FEATURES OF SOCIO CULTURAL LEARNING
    1. LEARNING EMPHASIZES USE OF PHYSICAL TOOLS & TECHNOLOGIES WITHIN SOCIAL & CULTURAL CONTEXT
      1. LEARNING IS CHARACTERISED AS = A PROCESS OF ENCULTURISATION
        SOCIO CULTURAL PERSPECTIVE OF LEARNING =
3. - WHERE PEOPLE ADOPT SPECIFIC CULTURAL PRACTICES
  1. AND ACT IN ACCORDANCE TO CULTURAL NORMS
  2. ENCULTURATION
4. LEARNING IS -
  1. SEEN AS BEING MEDIATED BY PHYSICAL TOOLS = COMPUTERS
    1. PSYCHOLOGICAL TOOLS - LANGUAGE
  2. CHARACTERISED AS PROCESS OF ENCULTURISATION
5. SOCIO CULTURAL PERSPECTIVE ON LEARNING =
  1. BOUNDARIES DRAWN BETWEEN SUBJECT MATTER OF
    1. OF COGNITIVE PSYCH & SOCIAL PSYCH ARE INAPPROPRIATE
6. METHOD USED - OBSERVATIONAL STUDIES
7. APPROPRIATION
  1. MAKING SOMETHING YOUR OWN
    1. TOOLS ARE NOT SOMETHING WE PICK UP AND PUT DOWN
      1. BUT BECOME PART OF HOW WE CONSTRUCT THE WORLD
        APPROACH PROBLEMS AND APPROACH OTHERS
  2. LIGHT AND LITTLETON
    1. APPROPRIATION INVOLVES
      1. NOT JUST USING TOOLS BUT
        IT INVOLVES TAKINGS SOMETHING FOR ONES OWN USE
  3. EXAMPLE OF TOOLS WE MAKE OUR OWN = MOBILE PHONE
8. LANGUAGE IS IMPORTANT IN SOCIO CULTURAL INTERACTION
  1. LEARNERS INTERACTION & TALK WITH OTHERS = MEDIATION BETWEEN WORLD TO LEARN ABOUT AND LEARNER
  2. MERCER
    1. NATURAL OBSERVATION
      1. HOW CHILDREN USE LANGUAGE TO LEARN ABOUT COMPUTERS
Conditioning
1. Stimulus - Response (S-R) Psych
2. looks at input - output (mental processes not observable)

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