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102369
LEARNING
Descrição
Degree with Hons Learning - DSE 212 Mapa Mental sobre LEARNING, criado por cutiemcpouty em 22-05-2013.
Sem etiquetas
learning
learning - dse 212
degree with hons
Mapa Mental por
cutiemcpouty
, atualizado more than 1 year ago
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Criado por
cutiemcpouty
mais de 11 anos atrás
140
0
0
Resumo de Recurso
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)
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