Approaches to Understanding Learning

1. Introduction to Learning

• Learning: A relatively permanent change in behaviour due to experience. It is an ongoing process throughout the lifespan.
• Different approaches explain how learning occurs. These can be broadly categorized as:
  • Behaviourist: Focuses on observable behaviours and external stimuli.
  • Social-Cognitive: Considers the role of cognitive processes and social interactions in learning.
  • Aboriginal and Torres Strait Islander Perspectives: Emphasizes holistic and experiential learning through connection to land, community, and culture.

KEY TAKEAWAY: Learning is a lasting change in behavior resulting from experience, and can be explained through various approaches.

2. Behaviourist Approaches to Learning

• Focus on observable behaviours and the environmental factors that influence them.
• Two main types:
  • Classical Conditioning
  • Operant Conditioning

2.1 Classical Conditioning

• Classical Conditioning: Learning through involuntary association between a neutral stimulus and an unconditioned stimulus to produce a conditioned response.
• Key Features:
  • Involuntary: The learner does not consciously choose to respond.
  • Association: A connection is formed between two stimuli.

• Three-Phase Process:

  1. Before Conditioning:

     • Unconditioned Stimulus (UCS): A stimulus that naturally and automatically triggers a response.
     • Unconditioned Response (UCR): The natural and automatic response to the UCS.
     • Neutral Stimulus (NS): A stimulus that initially does not elicit a specific response.

  2. During Conditioning:

     • The NS is repeatedly paired with the UCS.
     • The NS becomes associated with the UCS.

  3. After Conditioning:

     • The NS becomes a Conditioned Stimulus (CS): A previously neutral stimulus that, after association with an UCS, triggers a conditioned response.
     • Conditioned Response (CR): The learned response to a previously neutral stimulus (now the CS).

• Example: Pavlov’s Dog

  • UCS: Food
  • UCR: Salivation
  • NS/CS: Bell
  • CR: Salivation to the bell

• Key Terminology:

  Term	Definition	Example (Pavlov’s Dog)
  Unconditioned Stimulus	A stimulus that naturally and automatically triggers a response.	Food
  Unconditioned Response	The unlearned, naturally occurring response to the unconditioned stimulus.	Salivation
  Neutral Stimulus	A stimulus that elicits no response before conditioning.	Bell
  Conditioned Stimulus	An originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response.	Bell
  Conditioned Response	The learned response to a previously neutral (but now conditioned) stimulus.	Salivation

EXAM TIP: Be prepared to identify the UCS, UCR, NS, CS, and CR in real-life examples of classical conditioning.

2.2 Operant Conditioning

• Operant Conditioning: Learning through the association of a behaviour and its consequences.
• Key Features:
  • Voluntary: The learner actively performs a behaviour.
  • Consequences: The outcome of a behaviour influences the likelihood of it being repeated.

• Three-Phase Process (ABC):

  1. Antecedent: The stimulus or situation that precedes the behaviour.
  2. Behaviour: The action performed by the learner.
  3. Consequence: The event that follows the behaviour, influencing its likelihood of recurrence.
  4. Reinforcement: Increases the likelihood of a behaviour.
  5. Positive Reinforcement: Adding a pleasant stimulus after a behaviour. (e.g., giving a treat for good behaviour)
  6. Negative Reinforcement: Removing an unpleasant stimulus after a behaviour. (e.g., taking away chores for good grades)
  7. Punishment: Decreases the likelihood of a behaviour.
  8. Positive Punishment (Punishment): Adding an unpleasant stimulus after a behaviour. (e.g., scolding a child for misbehaving)
  9. Negative Punishment (Response Cost): Removing a pleasant stimulus after a behaviour. (e.g., taking away screen time for bad behaviour)

• Key Terminology:

  Term	Definition	Example
  Antecedent	The environmental stimulus that precedes a behaviour.	Teacher asks a question in class.
  Behaviour	The action or response of an individual.	Student raises their hand to answer.
  Consequence	The event that follows a behaviour, influencing the probability of its recurrence.	Teacher praises the student’s correct answer.
  Positive Reinforcement	Increasing behaviours by presenting positive stimuli, such as food. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response.	Giving a child a sticker for completing their homework.
  Negative Reinforcement	Increasing behaviours by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: Negative reinforcement is not punishment.)	Taking away chores for getting good grades.
  Positive Punishment	Administering an aversive stimulus.	Scolding a student for talking out of turn.
  Negative Punishment	Withdrawing a desirable stimulus.	Taking away a child’s video game privileges for misbehaving.

COMMON MISTAKE: Confusing negative reinforcement with punishment. Remember, negative reinforcement increases behaviour by removing something unpleasant, while punishment decreases behaviour.

3. Social-Cognitive Approaches to Learning

• Emphasize the role of cognitive processes and social interactions in learning.
• Observational Learning (also known as social learning)

3.1 Observational Learning

• Observational Learning: Learning by watching and imitating the behaviour of others (models).
• Key Components:
  • Learner: The individual who is learning.
  • Model: The individual whose behaviour is being observed.

• Four Key Processes (ARRM):

  1. Attention: Paying attention to the model’s behaviour.
  2. Retention: Remembering the observed behaviour.
  3. Reproduction: Being able to replicate the observed behaviour.
  4. Motivation: Having the desire to perform the behaviour.

• Vicarious Reinforcement: Observing someone else being reinforced for a behaviour, which increases the likelihood of the observer performing the same behaviour.

• Vicarious Punishment: Observing someone else being punished for a behaviour, which decreases the likelihood of the observer performing the same behaviour.

STUDY HINT: Use the acronym ARRM (Attention, Retention, Reproduction, Motivation) to remember the four key processes of observational learning.

4. Aboriginal and Torres Strait Islander Ways of Knowing

• Holistic approach to learning that emphasizes connection to land, community, and culture.
• Key Principles:
  • Experiential Learning: Learning through direct experience and participation.
  • Storytelling: Passing down knowledge and cultural values through stories.
  • Observation and Imitation: Learning by watching and copying the skills and practices of elders and community members.
  • Connection to Country: Understanding the interconnectedness of all things and the importance of caring for the land.
  • Community Involvement: Learning within a supportive and collaborative community environment.

VCAA FOCUS: Be aware of the different learning approaches and be able to compare and contrast them. Also, understand the importance of cultural considerations in learning.

5. Comparison of Learning Approaches

APPLICATION: Consider how different learning approaches can be used in education, therapy, and everyday life. For example, classical conditioning can explain phobias, operant conditioning can be used to train animals, and observational learning can influence social behaviour.