UNIT+4+LEARNING+-+Dot+point+worksheets

__ **AOS 1 - LEARNING** __

How do we learn? Why do some people learn faster than others? How important are role models in shaping behaviour? This area of study explores the characteristics of learning as a process that plays a part in determining behaviour. Students study the neural basis of learning, and examine different types of learning: classical conditioning, operant conditioning, observational learning, one-trial learning, trial and error learning, insight learning and latent learning. Behaviour not dependent on learning is also explored.

As you analyse and evaluate the contribution that classic and contemporary studies have made to this field of study, they consider the techniques used to gather data and the associated ethical implications. Students apply appropriate methods of psychological research and ethical principles when undertaking their own research investigations.

On completion of this unit you should be able to explain the neural basis of learning, and compare and contrast different theories of learning and their applications. __//Key Knowledge//:__
 * Outcome 1**
 * behaviours not dependent on learning including reflex action, fixed action patterns and behaviours due to physical growth and development (maturation)


 * mechanisms of learning:
 * areas of the brain and neural pathways involved in learning, synapse formation, role of neurotransmitters
 * developmental plasticity and adaptive plasticity of the brain: changes to the brain in response to learning and experience; timing of experiences
 * use of imaging tech nologies in identification of localised changes in the brain due to learning specific tasks

>> reproduction, motivation, reinforcement as informed by Albert Bandura’s (1961, 1963a, 1963b) >> experiments with children > including John Watson’s ‘Little Albert’ experiment > introduction to the unit.
 * applications of, and comparisons of, learning theories:
 * classical conditioning as informed by Ivan Pavlov: roles of neutral, unconditioned, conditioned stimuli; unconditioned and conditioned responses
 * applications of classic al conditioning: graduated exposure, aversion therapy, flooding
 * three-phase model of operant conditioning as informed by B.F. Skinner: positive and negative reinforcement, response cost, punishment and schedules of reinforcement
 * applications of operant conditioning: shaping, token economies
 * comparisons of classical and operant conditioning in terms of the processes of acquisition, extinction, stimulus generalisation, stimulus discrimination, spontaneous recovery, role of learner, timing of stimulus and response, and nature of response (reflexive/voluntary)
 * one-trial learning with reference to taste aversion as informed by John Garcia and Robert A.Koelling (1966)
 * trial-and-error learning as informed by Edward Lee Thorndike’s puzzle-box experiment
 * observational learning (modelling) processes in terms of the role of attention, retention,
 * insight learning as informed by Wolfgang Kőhler
 * latent learning as informed by Edward Tolman
 * the extent to which ethical principles were applied to classic research investigations into learning
 * research methods and ethical principles associated with the study of learning, as outlined in the