mrs emma jeffries
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LEARNING
​
YEAR 12 PSYCHOLOGY

R E S O U R C E S
VIDEOS
QUIZ 1
QUIZ 2
QUIZ 3
​POWERPOINTS
1_-_classical_conditioning.pptx
File Size: 15106 kb
File Type: pptx
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3_-_observational_learning.pptx
File Size: 541 kb
File Type: pptx
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2_-_operant_conditioning.pptx
File Size: 2535 kb
File Type: pptx
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LEARNING ACTIVITY ANSWERS
5.8.docx
File Size: 83 kb
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5.12.docx
File Size: 66 kb
File Type: docx
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5.21.docx
File Size: 64 kb
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5.11.docx
File Size: 64 kb
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5.18.docx
File Size: 116 kb
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PRACTICE TEST ANSWERS
ch5_mc_answers.docx
File Size: 63 kb
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ch5_sa_answers.docx
File Size: 181 kb
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K E Y   K N O W L E D G E 
Picture

K E Y   D E F I N I T I O N S

PRACTICE QUESTIONS

​MODELS TO EXPLAIN LEARNING
Define learning and conditioning. 2 marks.
Define classical conditioning. 1 mark.
Explain the three-phase process of classical conditioning with an example. Define each stimulus/response. 6 marks.
What is the acquisition phase? 1 mark.
Explain the importance of the following: 3 marks
- nature of the response that is conditioned
- frequency of stimulus presentation during conditioning
- timing of stimulus presentation during conditioning
When can it be said that a response has been learned and the final phase is evident?
Define stimulus generalisation with an example in regards to CC. 2 marks.
Define stimulus discrimination with an example in regards to CC. 2 marks.
Define 
extinction with an example in regards to CC. 2 marks.
Define 
spontaneous recovery with an example in regards to CC. 2 marks.
Define conditioned emotional response, referring to Little Albert and how that experiment illustrates how classical conditioning can be used to condition an emotional response. 3 marks.

Outline some ethical implications of the experiment. 3 marks.

Define operant conditioning. 1 mark.
Define an operant. 1 mark.
Explain the difference between involuntary and voluntary responses. 3 marks.
Explain the three-phase model of operant conditioning, defining/explaining each phase. 6 marks.
How could operant conditioning be used to teach a child how to make their bed. 6 marks (be sure to do a before and after model)
Define reinforcement and reinforcer. 2 marks
Define positive reinforcer and positive reinforcement​. 2 marks.
Define negative reinforcer and negative reinforcement​. 2 marks.
Define punishment. 1 mark.
Define positive and negative punishment. 2 marks.
Define response cost.
DIAGRAM - Draw a grid showing the difference between reinforcement, punishment, positive and negative. (i.e. reinforcement and punishment should go horizontally, and positive and negative should go vertically). Explain the diagram.

Define stimulus generalisation with an example in regards to OC. 2 marks.
Define stimulus discrimination with an example in regards to OC. 2 marks.
Define 
extinction with an example in regards to OC. 2 marks.
Define 
spontaneous recovery with an example in regards to OC. 2 marks.
TABLE - Complete the table on page 250 outlining the difference between the features of CC and OC.
TABLE - Create a table comparing and contrasting CC and OC.

Define observational learning. 1 mark.
Define social learning. 1 mark.

Define vicarious conditioning with an example. 2 marks.
Define vicarious reinforcement with an example. 2 marks.
Define 
vicarious punishment with an example. 2 marks.
Why is observation learning also referred to as modelling? 1 mark. 
Distinguish between a live model and a symbolic model​. 2 marks.

Explain the observational learning processes. 5 marks. (remember the acronym!).
​


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  • Home
  • VCE PSYCHOLOGY
    • PSYCHOLOGY UNITS 1/2 >
      • EXAMS/ASSESSMENTS
      • CLASSES WITHOUT MRS JEFFRIES
      • COURSE INFORMATION >
        • TERM ONE
        • TERM TWO
        • TERM THREE
      • SCIENTIFIC RESEARCH METHODS
      • THE BRAIN
      • PSYCHOLOGICAL DEVELOPMENT
      • NORMALITY
      • SENSATION & PERCEPTION
      • SOCIAL COGNITION
      • SOCIAL INFLUENCES
    • PSYCHOLOGY UNITS 3/4 >
      • COURSE INFORMATION >
        • TIMELINE >
          • TERM ONE
          • TERM TWO
          • TERM THREE
      • KICKSTART
      • RESEARCH METHODS
      • NERVOUS SYSTEM
      • STRESS
      • NEURAL BASIS OF LEARNING AND MEMORY
      • MEMORY
      • LEARNING
      • SLEEP & CONSCIOUSNESS
      • MENTAL HEALTH
      • REVISION >
        • PRACTICE EXAMS
        • VCAA EXAMS
  • ENGLISH (7-10)
    • GENERAL >
      • THE BLIND SIDE
      • ESSAY HELP
      • EXTENSION
    • YEAR EIGHT >
      • THE BLIND SIDE
      • THE RUNNING MAN >
        • ACTIVITIES
      • THE GIVER
      • THE HELP
      • INDIGENOUS WORK
    • YEAR NINE >
      • WAR POETRY >
        • Dulce Et Decorum Est
      • THE BLIND SIDE
      • ROMEO + JULIET
      • THE CHRYSALIDS
      • THE HUNGER GAMES >
        • MONOLOGUES
      • POETRY
  • VCE ENGLISH
    • YEAR TWELVE >
      • CLASSES I AM AWAY FOR
      • ORAL PRESENTATION
      • LANGUAGE ANALYSIS >
        • GENERAL
        • STRUCTURE
        • TECHNIQUES USED BY THE AUTHOR >
          • TONE
          • VISUALS
          • PERSUASIVE DEVICES
      • TEXT RESPONSE >
        • BURIAL RITES
        • BEHIND THE BEAUTIFUL FOREVERS
        • STRUCTURE
        • QUOTATIONS
        • VOCABULARY AND EXPRESSION
        • EXAM PREPARATION >
          • LITERATURE TERMS
        • MAUS
      • CONTEXT >
        • WHOSE REALITY
        • DEATH OF A SALESMAN
      • COMPARATIVE ESSAY >
        • THE PENELOPIAD/BOMBSHELLS
  • VIEW SAMPLE PAGES
    • MEMORY
    • TEXT RESPONSE
    • BURIAL RITES BOOKLET EXAMPLE
    • STUDENT FEEDBACK