Learning – Unit 4

1. Learning – Unit 4 Kristy Kendall CDES 2011

2. Study Design • What is new to the study design • School assessed coursework • Revision and preparation for the examination

3. Learning Outcome 1 • On completion of this unit the student should be able to explain the neural basis of learning, and compare and contrast different theories of learning and their applications.

4. DP1: behaviours not dependent on learning including reflex action, fixed action patterns and behaviours due to physical growth and development (maturation)

5. DP 2: mechanisms of learning: areas of the brain and neural pathways involved in learning, synapse formation, role of neurotransmitters LA: • Sparkler and bubble activity for neural communication. • Neurotransmitter investigation – break students into pairs and get them to research different types of neurotransmitters and present back to the class Resources: • Watch the Neurotransmitter synapse animation at http://www.youtube.com/watch?v=90cj4NX87Yk • An article on LTP released in October 2010 http://www.sciencedaily.com/releases/2000/10/001020092659.htm

6. DP2: mechanisms of learning; developmental plasticity and adaptive plasticity of the brain: changes to the brain in response to learning and experience; timing of experiences LA: • Research different critical periods for developmental milestones and place them on a timeline Resources: • Watch the clip on a hemispherectomy at complete the worksheet (attached) http://www.youtube.com/watch?v=TSu9HGnlMV0 • “Boffins watch love song alter fledgling's brain” (www.theage.com.au/world/boffins-watch-love-song-alter-fledglings-brain-20100218-oisy.html) Texts: • Doidge, N. (2007). The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. Penguin Group; USA.

7. DP2: mechanisms of learning; use of imaging technologies in identification of localised changes in the brain due to learning specific tasks Resources: • An article on using MRI’s to predict ability to learn video games, released in 2011: http://psychcentral.com/news/2011/01/17/mri-analysis-predicts-skill-at-video-game/22702.html • An article on the use of brain imaging to investigate the role of the cerebellum in learning new skills: http://www.bmedreport.com/archives/23116

8. DP3: classical conditioning as informed by Ivan Pavlov: roles of neutral, unconditioned, conditionedstimuli; unconditioned and conditioned responses

9. DP3: applications of classical conditioning: graduated exposure, aversion therapy, flooding LA: • Graduated exposure – Hand students a list of phobias and ask them to pick one and devise a systematic desensitisation plan. • Aversion therapy – Break students into committees for anti-smoking, anti-drinking and anti-drug committees. Get them to devise an aversion therapy treatment plan. Resources: • A video that shows the use of CBT and flooding http://www.youtube.com/watch?v=lMZ5o2uruXY

10. DP3: three-phase model of operant conditioning as informed by B.F. Skinner: positive and negative reinforcement, response cost, punishment and schedules of reinforcement LA: • Get students to draw up a table that identifies the ABC components of their good and bad behaviour or of that in a TV show or newspaper article. • Use Sniffy the virtual rat to look at different types of reinforcement/punishment and how it impacts in behaviour. • Change the schedule with which Sniffy is rewarded to look at impact of behaviour. • Get students to devise a consequence plan for particular behaviours in the school that uses positive & negative reinforcement and punishment and response cost. • Give students a box of smarties with a schedule of reinforcement on the front. Get them to quiz each other (attached) and reward on the schedule suggested.

11. Three phase model

12. DP3: applications of operant conditioning: shaping, token economies LA: • Run a token economy to reward your students and allow them to exchange for rewards. Remember to set up the rules of the economy first. • According to knowledge of operant conditioning principles present a table with pros and cons for using token economies. Convenience sampling....through shaping

13. DP3: 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

14. DP3: observational learning (modelling) processes in terms of the role of attention, retention, reproduction, motivation, reinforcement as informed by Albert Bandura’s (1961, 1963a, 1963b) experiments with children LA: • Show this clip of a baby dancing to Beyonce and discuss role modelling: http://www.youtube.com/watch?v=tAFDux0UL9c&feature=related • Use an inflatable Bo-bo doll and re-enact Bandura’s experiments • Use a flow chart to show what happened in each experiment and to demonstrate the differences between each of the listed experiments • Write an essay investigating the relationship between operant conditioning and observational learning (attached) Resources: • Bandura discusses his experiments http://www.youtube.com/watch?v =Pr0OTCVtHbU&feature=related Types of EVs...through Bandura

15. DP3: insight learning as informed by Wolfgang Kőhler LA: • Show ‘Duffless’ – a Simpsons episode with insight learning, operant and classical conditioning and answer a series of discussion questions (attached) Resources: • Actual footage of Kohler’s experiment and similar experiments: http://www.youtube.com/watch?v=iCC0bxz8FFU&feature=related http://www.youtube.com/watch?v=fPz6uvIbWZEpage 22 from Unit 3, in addition to this they will need an understanding of the following:

16. DP3: latent learning as informed by Edward Tolman LA: • Storyboard Tomlan’s experiment on rats running a maze • Learning researchers jigsaw – make a booklet, poster or cue cards with all of these features to compare all the researchers and their work (attached) Advantages and limitations of animals in research

17. DP4: the extent to which ethical principles were applied to classic research investigations into learning including John Watson’s ‘Little Albert’ experiment

18. Assessment • There are two pairs of assessment tasks. Pair A may be selected for either Outcome 1 or Outcome 2. Pair B must be utilised for the outcome not covered by Pair A.

19. Pair A

20. Pair B

21. Annotated folio of practical activities The teacher needs to determine: • Which practical activities are undertaken for inclusion in the folio. • How many practical activities should be annotated for the assessment task. • Whether they, or the student, select/s which activities are annotated for the assessment task. • Whether to provide a set of guiding questions to assist student annotations or whether to allow students to make their own annotations based on a general question or related to a specific aspect of the area of study. • When the annotations are to be completed, for example, immediately after each practical activity, or after a series of practical activities, or in a block at the end of the area of study.

22. How to do the Annotated Folio • RECORD • Get students to make a record of some practical activities done in class • Provide them with a template for this (experimental or non experimental) • Use questions such as aim, description of task, findings, definitions of key terms, links to learning theory, etc (whatever you decide is acceptable) • Students complete templates

23. How to do the Annotated Folio • ASSESS • Students may then bring in their templates to complete an assessment that covers the knowledge. • Questions may include comparison s between types of learning or learning researchers, providing other examples of practical situations, defining and explaining key terms.

24. Some examples of activities in class • Classical conditioning - tap –puff or alarm-sherbet • Shaping - ‘hot and cold game’ • Trial and error learning – matchstick puzzles • Observational learning – Make and origami jumping frog • Insight learning – word and logic problems • Operant conditioning – Sniffy the Virtual Rat

25. Annotated folio of practical activities • Use Sniffy the Virtual Rat as a means of testing many different operant conditioning principles.

26. Other assessment ideas PAIR A (Annotated folio plus one of the following) Essay – see Worksheet on Bandura Visual presentation – • Classical vs Operant conditioning (VCAA website) • Compare similarities and differences between behaviours that are not learned • Use a flowchart to show the different elements of observational learning • Use the learning jigsaw to investigate differences between researchers • Choose any two experiments conducted in the topic of learning and using a flowchart identify the aim, method and conclusion of the research Test

27. Other assessment ideas PAIR B (additional options) Research Investigation or data analysis • The effect of timing on presentation of a UCS on development of an eye blink. • The effect on encoding methods on rates of learning (VCAA website) Evaluation of research • Summariseand evaluate different experiments on observational learning conducted by Bandura (1961), (1963a) & (1963b) Media response • Use articles mentioned in ‘new material’ grid in terms of the brain in learning

28. Revision and Exam Preparation • Knowledge building worksheets (attached) • A+ progressive tests • Practice extended response questions (attached) • and........

29. Now Put Your Hands Up Skinners in the house, playing with his mouse Doing his operant thing The lever is dipped, a behaviour has clicked Then a consequence follows me I made a decision did I mention By trying out different solutions With every trial, errors will fly The curve decreases erratically If you like it then you then you should press the lever for it The cat liked it so he went and pressed the lever for it It strengthened his behaviour with a fish fillet Thorndike coined the law of effect from it Oh OhOhOhOhOhOhOhOh-Oh Oh OhOh Oh OhOhOhOhOhOhOhOh-Oh Oh OhOh

30. Pavlov’s brain is turning cogs, playing with his dogs Conditioning classically The bell rings up, dog drools in a cup A conditioned response it brings If it only needs one, pairing to be done For learning to get your attention Garcia’s had a turn, one trial learn Extinction won’t happen to me If you like it then you should sound a gong with it Albert didn’t so he cried and escaped it His learning was instant unlike Tolman’s Who found that learning can be latent Oh OhOhOhOhOhOhOhOh-Oh Oh OhOh Oh OhOhOhOhOhOhOhOh-Oh Oh OhOh

31. Don’t watch me hit those Bo-bo dolls I observe Boys are more aggressive than girls Bandura knows what kids deserve when they observe Kohler used his insight to ignite potential from now to beyond Taken into their arms, the monkeys used their charm They got the sticks and did their tricks And verified that learning sticks All the researchers.........Now put your hands up!

32. Good luck Kristy.Kendall@haileybury.vic.edu.au