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Classical conditioning is learning things through the association of two stimuli to come up with a new response in an animal
Answering Questions
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Question 1
Classical conditioning is learning things through the association of two stimuli to come up with a new response in an animal or a person. Operant conditioning is learning via a system of rewards and punishments to tune behavior. Both types of conditioning came up with results attributed to a change in behavior. Classical conditioning and Operant Conditioning all lead to the association of a certain thing to produce a specific outcome.
The differences in the two methods have varying levels of extremity and a few characteristics that can get used to measuring them. In operant conditioning, the rate of extinction is not constant as it constantly changes with the type of reinforcement used. It could go from slow to fast in the different kinds of applications. Classical conditioning, on the other hand, has a considerable rate of extinction that has a predictable decline.
Question 2
Negative reinforcement aims to remove an unpleasant reinforcer, but it strengthens a behavior. A good example was the one that Skinner demonstrated on the matter. Skinner put a lever in a box, and when the rat put into the box tripped and moved it, an electric current would go off. The rat learned that hitting the lever leads to an electric shock. They, therefore, refrained from hitting the lever.
Punishment, on the other hand, aims to weaken the response toward something. A simple explanation of this can get demonstrated with human behavior. For example, if one lacks discipline, then threatening them with a decrease in pocket money might deter them from proceeding with improper acts. If the person does not heed to the threat, then decreasing their pocket money should discourage them from misconduct. Punishment does not completely deal with the state of behavior because the previous behavior will return once the punishment gets removed.
Question 3
The first one is the sensory register. It is a system of many records of each sense that detects different stimuli. They detect stimuli and save them in short-term memory. Information decays faster here and easily gets forgotten. Iconic memory is the second stage of memory, and it only has the limitation of vision. It has no particular limit at a specific time when exposed to a certain amount of visual information.
The last stage is the Echoic memory. It refers to information registered by the auditory system. It holds trivial aspects of sound, and like iconic memory, it has an almost limitless capacity at a time.
Question 4
Forgetting is a process where one loses or gets a modification of information that already got encoded. Encoding failure can get defined as the inability of the brain to create a memory link.
There are seven memory errors. They are transience, bias, misattribution, blocking, absent-mindedness, suggestibility, and persistence. Transience is the deterioration of general memories. Absent-mindedness is the presence of attention failures that lead to memory loss. Blocking refers to the inability to remember things. Misattribution is the association of a memory with a false source. Suggestibility is the development of implanted memories through misleading information. Bias is the distortion of current knowledge by other things. Persistence is dealing with memories that keep coming back yet are not desired.
Classical conditioning (2)
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Classical conditioning is This is whereby a conditioned stimulus is paired with and gets to precede an unconditional stimulus while Operant conditioning is a method of learning that occurs through rewards and punishments for behavior. Classical conditioning is attributed to Ivan Pavlov an example is chiming of a phone in public place and one immediately reaches out for their phone yet it was someone else’s phone. Operant conditioning is associated by B.F. Skinner and an example is whereby a dog is taught how to sit and every time they sit and get better at it they receive a treat.
Negative reinforcement is whereby something unpleasant is taken away in response to a stimulus for example When Ken gets to press a button (behavior) thus stopping loud alarm (aversive stimulus). Negative punishment on the other hand involves taking something good or desirable away to reduce the occurrence of a particular behavior. An example is when a child on the playground kicks their peer and are removed from the field deterring them from taking part in their favorite activity.
Sensory memory allows individuals to retain impressions of sensory information after the original stimulus has stopped. An example is when a person sees an object briefly before it disappears, even after the object is gone, it is still retained in the memory for a very short period of time.
Short term memory holds only a few items and only lasts for about 20 seconds. These can be moved from short-term memory to long-term memory. Example remembering details from a book that you read a few days ago
Long term memory Long-term memories are all the memories we hold for periods of time longer than a few seconds. For example, recollection of an important days such as date of birth.
Forgetting is unable to recall information or rather retrieve memories from the past or remembering new information. Encoding failure is the failure by the brain to create memory link with our long term memory. The memory errors include transience, misattribution, blocking, absent-mindedness, suggestibility, bias and persistence.
Transience is weakening as well as deterioration or the loss of the specific memory on a period of time
Absent-mindedness refers to the malfunction in interface of memory as well as attention, involving problems that are related to interaction of both aspects.
Blocking: is the frustrated search of information as someone is trying to desperately recover a piece of information.
Misattribution: This is where a memory gets to be assigned the wrong source. The information is correct but it is linked to incorrect recollection.
Suggestibility: This is similar to misattribution however there is inclusion of open suggestion. There is incorporation of erroneous information from deceit or important questions
Bias: This is involving the modification of our memories from the past events without us realizing it.
Persistence: This is a memory malfunction involving unwanted memories where people want to forget them
Expressive writing: Expressive writing aids in boosting short term memory for example when one writes down a traumatic experience they went through.
Saying things out loud. Saying things out loud help improve memory for example if one has a list of things they would want to pick up at a store, saying these things out loud may help improve memory.
Meditation: Meditation helps us expand our working memory as it helps improve concentration. During mediation, the brain stops processing information normally giving it a break.
My VARK questionnaire
Personal Reflection on My Learning Experiences
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My VARK questionnaire results indicate that I prefer learning through different formats, graphs, diagrams, maps, interesting layouts, space, discussing, listening, questioning, talking, notes, handouts, text, practical exercises, print, experiences, examples, case studies, trial and error, things that are real, and so on. This results showed that I prefer multimodal strategies to effectively learn and understand any kind of material. I was also surprised that I chose knowledge as the thing that I liked most about learning and my other choices were not as much, even though it came in first. A lot of things about this questionnaire were interesting to me because it made me think a lot about the different ways I learn. I found out that I prefer an instructors approach, which means that he/she is helping and inspiring me to learn. Not only do they help us put what we have learned into practice, but they also teach us how we are supposed to be using our skills and knowledge.
The questionnaires information helps us improve our understanding of what we have learned in school and how we are learning it. Through this different learning styles, I was able to learn and understand the key concepts of the Federal Government course. I learnt through some of the examples and diagrams found in the course material. The class discussion helped me to learn more about the different key ideas and how they were connected. Overall, I think that I will continue to apply the learning styles I have learned through this questionnaire to my future courses and life. However, there are a few things that I was not so fond of in this course. One thing was the way we would have to read paragraphs from a textbook before we would understand what we were actually learning.
Through, my multiple learning preferences, I understood various concepts and procedures that are key to ensuring effective governance. My effective learning experience involved discussions, charts, diagrams, talking, listening, questioning, recalling, and summarizing in my learning group. My ineffective learning experience involved trying to read the textbook without understanding it (Shumba & Iipinge, 2019).
For me, studying is best when I can talk about and work through information with other students in a small group setting. However, I found that reading the textbook alone to be ineffective because I did not understand what was being said and had trouble recalling key concepts from it later on without someone else there to ask questions or help me as needed. Overall, these were my most effective and ineffective learning experiences for this course so far. My effective learning experience involved talking about a presentation in our learning group. My ineffective learning experience involved reading and trying to understand the textbook by myself in the library.
My learning experience in this course has been effective because I have been working within groups to discuss the material and board problems. I have learned a lot and had many effective learning experiences by doing so. I believe others can learn more efficiently with group discussions because they can hear other people’s views and opinions on topics, which helps them understand the material better (Hassanzadeh et al., 2019). This is something that I will continue to do as long as possible throughout my college career. I believe my learning experience in this course has been ineffective because I haven’t been able to fully realize when I’ve had a misunderstanding of the material yet, or when there is something that needs to be fixed.
References
Hassanzadeh, S., Moonaghi, H. K., Derakhshan, A., Hosseini, S. M., & Taghipour, A. (2019). Preferred learning styles among ophthalmology residents: An iranian sample. Journal of Ophthalmic & Vision Research, 14(4), 483.
Shumba, T. W., & Iipinge, S. N. (2019). Learning style preferences of undergraduate nursing students: A systematic review. Africa Journal of Nursing and Midwifery, 21(1), 1-25.
VARK Learning Style Questionnaire. (2022). Retrieved 24 April 2022, from https://vark-learn.com/the-vark-questionnaire/?p=results