4. Behaviourist Approach Flashcards
what type of approach is the behaviourist approach
learning approach
2 types of learning approach
- behaviourist approach
- social learning theory
significance of the change from psychodynamic approach to behaviourist approach
a paradigm shift from the non-scientific (case studies) psychodynamic approach to the behaviourist approach which is scientific (laboratory experiments)
outline the behaviourist approach:
1. assumption
the behaviourist approach argues that all human behaviour can be explained in terms of learning through the environment
behaviourists focus on studying behaviour that can be observed and measured in controlled laboratory conditions
INCLUDING:
(2) stimulus-response learning
(3) classical conditioning
(4) operant conditioning
outline the behaviourist approach:
2. stimulus-response learning
behaviourists argue that the same basic form of stimulus-response learning operates in shaping the behaviour of all species
there are two main forms of learning (or conditioning) investigated by behaviourists: classical conditioning and operant conditioning
who did research into classical conditioning
Pavlov (1927)
who did research into operant conditioning
Skinner (1953)
what is classical conditioning
classical conditioning is a type of learning in which an existing involuntary reflex response (behaviour) is associated with a new stimulus
before: UCS -> UCR
during: NS + UCS -> UCR
after: CS -> CR
what is meant by an unconditioned stimulus
a stimulus that evokes an unconditioned response without having to be learned or previous conditioning
what is meant by an unconditioned stimulus
the unlearned, naturally occurring response to the unconditioned stimulus
what is meant by a neutral stimulus
a stimulus eliciting no response
what is meant by a conditioned stimulus
an originally neutral (irrelevant) stimulus that, after association with an unconditioned stimulus comes to trigger a conditioned response
what is meant by a conditioned response
the learned response to a previously neutral (but now conditioned) stimulus
what is meant by extinction (classical conditioning)
the disappearance of the conditioned response
what is meant by spontaneous recovery
the reappearance of an extinguished conditioned response, usually following a rest period
what is meant by generalisation
responding to a second stimulus similar to a conditioned stimulus
eg being afraid of all dogs after being bitten once by a dog
what is meant by discrimination
the ability to distinguish between stimuli
outline the behaviourist approach:
3. classical conditioning
firstly, classical conditioning (learning by association) was first demonstrated by Ivan Pavlov (1927) investigating salivation in dogs.
- Pavlov showed that dogs do not need to learn to salivate in response to food and therefore the stimulus of food (unconditioned stimulus) produces salivation (an unconditional response).
- however, the sound of a bell does not naturally produce salivation and therefore the bell is a neutral stimulus
- when pavlov played the bell at the same time as presenting the dog with food a number of times, the dog learned to associate the bell with food.
- as a results, the bell became a conditioned stimulus and the salivation was a conditioned response with the bell producing salivation regardless of whether food was presented or not, at least initially
what is operant conditioning
operant behaviour (learning my reinforcement) is a type of learning in which a new voluntary behaviour is associated with a consequence: reinforcement makes the behaviour more likely to occur, while punishment makes it less likely to occur
what is the law of effect
thorndike’s principle that behaviours followed by favourable consequences become more likely, and that behaviours followed by unfavourable consequences become less likely
what is meant by reinforcement
in operant conditioning any consequence that strengthens the behaviour it follows
can be positive or negative reinforcement
what is meant by punishment
a consequence that decreases the behaviour it follows
can be positive or negative punishment
positive reinforcement
adding something positive
if you clean your room, you will get £10
negative reinforcement
taking away something negative
if you clean your room, you don’t have to do this dishes
positive punishment
adding something negative
if you go on your phone in class, you will get shouted at
negative punishment
taking away something positive
if you go on your phone in class, it will be taken off you
what is meant by extinction (operant conditioning)
the diminishing of a response, typically because either the reinforcement or punishment is no longer given for a behaviour
outline the behaviourist approach:
4. operant conditioning
Another form of learning investigated by behaviourists is operant conditioning (learning by reinforcement) as demonstrated by B. F. Skinner (1953) studying rats and pigeons in specially designed cages called ‘Skinner boxes’.
Operant conditioning focuses on the consequences of behaviour.
On consequence is positive reinforcement (or the addition of something positive - a reward) when a certain behaviour is performed. For example, in Skinner’s box, every time a rat pressed it was rewarded with a good pellet. From then on, the animal would continue to perform the behaviour. If the food pellets stop, the rat would press the lever a few more times before abandoning it (extinction).
Another consequence is negative reinforcement (or the removal of something negative) when a certain behaviour is performed. Skinner’s rats could also be conditioned to perform the same behaviour to avoid a mild but uncomfortable electric current beneath their feet.
Both types of reinforcement increase the likelihood of a behaviour being repeated.
Other consequences include punishment which can be positive (the addition of something negative) such as telling off a misbehaving child or negative (the removal of something positive) such as ‘grounding’ a misbehaving child.
Both types of punishment decrease the likelihood of a behaviour being repeated.
evaluate the behaviourist approach: strengths
P: scientific
E: the approach focuses on observable and measurable behaviour which can be tested in controlled conditions
E: eg, Pavlov and Skinner’s research is highly controlled and the learning demonstrated by both was clear to observe and measure
L: the approach is supported by empirical evidence rather than reasoned argument, so it is not just a theory
E: also means that cause and effect relationships can be established
P: practical applications.
E: ‘systematic desensitisation’ (which uses classical conditioning to ‘unlearn’ previously learned phobias) has been shown to be an extremelv successful therapy for a range of different phobias. E: Evidence to support this comes from McGrath et al (1990) who found that 75% of phobic patients showed an improvement in their symptoms after treatment.
L: the approach has been useful in developing treatments that are effective in addressing mental health issues
E: the 75% success gives valid evidence, and it is still used today showing it’s reliability
evaluate the behaviourist approach: limitation
P: largely based on animal studies
E: the research conducted by behaviourists has focused on animals such as rats and pigeons (for Skinner) and dogs (for Pavlov) which may not reflect the way behaviour is learned by humans.
E: eg, humans may be capable of controlling their behaviour in response to external stimuli more effectively than non-human animals.
L: the approach may be limited in its ability to explain human behaviour, as the findings can’t be extrapolated and generalised to other humans (may have low external validity)
P: may also be criticised for being reductionist.
E: the approach reduces human behaviour down to the activity of specific variables such as environmental (external) factors, and this ignores the role that biological (internal) factors may play.
E: eg, twin studies have shown that genes seem to play a role in many aspects of human behaviour (e.g. mental illness such as schizophrenia).
L: the behavioural approach may be limited and over-simplify complex behaviours which require a more holistic explanation
P: approach can l be criticised for being determinist
E: the approach suggests our behaviour is caused by factors outside of our control (i.e. environmental factors) - known as environmental determinism - but this may struggle to explain why we don’t all respond in the same way to our environment.
E: eg, when two people experience a similar, frightening event (or stimulus) yet only one develops a phobia (response)
L: the approach might ignore free will (our ability to control our own behaviour)
value of behaviourism
- practical application: helped to develop ‘systematic desensitisation’ - a type of therapy for phobias which has a 75% success rate - shows that phobias can be unlearned and is still used today
- influential for other areas of research such as attachment (care-giver infant interactions and conditioning)
- paradigm shift: helped psychology’s emergence as a distinct science in its own right by using empirical evidence and scientific methods (eg laboratory experiments, Pavlov, Skinner)
- suggests behaviour is due to our environment: appreciation of how it shaped out behaviour rather than internal processes (unlike the psychodynamic approach - unconscious mind)
- pioneers: contributed the theories of classical and operant conditioning still used today (eg attachment)
differences between classical and operant conditioning
CC the response is reflex and involuntary whereas in OC the response is voluntary behaviour
CC the stimulus is new whereas in OC the behaviour is new
CC the response (reflex) follows the stimulus whereas in OC the response (behaviour) precedes the stimulus (reward or punishment)
CC learning by association whereas OC learning by reinforcement
CC strength of conditioning is measured by the spread or amount of response whereas OC strength is measured by rate of production of behaviour
key assumptions of the behaviourist approach
- psychology should be scientific so only study observable, quantitative (measurable) behaviour
- the subject matter of psychology should be that the laws that predict how behaviour changes and can be controlled (classical and operant conditioning)
- humans are animals and should not be treated as any more complex -> because humans are animals, research on animals can be extrapolated and generalised to humans
empiricist philosophy
Locke coined the term ‘tabula rasa’ suggesting that we are blank slates at birth and all behaviour and knowledge is developed through experience
research methods of the behaviourist approach
mostly laboratory experiments on animals because of their desire to be scientific
i’m the experiments, they manipulated the environment (stimulus) to test its effects in the animals behaviour (response)
gaining qualitative data and empirical evidence
establishing cause and effect relationships
controlling extraneous variables
observing and measuring behaviour
high validity and reliability
