approaches Flashcards
principles of cc GDESH
- generlisation= similar stimuli e.g louder bell used will still produce CR little Albert was scared of all fluffy white things not jus rat
- discrimintation= when stimuli similar 2 initial cs doesnt produce CR—» can b achieved by withholding 1st cs so cr Basc jus not formed
- extinction= cr isnt generated as result of cs—> usually coz CS has been repeatedly presented w out UCS being present
- spontaneous recovery= cs which was extinct is produced in response 2 cs happens coz cs is presented after gap in time when not used
- higher order conditioning= new cs can produce cr coz its linked w initial cs
wt do behaviourists agree on
- as learning theory they argue that behaviour is learned through experiences & interactions w environment
- argue behaviour is result of experience believe behaviour can b predicted & controlled by manipulating the environment THEREFORE ENVIRONMENTAL DETERMNIMISM
- PAVOLV
- SKINNER
were leading therorists
how do behavirousists think behaviour can b investigated
- believe in stimulus response mechanisms
- only way 2 scientifically investigate wt can be directly observed
- creature= stimulus and wt u do to it e.g resulitng behvaiour= response
wt do behaviourists reject
- internal mental processes
- coz mind cant b directly observed thus argued its a black box not suitable 4 scientific study
diff between cc and oc
CLASSICAL=
- uc and cr reflex like responses r considered involuntary coz they r automatic so not under conscious control
e.g pavlov dog naturally drools to food dog doesnt jus drool 2 metronome
- CS explains how automatic responses 2 new stimuli develop thr association. this= initial learning phase where 2 stimuli r linked tether producing new learnt response
OPERANT=
- voluntary behaviours r controlled by organism so pop of classical. produce behaviours understanding the certain consequences that may follow.
- OC explains how behaviours r continues or modified overtime due to learning cinsqeunce that may follow as result of it.
AO3 BEHAVIOURIST APPROACH
-++++ research is scientific coz studies OBJECTIVELY OBSERVALE behaviours & measure stimulus-response mechanisms. ESTABLISH CAUSE & EFFECT RSP through HIGHLY CONTROLLED LAB EXP that manipulate variables SYSTEMATICALLY. standardised exp allow replication thus studies r recognised as scientific
BUTTT
- GENERELISATION OF THIS TO HUMANS CAN BE PROBLEMATIC COZ HUMANS R MORE COMPLEX THAN PAV AND SKIN RATS AND DOGS
++++ behaviourist theory= several practical applications e,g counter conditioning treatments TOKEN ECONOMY & conditioning techniques used for class rooms. these r effective&help reduce maladaptive behaviour suggesting principles r valid
—- BUT behavioural modif techniques developed by studyinh animals critiqued as UNETHICAL when applied 2 humans. using techniuques 2 alter behaviour seen as manipulative w harmful effedcst e.g addictions to gambling reinforce highly compulsive behaviour
- SEEN AS REDUCTIONIST also environmentally reductionist coz IGNORES OTHER EXPLANATIONS THAT THERE IS EVIDNCE FOR E.G= SOCIAL LEARNING UNCONSCIOUS MIND & ROLE OF BIOKOGY
wt is diff between SLT and humanistic theory
- SLT = advancement on behaviourism uses same principles but applies 2 wider examination of HUMAN SOCIAL BEHAV
who conducted most research on SLT & wt did they claim
bandura
- behaviour learned thro either reinforcement OR vicarious reinforcement
wts diff between reinforcement & vicarious reinforcement
- reinforcem= when rewarded for certain type of behaviou
- VICARIOUS REINF= we observe behaviour of others e.g seeing som1 benefit from aggression we more likely 2 replicate aggression
wt certain conditions MEDIATIONAL PROCESSES did bandora suggest must be met for learning 2 happen ARRM
- attention pay attention to behave others to perceive & learn from it
- retention- must remember for it to influence us
- reproduction- if we remember behaviours of others becomes more likely we will reproduce it too
- motivation= chances we will replicate behaviours is if we will b REWARDED or not
bandura bibo doll AO1
procedure:
- children age 3-6 divided 2 groups
- 1st group= saw adult physical & verbal abuse 2 bobo
- 2nd group= adult act non violent w diff toys
- experimenter observed behaviours via 1 way mirror
findings:
- children exposed 2 aggressive model more likely 2 be aggressive themselves
- findings highlighted role of IDENTIFICATION esp among BIYS who were more likely 2 mimic aggression observing male model compared 2 those who saw aggressive female
1963 variation BOBO DOLL AO1
SYMBOLIC MODEL
- children exposed 2 live aggressive adult recording aggressive or cartoon featuring cat
- findings found all aggression was directed 2 bobo doll indicating comparable levels of aggression across all groups thus models whether live or symbolic r imitated
1965 variation BOBO bandoras research VICARIOUS REINFORCE
- children witnessed adults acting aggressively towards bobo doll followed by adult receiving sweets (rewards)
- or punishment (being hit by wooden golf club) or nothing
- found= children seeing adult punished displayed signif less aggression towards bobo doll compared 2 other conditions
AO3 bandura bobo
+++ SLT supporred by robust evidence bobo doll study = high internal valid coz lab study. STUDY ENSURED ENVIRONmen control by having ppt follow same procedure in same room w access 2 identical toys. ALSO MATCHED PAIR DESIGN assessing Childs pre existing aggression levels 2 ensure each group contained equal mix of aggressive kids
BUT - only showed short term social learning. aggression may not b imitated in weeks, months years after identification. study LOW ECOLOGIXAL VALID coz not realistic. concerns ab applicability of SLT to real everyday life
— research supporting SLT relies on INFERECENES which can b subjective.
+++ SLT better than behaviorism coz less reductionist approach giving more detail. behavuorusim = only stimulus response but this more complex
+++ concept of reciprocal determinism more valid perspective than simpler deterministic approaches. Bandura argued behaviour not only influenced by environemtn but also shapes it… e.g Childs study habits for test can alter their environment studying for test getting a= praise from teacher thus positive feedback makes them work harder via motivation
