approaches Flashcards
learning approach
only intereted in behaviour whcih can be observed and mesaured
not concered with investigating mental processes of mind as seen as irrelevent
john b watson rejected introsepction as found concepts too vague and difficult to measure
to maintain objectivty, relied on lab studies
beleived people born as tabula rasa (as blank slate) written on by exerpinece
basic processes whcih governs learning are same in all speciies hence why animals can easily replace humans as experimental subject in reserach
pavolv
conditioned dogs to salivate when a bell rings
watson reyner
little albert
exposed to white rabbit, showed no fear response
exposed to white rat with hammer hitting steel bar behind his head , repeated 3 times
then when shown rat, he cried, showing feared respomse
stimulus generalsition9was afraid of other white fluffly onjects e.g santa clasue beard)
had successuly conditioned albert to fear white rat and his fear response generalisaed to other objects e.g fluccy santa clause beart
operant condtioning
learning through conseuwneces i.e reward such as reinforement and punishment
organisms spontanesouly produce consewuences
consequences may be psotive (desirbale)
may be negative (indesirable)
reinforecetn increases likeihood of behaviour being repeated
punishement decreases likehood of behaviour being repeated
skinner rat
developed special cage where rat ran round
when touched lever, food pellet fell out. Though postive reinforemnt, began to repeat the action
learnt through postive reinforcement that particualr action leads to positive consewuence e i.e reward
when pressed few more times and no food pellet came out, abandons it known as existinction
unplesaent stimuli(loud noise0 which could be switched off when lever pressed
rat then repeatly pressed lever due to negaitv reinforemnt
learn that removal of unpleasent stimuli results in psotive consewunce
punishment-when press lever delivered an electical shock
led to decrese in lever pressing by rat and rat learned that perfroming aprticluar action led to unpleast conseunce so beheaviour was not repeated
dis of behaviorust approach
determinstic
as assumes enviroment and only enviroment determines the learning of our behaviour
weakness as ignores idea of free will and that we choose how to behave
therefore, removes personal responsibility from individual
skinner suggested that free will is a illusion
reduces human behaviour by nt taking into account individualstic perosnlity
strength of behaviourist approach
principles of conditioning has been applied to real world behaviours e,g classical conditioning led to development of effective treatments such as systematic desesntion which is a therpay based on classical conditioning used to reduce phobias
opernat conditoning has led to development of treatments e.g token economy used in instituins to treat SZ patients
‘suggests principles of approach has high EXTERnal valiity
bandua
agreed with behaviourist that behaviour is elarned through enviroment
slt rests on idea of observational learning, learing occurs through OBSERVATION and imiation perfomed by role models
more liekly to imiate role model if they identify with us in some way e.g same age/genderr or powerful/influenctial
more likely to copy behaviour which is rewarded-vicarious reinfroecment
mediational porcesses
slt bridge between behaviorust approach and cogntive approach
attention-how well notice certain behaviour
retention-how well behaviour is remembered and stored in memory
motor reproduction-whether phsyically capable to copy behaviour
motivation-will to copy behaviour
bandura study-
used 72 children from snadord uni nursery
placed in 3 conditions
agresisve gorup, non agressive gorup and control group who did not see any model
agressive group-exposed to adult model who within 1 minute starts hitting bobo doll e.g sitting on it hitting it with mallet
non-agressive gorup exposed to adult mdoel assembling toys for 10 mins ignoring bobo doll
then purposely frustrated by putting in room full of attractive toys ncould not play with
then placed in room where had to observe non agressive and agressive toys through one way mirror (covert obsevation)
resutls foudn that agressive group were more likely to copy agressive behaviour
boys were more liekly to imiate same sex model and physical agression
wheras, girl more lkely to imiate verbal agression
a03 for banduras slt theory
LOT
lacks ecological validity-due to controlled artifcal enviroment of lab, behaviours measured not same as genuine agression directed towards someone
therfore, cannot generalsie that child would act agressively towards another child outside of teh lab setting
therfore, questions if can be generslised outside the lab setting
weakness of bandurs stusy
oversimplistic
focuses soely on processes of soical learning and ignores all other potential influences on behaviour e.g internal factors
e.g may be explained by hormonal factors, boys tendd to have higher quanitites of hormone testerone whcih can link to incresed agression
also may be explained by genetics e.g research has foudn that boys who inherit the XYY chromose display higher levels of agression than those with XY
strength of bandura study
treatment implications
led to treatemnts for phobias
encourages patinets to learn a more appropriate repnse to feared obert by observing and imiating role models reaction to feard object or i#situation
cogntive approach
contrast to behaviorust approach, argues that internal workign models should be studied scientifically
therfore, investagted areas of human behaviour neglected by behaviourists e.g perception, memory
these processes are private mening cannot be observed, instead make interfernces about what is going on in somone mind
internal mental processes
operations that occur during thinking
perception-how we turn info from eyes into usuable form
attiention-how we choose what to think about
memory-how we store info to use in future
language-how we construct meaningful sentences to cmmuncate with others
problem solvijng-how we construct new solutions
a03 for learning approach
RAR
reductionist-focuses solely on the role of learning and breaking down human behaviour into its simplest form
ignores the role of other factors in shaping behaviour e.g cognitive factors or biological influences
holsitic approach is needed which considers all factors in combination when studing human behaviour
animals being used-asummes that general lawd relating to the behaviour of ainimals can be applied to describe complex relations in the human world
if assumpito proves wrong, then entire foundtion upon which behavioursm rests on, lacks validity
real world applications-development of treatments e.g classical conditioning has helped develop systemaatoc desensation whihc has helped by reducing anxiety associated with phobias
operant conditioning has helped with treatments e.g token economy which is used in institinal setting s to treat SZ patients
therefore, the approach has high external valdiity
A03 for SLT
Lacks ecollgical validity-due to controlled artifical envrioment of lab, behaviours that were measured were mot the same as genuine agressop which would be directed towards another human being
so cannot assume that children will act agressively towards other children wehn outside the study
therefore, can be quetioned as not being generlisable to real life situations
Oversimplistic-focuses soley on porcesses of SLT and ignores any other potential infleunces on behaviour e.g internal factors
e.g boys being more agressive can be explained by hormone factors e,g they have higher amount of testerone which could lead to increased agression
role of gentics is ignoreed e.g research found that boys who inherit the XYY chromosome displays higher levels of agression then XY chormone pair
therefore, holsitic approach is needed due to comeplexitiy of human behaviour
Treatment implications-led to effecive treatments for phobias encourages patients to learn a more appropriate response to the feared object or situation by observing a role models reaction to the same feared object/situation
cognitive approach
in contrast to beahviorusit appraoch, suggesters mental processes should be studied scientifically
tehrefore, looked at areas neglected by behaviorusits e.g meory, perception
there processes are private meaning cannot be observed so instead they made interfeneces about what is going on in someones mind
internal mental porcesses
perception-how we turn info from our eyes intp usuable form
attention-how we CHOOSE what to think about
memory-how well we store info for future
language-how we construct menaingful sentences into wats to communicate with one another
probelm solving-how we consturct new solutions
role of schemas
packages of ideas developed through exxperience
adv-allows us to process info very quickly
babies are born with simple motor schemas for innate behaviours e.g sucking and grasping
as get older, schmeas become more sophisticated and detailed
negative schemas about self, world and future can ve demonstrated in people sufefreing depression
these thoughts can then be challenged by CBT TO HELP PATEITN DEVELOP MORE POSTIVE SCHMEAS
info that does not fit our schmas can be ignored or distortednyich can lead to perceptual errors e.g discimation and prejudice
computermodels
suggest that mind works like a computer
inputting, storing and retriveing data
biolgical approach
beleies eveything psychological is at first biological so to fully understand behavioru we mst look to biological structures e.g genes, neurontransmitters and nervous sytem
from biolgical perspective, mind lives in brain meabubg all thoughts and feelings havae a pscyhical basis, in contrast with cogntive approach who believed mental processes of mind as speater from physical brain
neurochemsitry
study of chemical processes that take place in nervous sytem
excitory-stimulates brain into action
e.g dopamine is associated with motivation and pleasure and inhibited in addictive behaviours e.g smoking
inhibaroty-balances and calms mood
e.g seroton implicated in wide range of behaviours e.g sleep, memory
herability coefficient
quantify the genetic or biolgocial basis of a natural charcteristics e.gIQ said to have herbaility coefficeint of 0.5
family studies
first hadn relaitves share 50 same genes
second hand relavtives share 25 same genes
twin studies
measured in terms of concordance rates(likeihood of having same charcteirstic)
mozogyotic twins (identical) share 100 percent identical genes
dyzogtoic twins (non-identical) share 50 percent identical grenes
therefore, mozogyotic have higher concordance rate as share 100 percnt which is higher then 50
genotype
individuals genetic makeup, occurs ata contracpetion
provides genetic CODE for how that indiviaul wtoll develo
dictates charcteristics such as hair colour eye colour
