Approaches in Psychology Flashcards
Behaviourist Approach
Assumptions?
- interested in studying behaviour that can be observed and measured, assuming this is always the case with behaviour.
- the behavioursit apporach ignores mental processes; John B Watson rejected introspection as it is difficult to measure
- relied on lab studies and there control and objectivity
- human learning is a more complex form of animal learning, so animals can be used in place of them during lab studies
- believe that all behaviour is learnt
Behaviourist Approach
What are the two types of conditioning?
Name, definition, creator
- Classical Conditioning - Learning by Association, Ivan Pavlov (1927)
- Operant Conditioning - Learning by Reinforcement, B.F Skinner (1953)
Behaviourist Approach
Outline Pavlov’s research into Classical Conditioning
Pavlov discovered that certain stimuli can illicit an automatic response. By using a neutral/signalling stimulus before the certain stimulus one can condition a response. When the neutral/signalling stimulus is taken away, the conditional response occurs, due to learning by association which he showed via conditioning dogs to salivate(conditioned response) at the sound of a bell (neutral stimulus) as it has been associated with food.
Behaviourist Approach
Outline B.F Skinner’s research into Operant Conditioning
- learning is an active process where animals and humans operate with their environment - we learn through reinforcement of action.
- through this they learn positive reinforcement: recieving an award when desired behaviour is performed, negative reinforcement: avoiding something unpleasant/punishmenr and punishment: unpleasant consequence to one’s behaviour.
- Skinner used trial and error learning, where he studied rats.
- developed a special box for the rats with a lever.
- when rats intially pressed lever, food came out. More food came out each time the rat pushed the lever = positive reinforcement
- skinner then put the rat in a different box that looked the exact same.
- when the rat pressed the lever, instead of food, they ewre given an electric shock = punishment.
- the rat did not press the lever again = negative reinforcement.
Behaviourist Approach
Evaluation Points - Positive
- Scientific Credibility: Language and Scientific developments in psychology leading to objectivity and replication
- Real life Application: Applied to real life beaviours in life and therapy -> operant conditioning is the basis of token economy systems
- -
Behaviourist Approach
Evaluation Points - Negative
- Mechanistic view of behaviour; we are machine-like responders to the environment with no consciouness on insight into our individual behaviour
- Environmentally deterministic: Sees that all behaviour is determined by past experiences that have become conditioned, ignoring the influence of free will/change. Skinner said free will is an illusion.
Social Learning Approach
Assumptions
- Agreed with behaviourist view that behaviour is learnt through experience, though proposed that learning is taken one step further through imitation and observation.
- can be directly through classical/operant conditioning or indirectly
- A child learns through vicarious reinforcement, imitating observed behaviour of a role model if it is seen to be rewarded.
- We are more likely to imitate those who we identify with, e.g same sex, same sexual orientation.
Social Learning Theory
What are the Mediational Porcesses and how are they used?
- Certain conditions that need to be evident in order for imitation to happen
1. Attention -> The extent at which you notice behaviour
2. Retention: How well behaviour is remembered
3. Motor Reproduction: The ability to perform the behaviour.
4. Motivation: If the behaviour is going to be rewarded or punished.
EXAMPLE:1. Older brother washes car/2. Little Brother observes/ 3. Little Brother imitates/ 4. Little Brother gets money
Social Learning Approach
Outline Bandura et al ‘s Bobo Doll Study.
- aimed to find out whether aggression can be learnt through imitation
- 72 children participated, even split of boys and girls aged 3-6 (average age 4 1/2)
- Children were put into groups determined by a five-point scale beforehand, where children were observed and scored/rated to make sure each child in the group was equally aggresive. Scale was based off of physical aggresion, verbal aggression, aggression towards inanimate objects and “aggressive inhibition”
- Children Assigned a role model
PHASE 1: - Children taken to a room with a 5ft Bobo doll and a mallet. Experimenter invited the model and the child to play then left the room. There were three conditions, one for each group
- non aggressive
- aggressive: model played quietly, but then spent the rest of the time playing aggressively with the bobo doll, punching, kicking, sitting on it, throwing it and using expressions such as “POW” with it.
- control: no role model
PHASE 2:
Aggression Arousal: Child was taken to another room with toys, which were then taken away from them, and children were told they couldnt play with it.
PHASE 3:
Child was moved to another room with some aggressive and some non-aggressive toys and a 3ft Bobo Doll.
Experimenter stayed with the child whilst they played for 20 minutes. Child was being observed through a one way mirror, where observers recorded what the child did every five seconds, sorting it by:
- Imitation of physical aggression
- Imitative verbal aggression
- Imitative non-verbal aggression
- Imitative non-aggressive verbal response
- non-imitative physical/verbal aggression
Conclusions:
- Children in the aggressive condition imitated many the model’s physical and verbal behaviours
- Aggressive group displayed more non-imitative aggression thab the non-aggressive group
- Children in the non-aggressive condition spent more time playing non-aggressively / just sitting
- Boys imitated more physical aggression than girls, girls imitated more verbal aggression than boys “same-sex effect”
- Bandura concluded that learning can take place in the absence of classical and operant conditioning.
Compare the Social Learning Theory to the Behaviourist Approach
- In SLT the learners play a much more active role in learning, bringing in elements of choice; learners can choose how to respond to the consequences of their behaviour. Behaviourism has learners responding passively to their environment.
- social learning recognises reinforcement as an indrirect process
- participants in experiements are alost always humans whereas behaviourism believes that humans and animals alike can be used. This recognises the importance of cognitve factors
Social Learning Approach
Positive Evaluation Points
- looks into cognitiion, so is more adequate than claassical/operant conditioning in terms of thought processes; more thorough due to the use of mediational processes to explain learning
- Takes into account cultural differences and how culutral nnormas are transmitted generationally.
Social Learning Approach
Negative Evaluation Points
- Over reliant on lab studies, so can lead to demand characteristics
- Artificial as it is done in a lab, therefore lacks ecological validity
- underestimates biology; ignores hormonal impact on behaviour
The Cognitive Approach
Assumptions
- argues against behaviourism, claiming that internal mental processes can and should be studied scientifically
- focuses on memory, perception and thinking (areas neglected by behaviourism)
- as these are private processes, they cannot be observed so inferences are made –> conclusions that are drawn about internal mental processes based off of the person’s observable behaviour.
The Cognitive Approach
What is used to help understand the brain?
- Inferences
- Metaphors (the mind akin to a computer)
- Processes
- Theoretical and Computer Models
The Cognitive Approach
What are models used to interpret the brain?
Theoretical and Computer Models (Concrete and Abstract)
Theoretical - Information Processing Model -> The brain is processes information through the cognitive system in stages like a multi-store memory system
1) INPUT from environment to lenses
2) PROCESSING information encoded and processed e.g. using a schema
3) OUTPUT observable behaviour
