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A Level Psychology: Component 1 > Behaviouist Approach - Classic Research: Watson And Rayner (1920) > Flashcards

Behaviouist Approach - Classic Research: Watson And Rayner (1920) Flashcards

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1
Q

what are the 3 assumptions

A
  • Humans are born like a blank slate
  • Behaviour learned through conditioning
  • Humans and animals learn in similar ways
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2
Q

what is a phobia

A
  • overwhelming and debilitating fear of objects, animals, etc
  • more pronounced then fears
  • develop when people have an unrealistic sense of danger about a situation/object
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3
Q

why were babies good test subjects

A
  • babies: show 3 basic emotions = fear, rage, love. They also have basic behaviour
  • adults: too complex
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4
Q

what was the aim of their experiment, who were they

A
  • Watson and Rayner (1920)
  • see if they could use classical conditioning to condition a healthy baby boy to fear a neutral stimulus (white rat) by manipulating his environment
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5
Q

what were the 4 key questions they wanted to answer

A
  • can a fear of previously neutral stimulus be conditioned by presenting it simultaneously with an established negative stimulus
  • could the conditioned response be transferred to other animals and objects
  • does this conditioned response change over time
  • if, after a reasonable period, the emotional responses haven’t died out, how might they be removed
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6
Q

who was the participant

A
  • a baby called Albert B
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7
Q

why was Albert B a good participant

A
  • no preconditioned phobias because he’s so young
  • he had a stable mental and physical state –> rules out other reasons he might cry
  • won’t cause mental harm in future
  • his mum was a nurse, easy to volunteer
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8
Q

what type of experiment was this

A
  • it wasn’t an experiment
  • it was a CONTROLLED OBSERVATION
    -because–> no manipulation of an IV or DV
    -because–> took place in a controlled environment
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9
Q

what was the environment like

A
  • well-lit dark room
  • baby on a mattress placed on a table
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10
Q

were these observations recorded?

A

yes - using a motion picture camera

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11
Q

using the formula for classical conditioning, illustrate how Watson used classical conditioning to induce fear of a white rat in little Albert

A

loud noise (UCS) –> fear (UCR)
white rat (NS) –> no response
loud noise (UCS) + white rat (NS) –> fear (UCR)
white rat (CS) –> fear (CR)

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12
Q

what were all the important steps in the experiment

A
  • emotional tests
  • session 1: establishing a conditioned emotional response
  • session 2: Testing the conditioned emotional response
  • session 3: generalisation
  • session 4: changing the environment
  • session 5: the effect if time
    —in between steps—> given building blocks to play with
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13
Q

what was the procedure in the emotional tests

A
  • confronted with certain objects (e.g. dog, fire, newspapers etc) then observe his response
  • then, test him with a loud sound (striking metal with hammer above his head, whilst another observer tries to get his attention), then observe his response
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14
Q

what was the findings from the emotional tests

A

Albert showed no fear to any stimuli aside from the bar being hit with a hammer

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15
Q

what was the procedure in session 1

A
  • when albert was 11 months and 3 days old
  • sees white rate and reaches for it = bar was struck above his head
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16
Q

what was the findings from session 1

A
  • when bar struck = fell forward and buried his head (but no crying)
  • on 2nd time = whimpered a little and fell forward
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17
Q

what was the procedure in session 2

A
  • returns for testing 1 week later
  • shown rat, observe his response (will he act on previous experience?)
  • after this: show rat 5x to the ‘joint stimulation’ i.e. add loud noises to rat
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18
Q

what was the findings from session 2

A
  • albert is initially a little fearful
  • after 5 pairings = he showed increased fear
  • but had no caution to blocks –> scared of rat, but not blocks
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19
Q

what was the procedure in session 3

A
  • returns 5 days later
  • has he learned the link?
  • shown things like rat (rabbit, dog, seal fur coat, Watson’s hair), observe his reaction
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20
Q

what was the findings in session 3

A
  • shows fear to these other objects
  • but not to wooden blocks or assistants hair (who didn’t have white hair like Watson)
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21
Q

what was the procedure in session 4

A
  • 5 days later
  • refreshen his emotional response using some ‘joint stimulation’
  • taken to a new environment as well (better lighting)
22
Q

what was the findings from session 4

A
  • less extreme responses initially, but get stronger after ‘freshening up’
  • still happily plays with blocks
23
Q

what was the procedure in session 5

A
  • at 12 months and 21 days old
  • show him only Santa clause mask, fur coats, rat. then observe reaction
24
Q

what was the findings from session 5

A
  • reaction to furry objects weren’t as strong
  • but Albert still avoided them and cried
25
Q

in between each of the stimuli what was albert given and why

A
  • given building blocks to play with
    1. see if he could discriminate between furry objects and building blocks –> shows fear is exclusive to furry objects
    2. reset his behaviour
26
Q

what were the 3 conclusions that can be made from this controlled observation

A
  • greater the sound (more intense UCS) = the less association needs to be made
  • Albert didn’t only develop a phobia of rats, but also other stimuli
  • weak-willed people will develop phobias in this way
27
Q

what are the strengths and weaknesses of Watson and Rayner’s methodology and procedures

A
  • High levels of control (done in lab) = strength
  • Study was filmed = strength
  • Baseline testing = strength
  • control condition = strength
  • only 1 participant = weakness
  • setting wasn’t natural = weakness
28
Q

why was high levels of control a strength

A
  • done in a lab
  • they chose the environment (dark room) = control over situational variables and other extraneous variables
29
Q

why was the study being filmed a strength

A
  • findings can be confirmed by others
30
Q

why was baseline testing a strength

A
  • baseline condition was the emotional testing stage
  • helps establish pre-manipulation behaviour
  • and show that he’s not just a fearful child
31
Q

why was the control condition a strength

A
  • control condition = playing with blocks between conditioning
  • proves fear is exclusively to furry objects
32
Q

why is only having one participant a weakness

A
  • due to dismissal from the University, they couldn’t continue with more participants
  • without more than 1 we can’t have comparisons
  • therefore: can’t REALLY know if observed responses are unique to this individual or not
33
Q

why is the setting not being natural a weakness

A
  • done in lab
  • Albert’s behaviour might’ve been unnatural behaviour –caused by–> the unfamiliar place, causing his caution
34
Q

what are the 3 alternative explanations for Albert’s behaviour

A
  • The two-process theory
  • biological preparedness
  • The Freudian position
35
Q

explain the alternative explanation for albert’s behaviour: The two-process theory

A
  • operant conditioning can’t explain how they persist
    -after time without being exposed to rat + noise = CR lessened
    O.H. Mowrer (1947) explains why it doesn’t disappear: 2 stages
    stage1 - classical conditioning: how they pick up phobias
    stage2 - operant conditioning: how they’re maintained
    –> once fear is leant, we avoid the situations, producing fears
    –> the avoidance of the phobic stimulus reduces fear, thus reinforces avoiding it
    –> this is negative reinforcement
    –> therefore because no anxiety is felt = positive reinforcement
    –> reinforcement maintains the avoidance response
36
Q

explain the alternative explanation for Albert’s behaviour: Biological preparedness

A
  • by Martin Seligman (1970)
  • argues animals (including humans) are genetically programmed to rapidly learn an association between certain stimuli and fear
  • these stimuli are called Ancient fears
    –> things dangerous in our evolutionary past (snakes, heights, strangers, rats)
    –> therefore we’re adaptive to rapidly learn to avoid stimuli
37
Q

explain the alternative explanation for Albert’s behaviour: Psychodynamic

A
  • using 1920 Freudian explanations
  • albert sucks thumb when scared = form of sexual stimulation
  • Watson + Rayner said it wasn’t sexual stimulation, but instead a way that albert could cope with fear
    –> they think that Albert will seek help in 20s from Freudian therapist for a phobia of furry objects. This stems from when when albert played with his mum’s pubic hair = scolded
    –> the scolding = albert push unpleasant memory into unconscious mind, where it will continue to exert an effect = phobia of furry objects
  • therefore the fear was conditioned by the experience with the mother, and not the observation
38
Q

How did Watson try to justify the use of unethical methods on Albert, + weakness to this

A
  • Albert could’ve been conditioned and most likely would’ve been conditioned later in life
    -weakness–> he wouldn’t have been conditioned to the same intensity and frequency that it was in the controlled observation
39
Q

How did Watson try to justify the lasting effects on Albert

A
  • they always planned to recondition him
  • unfortunately he was pulled out of experiment by his mum, so they never got the chance to recondition him
40
Q

what might the crying from the thumb being removed be mistaken for

A
  • the fear of rat could be confused with: distress from not being able to suck thumb and comfort himself
  • this affects validity
  • thumb = extraneous variable
41
Q

what positives comes from this experiment

A

we get aversion therapy

42
Q

name 4 social benefits form the experiment

A
  • use it in classroom environment to help kids learn better
  • use it in laws, condition society to behave
  • use it in health care, people aren’t scared of waiting rooms
  • use it in parenting, so kids behave
43
Q

what are the 3 ethical and social implications of Watson and Rayner’s study

A
  1. CREATING FEAR: they were aware of the fear they caused him. Can’t be ethically sound if child experience distress greater than they would day to day
    –> ‘such attachments would arise anyway’ – its normal
  2. MORE PSYCHOLOGICAL HARM: in order to observe full effects of fearful stimuli, they removed his thumb (removing comfort) = makes sure he’s really scared
  3. LASTING EFFECTS: they intended to recondition him, but his mum removed him too soon from experiment. therefore it will persist in the home environment.
    –> researchers should’ve anticipated this in the beginning and procedures should’ve been put in place
    –> mother should’ve been properly informed so she could give proper consent, ensuring the conditioning could’ve taken place
44
Q

when writing an essay what would you talk about in a paragraph about: ethics

A
  • thumb sucking
  • the loud noise being bad ethically due to its consistency and intensity + causing harm intentionally
45
Q

when writing an essay what would you talk about in a paragraph about: Social implications

A
  • important in education
  • negative implications for society
46
Q

when writing an essay what would you talk about in a paragraph about: methodology

A
  • took place in a lab
  • representativeness of albert
47
Q

when writing an essay what would you talk about in a paragraph about: procedure

A
  • building blocks
  • procedures that SHOULD’VE been in place, so his mum doesn’t take him out too early
48
Q

explain the important implications in the field of education

A
  • conditioning can be used to positively shape young people’s behaviour = maximise learning + results
  • McAllister et al (1969): found that use of ‘teacher praise/disapproval’ = decrease in incidence of ‘inappropriate talking’
  • therefore conditioning can maximise educational achievements + teach children right skills that ensures a generation of children will be prepared for the workplace
49
Q

explain the negative implications for society

A
  • conditioning in education = negative effects
  • Lepper et al (1973): supports the argument that the notion of rewards/punishments is harmful to a child’s internal motivation to learn
  • therefore it has a risk of creating generations with no intrinsic motivation, reliant on rewards in order to complete tasks
    -society requires individuals who are self-motivated
50
Q
A

A Level Psychology: Component 1 (40 decks)

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