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personality and intelligence > behavioural/ learning approach > Flashcards

behavioural/ learning approach Flashcards

1
Q

learning

A

Learning is a relatively permanent change in knowledge and/or behavior that results from experience
(Powell et al., 2017)

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2
Q

learning explanation

A
  1. Involves change
  2. Positive and negative
  3. Tends to be long lasting
  4. Affects actual and potential behaviour
  5. Results from direct and indirect experience
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3
Q

behaviourist approach to learning

A

observable and measurable/ learning’s a function of experience/ stimulus response approach

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4
Q

Pavlovian classical conditioning

A

simple form of learning/ conditioned response linked to an unconditioned stimulus

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5
Q

introduction to essay Q1

A

Personality development is multifaceted.
Learning experiences play a pivotal role.
The essay critically examines the assertion about personality and learning experiences.
Focus on two learning theories: Behaviorism and Classical Conditioning.

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6
Q

Behaviorism (Theory) ESSAY Q1

A

B.F. Skinner’s perspective.
Behaviors are learned through reinforcement and punishment.
Positive reinforcement strengthens behaviors; negative reinforcement diminishes them.
Personality molded by consequences.

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7
Q

Behaviorism (Eval) ESSAY Q1

A

Valuable, criticized for oversimplification.
Neglects cognitive processes, individual differences.

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8
Q

classical Conditioning ESSAY Q1

A

Pavlov’s theory.
Behaviors via stimulus association.
Personality traits through stimulus-emotion links

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9
Q

Classical Conditioning (Eval) ESSAY Q1

A

Highlights stimulus-response.
May oversimplify emotions, behaviors.
Neglects cognition, individual differences.

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10
Q

Application ESSAY Q1

A

Informs education, therapy, psychology.
Behaviorism in behavior modification.
Classical conditioning in exposure therapy

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11
Q

Conclusion ESSAY Q1

A

Personality as sum of experiences.
Acknowledges complexity.
Considers genetics, cognition, differences.

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12
Q

references for ESSAY Q1

A

Skinner, B. F. (1974). About Behaviorism.
Pavlov, I. P. (1927). Conditioned Reflexes: An Investigation of the Physiological Activity of the Cerebral Cortex.
Domjan, M. (2018). The Principles of Learning and Behavior.
Watson & Rayner, 1920

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13
Q

Intro ESSAY Q2

A

Overview of learning theories and personality.
Focus on examining contributions.

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14
Q

Behaviorism Contribution ESSAY Q2

A

B.F. Skinner’s role in understanding personality.
Emphasis on reinforcement, punishment, and learned behaviors.

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15
Q

Classical Conditioning Contribution ESSAY Q2

A

Ivan Pavlov’s contribution to personality understanding.
Focus on stimulus-response associations and learned emotional responses.

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16
Q

Integration of Learning Theories ESSAY Q2

A

Discussion on how behaviorism and classical conditioning complement each other.
Enhanced understanding of personality through combined insights.

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17
Q

Limitations and Criticisms ESSAY Q2

A

Acknowledgment of criticisms and limitations of relying solely on learning theories.
Discussion on the need for a broader approach

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18
Q

Real-world Applications ESSAY Q2

A

Application of learning theories in therapy, education, etc.
Illustration of how these theories inform interventions.

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19
Q

Conclusion ESSAY Q2

A

Summarization of contributions of learning theories to understanding personality.
Emphasis on the importance of integrating multiple perspectives.

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20
Q

Criticisms and Controversies of skinners theories

A

Oversimplification of personality.
Neglect of internal factors.
Controversies surrounding Skinner’s theories.

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21
Q

Introduction & Focus ESSAY Q4

A

Skinner’s rejection of inner forces in personality.
Examination of key elements central to learning.

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22
Q

Skinner’s Rejection of Inner Forces ESSAY Q4

A

Explanation of Skinner’s rejection.
Emphasis on external factors and observable behaviors.

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23
Q

Skinners Key Elements of Learning ESSAY Q4

A

Analysis of operant conditioning.
Discussion of reinforcement and punishment.

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24
Q

Skinners behaviour Modification Techniques ESSAY Q4

A

Application of Skinner’s key elements.
Real-world examples in therapeutic settings.

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25
Q

Implications for Personality Development(skinner) ESSAY Q4

A

Discussion on how Skinner’s elements shape personality.
Emphasis on environmental consequences

26
Q

Comparison with Inner Forces Perspective ESSAY Q4

A

Briefly comparing Skinner’s perspective with theories emphasizing inner forces.
Highlighting the contrast in perspectives.

27
Q

Limitations and Criticisms od skinners theory ESSAY Q4

A

Acknowledgment of criticisms related to oversimplification.
Discussion on ongoing debates surrounding Skinner’s rejection of inner forces.

28
Q

Bandura’s Model of Learning ESSAY Q5

A

Bandura’s social learning theory.
Emphasis on the connection between learning and personality development.

29
Q

Role of Observational Learning
ESSAY Q5

A

Individuals learn behaviors by observing others.
Influence of role models on personality.

30
Q

Self-Efficacy (Bandura’s concept) ESSAY Q5

A

Bandura’s concept: belief in one’s abilities.
Impact on shaping personality traits.

31
Q

Reciprocal Determinism(Bandura) ESSAY Q5

A

Interaction between personal factors, environment, and behavior.
Dynamic influence on personality development.

32
Q

Applications in Real-world Scenarios of Bandura’s learning model

A

Used in therapy, education, and interventions.
Practical implications for understanding personality.
Used in modifying undesirable behaviors.

33
Q

The concept of self-efficacy- Bandura’s model of learning

A

The concept of self-efficacy is also significant in educational settings, as students who believe in their abilities are more likely to persevere and succeed.

34
Q

Comparisons with Other Theories of Bandura’s theory ESSAY Q5

A

Distinctive features compared to other learning theories.
Bandura’s focus on cognitive processes and social interactions.

35
Q

Limitations of Bandura’s Social Learning Theory

A

neglects Emotional Factors/ Overemphasis on Observation/Neglects Emotional Factors/self-efficacy is challenging to measure

36
Q

Expectancy Theory (Rotter)

A

Emphasized the role of individual expectations and beliefs.

37
Q

Influence on Personality Understanding ( bandura)

A

External factors, social interactions.

38
Q

Influence on Personality Understanding ( rotter)

A

Importance of personal beliefs and expectations.
Applications

39
Q

applications of rotters theory

A

Rotter’s expectancy theory used in understanding motivation and decision-making.

40
Q

rotters impact on Behavioral Psychology

A

influenced the shift from strict behaviorism to cognitive-behavioral approaches.

41
Q

Critiques of rotters theory

A

Faced criticism in measuring internal cognitive factors due to their complexity.

42
Q

Locus of Control - rotters theory

A

Introduced the concept of external and internal locus of control, influencing behavior.

43
Q

Julian Rotter’s Expectancy Theory

A

Emphasizes the role of individual expectations and beliefs, where behavior is influenced by anticipating outcomes.

44
Q

John B. Watson and Behaviorism

A

Founded behaviorism, rejecting introspection and focusing solely on observable behaviors.

45
Q

John B. Watson and Little Albert Experiment

A

Famous for the “Little Albert” experiment, demonstrating classical conditioning and fear acquisition.

46
Q

John B. Watson and Environmental Determinism

A

Believed behavior is determined by external factors and experiences.
Limitations: Criticized for oversimplification, neglecting internal processes and emotions.

47
Q

references for bandura

A

Kalat, J. W. (2019). Introduction to Psychology. Cengage Learning.
Rotter, J. B. (1954). Social Learning Theory and Its Social Psychological Applications.
Bandura, A. (1977). Social Learning Theory.

48
Q

Social Learning Theory (Julian Rotter)

Theory Overview:

A

concept of locus of control- individuals’ perception of the control they have over events in their lives.
2 types: (self-control) and externals (controlled by external forces).

49
Q

Social Learning Theory (Julian Rotter, 1966)
Theory Overview:

A

concept of locus of control- individuals’ perception of the control they have over events in their lives.
2 types: (self-control) and externals (controlled by external forces).

50
Q

Social learning theory ( Julian Rotter, 1966)

Evaluations: strengths:

A

Provides insight into individual differences in behavior and personality/ Applicable to various life domains, including academic and occupational settings/ grows self confidence

51
Q

Social learning theory ( Julian Rotter, 1966)

Evaluations: limitations:

A

This theory oversimplifies the complexities of different personality traits/ doesn’t fully account for environmental changed that may affect an individual’s locus of control

52
Q

Social learning theory ( Julian Rotter, 1966)

Evaluations: Applications:

A

Personal development/ self confidence: enhances self control allowing individuals to get confident in their decisions and goals and work ethic by working to achieve their goals/ leadership and management: understanding employees locus of control can help in assigning tasks and giving affective feedback.

53
Q

Social learning theory (Albert Bandura, 1977)
Theory:

A

Theory:
Emphasizes learning through observation, imitation, and modeling, integrating cognitive factors like attention and retention/ Key concept: Reciprocal determinism- interaction between personal, behavioral, and environmental factors.

54
Q

Social learning theory (Albert Bandura, 1977)
Evaluation: strengths:

A

Highlights importance of social influence and cognitive processes in learning/ accounts for observational learning and self regulation, providing a more holistic view of personality development

55
Q

Social learning theory (Albert Bandura, 1977)
Evaluation: limitations:

A

Disregards biological factors and innate predispositions/ relies on internal cognitive processes that are difficult to measure unlike behaviours which can be seen and thus measured.

56
Q

Social learning theory (Albert Bandura, 1977)
Evaluation: applications:

A

Educational settings: encourages the use of role models to reinforce positive desirable behaviours bu observing others behaviours/ self-efficiency in educational achievements through effort and persistence in tasks
Therapies: cognitive behavioural therapy to shape thoughts and behaviours through modelling.

57
Q

Operant conditioning (B.F.Skinner, 1938)
Theory:

A

Personality is a collection of operant behaviours/ Behavior is shaped and maintained by its consequences, which can include reinforcements (positive or negative) and punishments/ Emphasizes the environment’s role in shaping behavior through reinforcement schedules.

58
Q

Operant conditioning (B.F.Skinner, 1938)
Evaluation: strengths:

A

Offers a comprehensive model for understanding the modification of voluntary behaviours/ practical applications in behaviour modification programs and institutional/ educational settings

59
Q

Operant conditioning (B.F.Skinner, 1938)
Evaluation: limitations:

A

Oversimplifies human behaviour by disregarding internal mental processes and motivations/ ethical considerations of the use of punishments

60
Q

Operant conditioning (B.F.Skinner, 1938)
Applications:

A

Token Economy Programs - use tokens( points, stickers) as a way to exchange rewards, encouraging positive behaviours and reinforcing desirable behaviours/ Behaviour Modification Programs - use principles of operant conditioning to shape behaviours bu reinforcing desirable behaviours and discouraging unwanted behaviours through punishments

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