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PSYC 332 > Chapter 13: The Behavioural/Social Learning Approach > Flashcards

Chapter 13: The Behavioural/Social Learning Approach Flashcards

1
Q

John Watson’s life

A
  • Was a fighter and a builder
  • Had a lack of enthusiasm for contemporary standards
  • Studied psychology because he preferred working with rats instead of humans
  • Was forced out of the discipline after marrying his research assistant
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2
Q

start of behaviourism

A

Behaviourism was started by John B. Watson’s 1913 article titled “Psychology as the Behaviourist Views It”

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3
Q

main argument of behaviourism

A
  • Argued that only the observable was reasonable subject matter for a science
  • Thus, psychologists should only study overt behaviour
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4
Q

Watson on conditioning

A

Believed that a few key conditioning principles would suffice to explain almost any human behaviour

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5
Q

Watson on personality

A

Argued that personality is the end result of one’s history of conditioning

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6
Q

Watson on shaping infants

A

Claimed that given a dozen healthy infants, he could train them into any type of specialist

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7
Q

B.F. Skinner’s life

A
  • Initially wanted to become a novelist, but failed to produce anything after two years of writing
  • Studied psychology at Harvard and emersed himself in his studies
  • Was not always as anti-Freudian as he is often described
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8
Q

Similarities between Skinner and Freud

A
  • Created a projective test based on the vague sounds emitted by a phonograph early in his career
  • Sought out the opportunity to go to psychoanalysis
  • Agreed with Freud that people simply do not know the reason for many of their behaviours, even though they think they do
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9
Q

what did Skinner call his approach?

A

radical behaviourism

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10
Q

radical behaviourism

A
  • a less extreme version of the position Watson advocated for
  • argued that people do not know the reason for their behaviour
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11
Q

Skinner on inner thoughts and experiences

A
  • Acknowledged the presence of thoughts and inner experiences
  • Rejected the use of inner states as explanations of behaviour in favour of observable external events
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12
Q

Skinner on the causes of behaviour

A
  • Challenged the extent to which we can observe the inner causes of behaviour
  • Argued that we simply respond to environmental demands
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13
Q

Skinner on happiness

A

Described happiness as a byproduct of operant reinforcement

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14
Q

Skinner on dignity and morality

A

dignity and inner moral decisions are illusions because we simply respond to environmental demands

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15
Q

discovery of classical conditioning

A

Discovered by Ivan Pavlov in Russia

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16
Q

classical conditioning

A

Learning resulting from pairing a conditioned stimulus with a new, unconditioned stimulus

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17
Q

how does classical conditioning begin?

A

with an existing stimulus-response association called an unconditioned stimulus and an unconditioned response

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18
Q

example of an existing S-R association

A

salivating in the presence of food

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19
Q

how does a conditioned response develop?

A

when the unconditioned stimulus is paired with a conditioned stimulus

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20
Q

example of a conditioned S-R association

A

salivating in the presence of a bell, after it has been repeatedly paired with food

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21
Q

second-order conditioning

A

the process of building one conditioned S-R associated with another

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22
Q

example of second-order conditioning

A

pairing a green light with the bell to generate salivation

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23
Q

Pavlov on behaviour

A

We are unaware of many S-R associations that influence our behaviour

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24
Q

anxiety and classical conditioning study

A

participants were made to feel anxious and then asked to sit in a waiting room with a stranger. Although the two did not interact, participants reported unfavourable impressions of the other person

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25
Q

extinction

A

the gradual disappearance of the conditioned S-R association

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26
Q

limitations of classical conditioning

A
  • The persistence of new S-R association requires occasional pairing or reinforcement of unconditioned and conditioned stimuli
  • Extinction
  • Impossible to create certain S-R bonds
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27
Q

discovery of operant conditioning

A

Discovered in the U.S. by Edward Thorndike

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28
Q

operant conditioning

A

Learning resulting from the response an organism receives following a behaviour

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29
Q

the law of effect

A

behaviours are more likely to be repeated if they lead to satisfying consequences and less likely to be repeated if they lead to unsatisfying consequences

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30
Q

how does operant conditioning begin?

A

Begins with the behaviours an organism emits spontaneously

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31
Q

reinforcement

A

a consequence that increases the frequency of a behaviour that precedes it

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32
Q

punishment

A

a consequence that decreases the frequency of the behaviour that precedes it

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33
Q

positive reinforcement

A

the presentation of a reward

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34
Q

effect of positive reinforcement

A

increases behaviour

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35
Q

negative reinforcement

A

the removal or lessening of an unpleasant stimulus

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36
Q

effect of negative reinforcement

A

increases behaviour

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37
Q

extinction

A

the removal of the reward

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38
Q

effect of extinction

A

Decreases behaviour

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39
Q

punishment

A

giving an aversive stimulus following behaviour or taking away a positive stimulus

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40
Q

effect of punishment

A

Decreases behaviour

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41
Q

is punishment effective?

A

it is often ineffective

42
Q

why is punishment often ineffective?

A
  • It does not teach appropriate behaviours
  • It must be delivered immediately and consistently
  • It can have negative side effects
43
Q

negative side effects of punishment

A
  • Aversive feelings toward the person administering the punishment
  • undesirable behaviours may be learned through modelling
  • they may associate other behaviours with punishment
44
Q

shaping

A

successive approximations of the desired behaviour are reinforced

45
Q

examples of shaping

A

rewarding a withdrawn patient for getting out of bed in an attempt to get them to partake in therapy

46
Q

generalization

A

generalizing a response of a specific stimulus to another stimulus

47
Q

example of stimulus generalization

A

rewarding a child for behaving politely around relatives and the child behaving politely towards other non-relatives

48
Q

discrimination

A

distinguishing between the rewarded and nonrewarded stimuli and thus, actions that lead to reinforcement, and those that don’t

49
Q

example of discrimination

A

behaving politely toward friendly adults but not toward rude adults

50
Q

Julian Rotter’s life

A
  • Majored in chemistry because he wanted to make money, despite his love for psychology
  • Attended Alfred Adler’s lectures and was eventually invited by Adler to attend meetings of the Society of Individual Psychology
  • Studied with the famous Gestalt psychologist Kurt Lewin
51
Q

what led to the start of the learning theory?

A
  • In the 1950s and 60s, the enthusiasm for behaviourism started to wane
  • This marked a transition from traditional behaviourism to social learning theory
52
Q

Behaviour-environment-behaviour interactions

A

the environment influences people’s behaviour which in turn determines the environment people like to be a part of

53
Q

what approaches does the social learning theory encompass?

A

behaviourism and the cognitive approach

54
Q

Rotter on the complexity of behaviour

A

the causes of human behaviours are far more complex than those of lower animal

55
Q

Rotter on the probability of engaging in behaviour

A

Argues that the probability of engaging in behaviour changes after rewards and punishments because our expectancies change.

56
Q

behaviour potential

A

each of the possible responses to a situation

57
Q

what two variables influence the strength of behaviour potential?

A

expectancies & reinforcement value

58
Q

expectancies

A

what we believe will happen if we act in a certain way

59
Q

reinforcement values

A

how much we think we will like each of the possible consequences we expect

60
Q

generalized expectations

A

beliefs we hold about how often our actions typically lead to reinforcements and punishments

61
Q

locus of control

A

a continuum ranging from people with extreme internal to external orientations

62
Q

Rotter on values

A

What we value tends to be relatively consistent

63
Q

Albert Bandura’s life

A
  • Intended to major in biological science, but became enamoured with psychology after enrolling in an introductory course
  • Was influenced by learning theorist Kenneth Spence
  • Received numerous honours, including the presidency of the American Psychological Association in 1974
64
Q

what did Rotter call his approach?

A

learning theory

65
Q

what did Bandura call his approach?

A

social-cognitive theory

66
Q

social-cognitive approach on behaviourism

A

Rejects the behaviourist’s depiction of human beings as passive recipients of whatever stimuli life throws their way

67
Q

reciprocal determinism

A

behaviours, external factors, and internal factors influence each other like parts

68
Q

Bandura on the distinction between humans and other animals

A

People use symbols and forethought as guides for future action, unlike lower animals

69
Q

Bandura on reinforcements

A
  • Most behaviour is performed in the absence of external reinforcements and punishments
  • Our daily actions are largely controlled by self-regulation
  • We engage in purposeful, future-oriented thinking
  • Challenges the assertion that people will perform any action if the environmental contingencies are altered appropriately
70
Q

observational learning

A

learning behaviours by observing and reading other peoples’ actions

71
Q

behaviourism vs. social learning theory on learning behaviours

A
  • Social learning theorists argue that we learn behaviours through observation, but whether we perform the behaviours we learn depends on our expectancies for reward or punishment
  • This clashes with behaviourists, who argue that we can’t learn something until we’ve engaged in that behaviour
72
Q

learning-performance distinction

A

We perform some of the behaviours we learn but not others because of our expectations of the consequences

73
Q

bandura on consequences

A

Our expectations of the consequences come from observing others

74
Q

bobo dolls study method

A

nursery school children watched a TV program in which an adult performed 4 novel aggressive acts on an adult-sized plastic Bobo doll. The adult was either rewarded, punished, or had no consequences for their behaviour (3 conditions).

75
Q

bobo dolls study findings

A

nearly all the children in the three groups could perform the behaviours when asked. The children who had seen the model rewarded were significantly more likely to perform the behaviours than those who had seen the model punished.

76
Q

what does the bobo dolls study demonstrate?

A

the learning-performance distinction

77
Q

strengths of behaviourism

A
  • Solid foundation in empirical research
  • Development of useful therapeutic procedures, which involve baseline data and objective criteria
  • Social learning theories and Bandura’s cognitive theory added cognitive variables to the behavioural approach, expanding the behaviourist perspective
78
Q

criticisms of behaviourism

A
  • It is too narrow in its description of human personality (inappropriate attention to important causes of behaviour)
  • Human beings are much more complex than the laboratory animals used in behavioural research
  • Treatments sometimes distort the real therapy issues by reducing everything to observable behaviour
79
Q

overt behaviour

A

that which can be observed, predicted, and controlled by scientists

80
Q

principles that explain human behaviour

A
  • Classical conditioning
  • Operant conditioning
81
Q

Ivan Pavlov

A

a physiologist who studied digestive processes

82
Q

what does an unconditioned stimulus evoke?

A

an unconditioned response

83
Q

what does operant conditioning investigate?

A

the effect certain kinds of consequences have on the frequency of behaviour

84
Q

consequence

A

a reinforcement or punishment depending on the person and the situation

85
Q

what kind of reinforcement is drug addiction?

A

Drug addiction starts with positive reinforcement because it feels good but eventually becomes a form of negative reinforcement because it removes the withdrawal symptoms

86
Q

what is shaping useful for?

A

teaching complex behaviours

87
Q

when does generalization lead to a certain behaviour?

A

as long as a generalized response is met with reinforcement, the behaviour is likely to continue

88
Q

how do social learning theorists determine reinforcers?

A

they are provided by the individuals being studied

89
Q

what does social learning theory rely on?

A

generalized expectancies

90
Q

who proposed the locus of control dimension?

A

Rotter

91
Q

self-regulation

A

controls behaviour in the absence of external reinforcements and punishments according to social-cognitive theory

92
Q

do behaviours learned by observation need to be performed?

A

no

93
Q

what determines if someone will perform an observed behaviour?

A

their expectations about the consequences

94
Q

Watson on abnormal behaviours

A
  • Problematic behaviours are explained in terms of reinforcing the wrong behaviour
  • He demonstrated the creation of abnormal behaviours through normal conditioning procedures
95
Q

when does operant conditioning dominate?

A

Operant conditioning takes over once the pairing of classical conditioning is removed

96
Q

applications of classical conditioning

A
  • To eliminate or replace stimulus-response associations that cause clients problems
  • Systematic desensitization
  • Biofeedback
97
Q

systematic desensitization

A

replacing the old association of feared stimulus and response with a new association of the stimulus

98
Q

aversion therapy

A

altering problem behaviours by pairing aversive images with undesirable behaviours

99
Q

applications of operant conditioning

A
  • The therapist identifies the target behaviour and defines it in specific operational terms
  • Biofeedback
100
Q

biofeedback

A

requires specific equipment that provides information about somatic processes

PSYC 332 (12 decks)

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