Chp 6 - Behaviourist and Learning Aspects

Question 1

Watson, Rayner, and Little Albert

Answer 1

1. Can an infant be conditioned to fear an animal?
2. Would this fear transfer to other animals?
   - show fear to any furry animals
3. How can you then remove this fear?

• Emotional responses are learned
  If our emotional reactions are learned, then learning can be used to change unhealthy emotional reactions.

Question 2

Exposure Therapy

Answer 2

Exposure therapies for specific phobias based on
Classical (Pavlovian) Conditioning.

Systematic desensitization the most common treatment for specific phobias
- Gradual exposure to stimulus is paired with relaxation, loses the fear provoking properties
-Imaginal (In imagination)
-in vivo (The real thing)
-Virtual

Question 3

Skinner and Radical Behaviorism (2)

Answer 3

• Psychology should measure, explain and change objectively observable behaviour
• Behaviour is controlled by its consequences; behaviour is either increased (reinforcement) or decreased (punishment)

Question 4

Stimulus-Response Learning (2)

Answer 4

• In the presence of certain stimuli, you perform a response in order to obtain a reward or avoid punishment
• Behaviour controlled by stimuli that signal reward is available or punishment possible

Question 5

Social Learning Theory (3)

Answer 5

• Based on traditional learning theories of Pavlov, Watson, Hull, Skinner
• Recognised the importance of social factors, we learn from each other
• Developed into Social-Cognitive Learning Theory

Question 6

Social Learning Theory: Habit Hierarchy

Answer 6

In any situation range of behaviours available:
1. Talk to who you know best
2. Walk around the room
3. Get food/drink
4. Find a place to sit
5. Meet someone new
6. Leave
7. ….

What the behaviour that you are most likely to engage in?

You have a habit (response) hierarchy

Learning rearranges habit/ response hierarchy
- E.g. meeting someone, originally not likely to happen
* If happens, and it turns out to be a positive experience, then meeting someone new has moved up the habit hierarchy

Question 7

Primary Drives

Answer 7

• Arise directly from biological need
• E.g. Hunger, thirst, thermo-regulation
• If thristy, drinking water is reinforcing/ rewarding

Question 8

Acquired (Secondary) Drives

Answer 8

Established through learning
- e.g. rectangular paper (money) actually means nth, and has no inherent value, but you can trade them for sth valuable, but it is learnt to be valuable through experience
- e.g. gold stars in school: paired with social praise

Question 9

Drive Conflict

Answer 9

Same event generates multiple motivations, Both approach and avoidance

The intensity varies
- Depending on time, when the event will happen

Question 10

Intensity Changes Over Time (2)

Answer 10

1. Gradient of approach: the closer a positive event, the stronger pull/ Attraction, e.g. tomorrow is payday
2. Gradient of avoidance: the closer an aversive event, the stronger the anxiety, avoidance e.g. exam tomorrow, generate discomfort

Question 11

Approach-Avoidance Conflict

Answer 11

-Same goal elicits both approach and avoidance.
-Intensity changes with time

-When event distant, approach stronger
o Think of the good aspects
-When near, avoidance stronger
o Negative aspects take over mind
-Ambivalence at balance
o 2 lines cross each other, maximum conflict, equal levels

-e.g. in-class presentation
Has positive elements, approach,:
- Experience, interest, help others, mark/recognition
Avoid:
- Time and effort to prepare, public speaking anxiety

Question 12

Avoidance-Avoidance Conflict

Answer 12

Both aversive
- Neither option is attractiveness
- E.g. Should I study chemistry or do calculus?

Avoid making decision, procrastinate (start cleaning house)
- Anxiety

Question 13

Approach-Approach Conflict

Answer 13

Both desirable
- e.g. 2 diff events happening on halloween, which one should I go to?
If equally distant, Indecision
More immediate, the more attractive
Movement towards one breaks indecision

Question 14

Frustration Aggression Hypothesis

Answer 14

*Frustration leads to aggressive behaviour
*May be displaced or delayed
*Not instrumental aggression
-
e.g. frustration at work: can become delayed, later in the day
-
Or displaced on partner etc.
experiment
Toddles access to toys and stuff
Alternating free play and unavailability:
Can see toy but can’t access
Frustration in toddlers
Frustration increased kicking, hitting, throwing objects, vocal distress

Studies done with adults: having cars sit at a green light until amber light

Question 15

instrumental aggression

Answer 15

is when an individual intentionally acts aggressively to achieve a particular purpose.

Question 16

Why We Act Aggressively

Answer 16

Other factors
*Not just frustration, other negative states.
e.g., physical discomfort, pain, fear,
crowding,
-
- Physical assaults more frequent on hot, humid days
- In lab studies, people in uncomfortably hot rooms react with greater hostility if provoked
- Many species more aggressive in crowded livng conditions