D2e1 Jones (1924): curing a boy's phobia Flashcards
Jones’ study aim
To investigate whether a phobia in a little boy can be deconditioned and whether this would generalise to other objects
Jones’ study procedure
1) Jones started observing Peter when he was young, she watched Peter play with beads in cot as experimenter showed him white rat. He screamed and moved away, leaving behind beads. Rat touched beads, and Peter protested, but didn’t when other child touched them
2) Peter’s reactions to different objects observed- his fear of rats generalised to other objects
3) Peter found to be more afraid of rabbits- this used for deconditioning
4) Peter had play sessions with 3 children and rabbit, but he was sometimes observed alone
5) Peter’s reactions were listed, 6 People given the descriptions to put into order of improvement- tolerance series.
6) from session 8 onwards, classical conditioning used to help Peter. He was given food he liked the same time rabbit’s cage was brought closer- only moved as close as Peter would allow and carry on eating
7) other kids act as role models, and helped Peter
8) Peter lost fear of cotton, coat and feathers, and said he liked the rabbit. He also accepted animals such as frogs, worms and a mouse
Jones’ study: Peter’s reactions to rabbit
a) rabbit in cage anywhere near room causes fear
b) accepts cage 4 metres away
c) accepts cage 1.3 metres away
d) accepts cage 1 metre away
e) accepts rabbit in cage close by
f) rabbit accepted free in room
g) rabbit touched when experimenter holding it
h) rabbit touched when free in room
i) Peter reacted badly to rabbit, i.e throwing things at it, but also imitated it
j) rabbit allowed on tray of high-chair
k) squats beside rabbit
l) helps experimenter carry rabbit to cage
m) holds rabbit on lap
n) alone in room with rabbit
o) in playpen with rabbit
p) fondles rabbit
q) lets rabbit nibble on fingers
Jones’ study: Peter’s reaction to Playroom and cot
chose toys, got into cot
Jones’s study: Peter’s reaction to rolled in white ball
picked it up and held it
Jones’s study: Peter’s reaction to fur coat over cot
cried until removed
Jones’s study: Peter’s reaction to cotton balls
whimpered, cried, withdrew
Jones’s study: Peter’s reaction to hat with feathers
cried
Jones’s study: Peter’s reaction to blue wooly jumper
looked, turned away, no fear
Jones’s study: Peter’s reaction to white cloth rabbit
no fear
Jones’s study: Peter’s reaction to wooden doll
no fear
Results of Jones’s study
The changes in Peter’s behaviour not continuous or equally spaced in time. His behaviour improved and worsened, for example in session 33 after being scratched by rabbit.
Jones’s study: how did the children act as role models?
On one session rabbit made Peter cry, one child came over and helped Peter move closer to rabbit. In 21, rabbit put in front of Peter but he cried, so other child held it. Peter then wanted rabbit and held it briefly
Jones’s study conclusion
Both classical conditioning and social learning helped to decondition Peter. The deconditioning also helped reduce generalised fears and helped Peter cope with new animals
Strengths of Jones’ study
1) Jones made detailed observations over a long period. These show Peter’s progress thoroughly, so the changes can be seen clearly
2) She asked other people to order the tolerance series so avoided being biased herself
3) She used different ways to help Peter. These deconditioned him, and other people built on her method
