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Question 1

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

Answer 1

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

Question 2

Criticisms and Controversies of skinners theories

Answer 2

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

Question 3

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

Answer 3

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

Question 4

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

Answer 4

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

Question 5

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

Answer 5

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.

Question 6

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

Answer 6

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.

Question 7

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

Answer 7

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.

Question 8

Social learning theory ( Julian Rotter, 1966)

Evaluations: limitations:

Answer 8

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

Question 9

Social learning theory (Albert Bandura, 1977)
Theory:

Answer 9

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.

Question 10

Factor analysis

Answer 10

Examine the relationships between a number of intelligences and look for underlying patterns and structures

Question 11

Social learning theory ( Julian Rotter, 1966)

Evaluations: strengths:

Answer 11

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

Question 12

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

Answer 12

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).

Question 13

Julian Rotter’s Expectancy Theory

Answer 13

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

Question 14

Comparisons with Other Theories of Bandura’s theory ESSAY Q5

Answer 14

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

Question 15

Critique of General Intelligence

Answer 15

Some scholars argue against the idea of a single, overarching intelligence factor, advocating for a more diverse and multi-dimensional view.

Question 16

Cultural Bias: Critique of general intellegence

Answer 16

Critics point out that intelligence tests may have cultural biases, affecting the performance of individuals from different cultural backgrounds.

Question 17

intelligence definition - gardner

Answer 17

“the ability to solve probems or to fashion products that are valued within one or more cultural settings” - Gardner, 1983
This definition shows his views on intelligence being more complex as suggested by general intelligence theorists

Question 18

General intelligence definition

Answer 18

By applying knowledge / skills learned

Question 19

Spearman’s concept of general intelligence
Theory: 2 factor theory of intelligence

Answer 19

2 - factor theory of intelliegense
1 - general intelligence concept Charles
spearman (1904) proposed the concept of general intelligence factor ‘g’ - reflects individuals cognitive abilities and mental energy
2- Specific factors (s): intelligence needed for specific tasks of intelligence e.g maths

Question 20

Spearman’s concept of general intelligence
Theory: overview

Answer 20

1- general intelligence factor (g)
2- specific factors (s)
Cognitive ability is a combination of both (g) and (s) as shown using factor analysis, meaning individuals that excel in one area of intelligence tend to perform well in other areas

Question 21

Spearman’s concept of general intelligence
Evaluation: strengths:

Answer 21

concept of general intelligence is supported by empirical evidence of (g) factor/universally applicable to different cogative tasks/ can be used for academic performance / easily assessed using IQ test

Question 22

Spearman’s concept of general intelligence
Evaluation: limitations:

Answer 22

solely focusing on (g) factor oversimplifies the complexities of intelligence, overlooking specific factors (s) thet aren’t measured by traditional IQ tests/ doesn’t address cultural factors affecting performance

Question 23

Spearman’s concept of general intelligence
Applications:

Answer 23

• Educational / workplace settings: IQ tests based on (g) factor concept are widely used to access or predict cognitive abilities
• Clinical settings: used to identify
  cognitive impairments/ learning disabilities

Question 24

Weschler’s measure of intelligence
theory:

Answer 24

David Weschler (1955) developed intelligence scales to measure cognitive abilities such as verbal comprehension, perpetual reasoning, working memory etc/ 2 scales the WAIS and the WISC

Question 25

Weschler’s measure of intelligence
evaluation: strengths:

Answer 25

asses all aspects of cognitve abilities/ provides a holistic view of an individuals cognitive abilities/ tests can be interpreted to larger population/ can be used for educational purposes

Question 26

Weschler’s measure of intelligence
evaluation: limitations

Answer 26

tests don’t include changes in cognitive abilities over time/ cultural influence on individuals perception of tasks affecting their performance

Question 27

Weschler’s measure of intelligence
applications:

Answer 27

clinical setting - scales can be used to asses and determine individuals cognitive abilities and help form interventions for cognitive disorders or difficulties
educational setting - identifies students strengths and weaknesses in specific tasks, creating inclusive support available to students

Question 28

John C. Raven’s matrices (1936, 1938)
theory:

Answer 28

test was refined in 1938 improving the research and its reliability and validity/ non verbal test used to measure abstract reasoning and problem solving skills/ asseses fluid intelligence by having participants match patterns

Question 29

John C. Raven’s matrices (1936, 1938)
evaluation: strengths:

Answer 29

focuses on abstract reasoning and problem solving skills which are important aspects of cognitive tasks/ can be broadly applied to various settings/ limits language and cultural bias with is contrasted to Wechsler’s measure of intelligence

Question 30

John C. Raven’s matrices (1936, 1938)
evaluation: limitations:

Answer 30

limited to only assessing fluid intelligence, disregarding other cognitive abilities such as memory or verbal comprehension

Question 31

John C. Raven’s matrices (1936, 1938)
applications:

Answer 31

educational settings: quick and easy to assess students abilities.
clinical setting: evaluate cognitive ability of individuals

Question 32

Gardner’s theory of multiple intelligence
Theory:

Answer 32

Dr Howard Gardner proposed that people were more complex than could be measured through traditional IQ testing/ rejects general intelligence theories as a single construct/ identified multiple intelligences

Question 33

Gardner’s theory of multiple intelligence
Theory: multiple intelligences listed

Answer 33

identified multiple intelligences including linguistic and verbal, spatial, musical, logical, interpersonal, intrapersonal, existential, and naturalist intelligences

Question 34

Gardner’s theory of multiple intelligence
Evaluation: strengths:

Answer 34

Acknowledges a broad spectrum of human abilities, more inclusive / allows for the recognition of different abilities in educational settings

Question 35

Gardner’s theory of multiple intelligences
Limitations:

Answer 35

Limitations: Lacks standardised method of assesment / Lack of empirical evidence to back theory: / Gould (1996) examines the lack of strong Scientific evidence in Gardner’s theory, relating to methodically issues such as many different intelligences to evaluate

Question 36

Gardner’s Theory of multiple intelligences
Applications:

Answer 36

Educational setting: Gardner’s theory has strongly impacted the educational systems through advocating for different teaching methods that cater to different learning styles /encourages individuals to further develop their skills in different areas.