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1
Q

define unconditioned stimulus

A

evokes an automatic response without being learnt

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2
Q

define unconditioned response

A

behaviour that occurs naturally due to a given stimulus

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3
Q

define neutral stimulus

A

is a stimulus that initially provokes no response

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4
Q

define conditioned stimulus

A

the learned stimulus a previously neutral stimulus that after being associated with unconditioned stimulus eventually comes to trigger a conditioned response

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5
Q

define conditioned response

A

the learned response after association

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6
Q

explain stage 1 before conditioning (classical)

A

unconditioned stimulus produces an unconditioned response. a neutral stimulus produces no response

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7
Q

explain stage 2 during conditioning (classical)

A

Neutral stimulus is paired with the unconditioned stimulus. This creates the unconditioned response.

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8
Q

explain stage 3 after conditioning (classical)

A

The neutral stimulus becomes the conditioned stimulus. This creates a conditioned response.

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9
Q

give an of classical conditioning stages using harry and lightning

A

Five-year-old Harry is watching a storm from his window. A huge bolt of lightning is followed by a tremendous thunderclap and Harry jumps at the noise. This happens several more times. There is a brief lull and then another lightning bolt. Harry jumps in response to the bolt.

NS = lightning bolt + UCS = sound of thunder UCR = jumps

CS =lightning bolt CR =jumps

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10
Q

define one trial learning

A

Acquire a new behaviour in a single pairing of MS and UCS. Tends to happen if response is severe and failing to learn could be fatal.

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11
Q

define extinction and spontaneous recovery

A

If the CS is repeatedly presented in the absence of the UCS the strength of the CR gradually declines and eventually becomes extinct. However, if the pairing ever occurs again then the response reappears.

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12
Q

define generalisation

A

Stimuli which are like the CS can also trigger the CR

E.g., little albert scared of all things white and fluffy

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13
Q

define discrimination in terms of classical conditioning

A

Stimuli which are like the CS can also trigger the CR

E.g., little albert scared of all things white and fluffy

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14
Q

describe pavlovs dog experiment

A

Pavlov was researching salivation in dogs as response to being fed
he inserted test into dogs throat
he notice if he rang a bell when he fed them
whenever they heard bell they would salivate

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15
Q

SHOW 3 stages of classical conditioning with pavlovs dogs

A

Before conditioning
Food (UCS) = salivate (UCR)
Bell (sound) (NS)

During conditioning
Food (UCS) + Bell (sound) (NS)
Salivate (UCR)

After conditioning
Bell sound (CS) Salivate (CR)

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16
Q

participants in watson and rayners study

A

one baby boy-albert
aged 9 months
11 months when began
chosen as was healthy and fearless

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17
Q

Describe the procedure in Watson and Rayner’s little albert study

A

-9 months albert was tested with a white rat and cotton wool to see if there was a fear reaction
-he did not (NS)
-albert cried when tested with loud noise (UCS) crying (UCR)
-at 11 months albert was conditioned
-shown white rat 3x paired with iron bar
- now when rat present alone albert whimpered as well as other fluffy white things

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18
Q

results of Little albert study

A

now when NS is CS albert crying is CR

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19
Q

Conclusion of watsona and rayners study

A

human can sucessfully be conditioned

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20
Q

evaluation: generalizability of watson and raynors study

A

-low
-single male child androcentric
-believed albert had a disability
-died at 6 of hydrocephalus

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21
Q

evaluation: reliability of watson and raynors study

A

-high
-standardized
-documented
-could (but shouldnt) be replicated
-filmed

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22
Q

evaluation: applicability of watson and raynors study

A

-mainly applicable to other learning theorists who investigated phobias to greater depth
- led to flooding and systematic

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23
Q

evaluation: validity of watson and raynors study

A

-high
-controlled
-did control tests
-lack ecological validity
-has construct validity

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24
Q

evaluation: ethics of watson and raynors study

A

-unethical
-distress
- no protection from harm
-not informed consent

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25
Q

what was operant conditioning orginally called

A

instrumental conditioning

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26
Q

who was operent conditioning deleveloped by

A

Thorndike and skinner

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27
Q

what is thorndikes law of effect

A

responses that produce satisfying respect are more likely to do again whereas discomforting we are less likely

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28
Q

describe skinners puzzle box experiment

A

-desgned a peice of apparatus that consists of a cotrolled enviroment where an animal can be placed
-lever which delivers a food pellet if pressed or pecked
- lever can also be connected to an electrified grid which turns on when lever pressed

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29
Q

define positive reinforcement

A

giving someone a reward to encourage a behaviour

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30
Q

define negative reinforcement

A

taking away something

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31
Q

positive punishment

A

adding an aversive stimulus that will reduce showing of the behaviour

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32
Q

negative punishment

A

the removal of a liked stimulus to reduce showing of behaviour

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33
Q

define primary reinforcers

A

these occur naturall to satisfy basic human needs eg food water and shelter

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34
Q

define secoundary reinforcers

A

associated with primary reinforcers and help to strenthen the behaviour

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35
Q

continous reinforcement

A

behaviour reinforced everytime its seen

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36
Q

partial reinforcement (lasts longer)

A

when a behaviour reinforced some of the time

37
Q

4 types of partial reinforcement and described

A
  1. fixed interval- after preset amount of time
  2. variable interval- rewarding of first correct response after set amount time passed
  3. fixed ratio- reinforced only after a specific number of responses
  4. variable ratio- response reinforced after set number of correct responses given
38
Q

behavior modification

A

-type of therapy
-extinguish undesirable behavior
-replace original behavior

39
Q

behaviour shaping

A

once a desired behaviour has been seen the rewards are more selective

40
Q

scalloping effect

A

found fixed interval dramatic drop in response from rat after given reinforcement

41
Q

what is the main concept of social learning theory

A

learn through observing and imitating behaviour by role models

42
Q

factors that effect imitation

A

-more likely if identify with them in some way
- if similar age or same sex
-celebrities

43
Q

vicarious reinforcement

A

learning through observation of the consequences of actions of others

44
Q

acronym for social learning stages

A

ARRM

45
Q

describe 1st social learning stage attention

A

individual needs to pay attention to behaviour and its consequences

46
Q

describe secound phrase of social learning theory retention

A

must remember what was seen

47
Q

3rd stage SLT- reproduction describe

A

must be able to reproduce the behaviour
must have abilities and skills

48
Q

4th SLT stage- motivation

A

must expect to recieve the same positive reinforcement

49
Q

what was aim of bobo doll study in 1960s by bandura

A

aim to see whether aggressive behavior could be acquired through observation of aggressive model

50
Q

what was participants of bobo doll study in 1960s by bandura

A

-36 boys
-36 girls
-3-6years old
-from stanford university nursery

51
Q

what was the procedure of bobo doll study in 1960s by bandura

A

-matched pairs
-children brought in and played with toys
- children taken to another room deliberately frustrated
3. observed model
4. 3 observing conditions
5.agressive adult model, nice adult and no model

52
Q

what was results of bobo doll study in 1960s by bandura

A
  • children who saw agressive model showed agression
  • boys were more phsyical agression and girls verbal
53
Q

what was the conclusion of bobo doll study in 1960s by bandura

A

social behaviour such as agression can be aquired by imitation qnd more likely to be imitated if gender typical

54
Q

what was generalisabilty of bobo doll study in 1960s by bandura

A

large sample of boys and girls good but
unrepresentative as all same nursery and can not generalise with adults

55
Q

what was the reliabilty of bobo doll study in 1960s by bandura

A

can be replicated
standardised
high

56
Q

what was applicability of bobo doll study in 1960s by bandura

A

applied parenting and teaching
violent games and sports

57
Q

what was the validity of bobo doll study in 1960s by bandura

A

low
not common setting
demand characteristics

58
Q

what was the ethics of bobo doll study in 1960s by bandura

A

low
harm
cant give consent
against guidlines normalising behaviour

59
Q

what was aim of bobo doll study and vicarous reinforcement in 1965 by bandura

A

consider whether reinforcement and punishment of agressive models would influence the agression displayed by observers

60
Q

what was participants of bobo doll study and vicarous reinforcement in 1965 by bandura

A

-33 boys
-33 girls
-same nursery
-3-6 years

61
Q

what was procedure of bobo doll study and vicarous reinforcement in 1965 by bandura

A

randomly allocated in one of three conditions all involved watvhing film of a adult
1. model-rewarded condition adult praised for agression
2. model- punished
3. no consequence
children then placed in same setting

62
Q

what was results of bobo doll study and vicarous reinforcement in 1965 by bandura

A

children in punished model less agressive vice versa

63
Q

what was generalisability of bobo doll study and vicarous reinforcement in 1965 by bandura

A

large
but can not gernalise with adults

64
Q

what was reliabilty of bobo doll study and vicarous reinforcement in 1965 by bandura

A

standardised
replicated
filmed
multiple observers

65
Q

what was application of bobo doll study and vicarous reinforcement in 1965 by bandura

A

parenting
censorship

66
Q

what was validity of bobo doll study and vicarous reinforcement in 1965 by bandura

A

demand charcteristics

67
Q

what was ethics of bobo doll study and vicarous reinforcement in 1965 by bandura

A

distressing
presumptive consent

68
Q

define a phobia

A

a phobia is an anxiety disorder which interferes with daily living

69
Q

Classical conditioning explanation of phobias

A

bad experience has happened that caused you to fear it

70
Q

operant conditioning explanation of phobias

A

-phobia is maintained
-negative reinforcement
-removal of symptoms leads to an increase in behaviour

71
Q

SLT explanation of phobias

A

caused by observation and modelling of phobia

72
Q

evidence for and against classical conditioning explanation of phobias

A

for little albert
for flooding
against evolution
against cant explain phobias where not in contact

73
Q

3 treatments of phobias

A

systematic desensitisation
flooding
modelling

74
Q

describe flooding - phobias

A

immediate exposure to fear
2-3hour sessions

75
Q

describe systematic desenitisation - phobias

A

exposure to fear
based on can not be relaxed and anxious at same time
exposed till no reaction

76
Q

describe modelling - phobias

A

SLT
individual observes a person acting calmly around phobia

77
Q

name a strength and a weakness of modelling phobias

A

+ harm free
-have to be a role model

78
Q

name a strength and a weakness of flooding phobias

A
  • unethical
    + fast
79
Q

name a strength and a weakness of systematic desensitisation phobias

A

+ more likely to take part
-time
- need to be commited

80
Q

supporting evidence of operant conditioning theory

A

STRENGTH
skinners box

counterargument
animal study

81
Q

application of operant conditioning theory

A

STRENGTH
token economy

counterarguement
shirt term solution

82
Q

complete explanation of operant conditioning theory

A

Weakness
doesnt look at association and mental processes

ignores nature

83
Q

scientific explanation of operant conditioning theory

A

STRENGTH
measured and controlled

84
Q

supporting evidence of SLT

A

STRENGTH
bandura

85
Q

application of operant conditioning theory

A

therapies such as Systematic Desensitisation or Token Economies.
STRENGTH

86
Q

complete explantion SLT

A
  • ALL nuture
    no mental processes
87
Q

supporting evidence of classical conditioning

A

Pavlov (1927) and Watson & Rayner (1920)

88
Q

application of classical conditioning

A

treating phobias

Psychology (7 decks)

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