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13C > Learning > Flashcards

Learning Flashcards

1
Q

What was the key question in learning psychology?

A

To what extent do role models in the media influence anorexia

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2
Q

What are the AO1 skills being assessed in the learning key question?

A

AO1- Describe what anorexia is (symptoms), who it affects (statistics) and why anorexia is a key issue.

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3
Q

What are the AO2 skills being assessed in the learning key question?

A

AO2- Application of Operant, Classical and Social Learning theories to explain anorexia.

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4
Q

What are the AO3 skills being assessed in the learning key question?

A

AO3- Strengths and weaknesses of the learning theories to explain anorexia i.e. can other theories explain it better? Do we have any supporting or conflicting research?

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5
Q

AO1: In 2023/2024 how many people in the UK were affected by an eating disorder?

A

Between 1.25 and 3.4 million people in the UK are affected by an eating disorder (75% female)

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6
Q

AO1: Which age group are most commonly affected by an eating disorder

A

Eating disorders are most common in people between the ages of 16 and 40 years old

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7
Q

AO1: True or false - Eating disorders have the highest mortality rates among psychiatric disorders

A

True

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8
Q

AO1: True or false Anorexia nervosa has the lowest mortality rate of any psychiatric disorder in adolescence

A

False - it has the highest mortality rate of any psychiatric disorder in adolescence

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9
Q

AO1: What are some of the long term complications with eating disorders?

A

Anorexia has long term implications for a sufferers such as disruption to menstrual cycle, tiredness and physical pain

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10
Q

AO1: What is the recovery rate?

A

70% recover within 10 years

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11
Q

AO1: What BMI does a sufferer of anorexia fall to?

A

anorexia is diagnosed when BMI falls below 17.5

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12
Q

AO1: What cognitive distortions does a person with anorexia have?

A

Distorted self perception of body shape & overemphasis of its importance for self-esteem

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13
Q

AO1: Give some symptoms of a person with anorexia has

A

Hair loss
Dizziness and headaches
Frequent sore throats and/or swollen glands
Low blood pressure
Loss of menstrual cycle and infertility
Constipation or incontinence

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14
Q

AO2: How can classical conditioning explain how the media affects eating disorders?

A

Advertisers use classical conditioning to associate thinness/fashion with fame and popularity which
encourages weight loss and reduced BMI.

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15
Q

AO2: How can operant conditioning explain how the media affects eating disorders?

A

Operant conditioning suggests if someone is complimented on initial weight loss they would continue
losing weight and this makes them ill.

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16
Q

AO2: How can social learning theory explain how the media affects eating disorders?

A

Celebrities and models are used to advertise products such as fashionable clothing so individuals will
observe and imitate these role models.

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17
Q

AO2: How can vicarious reinforcement (from social learning theory) explain how the media affects eating disorders?

A

Vicarious reinforcement - the models get lots of attention and praise for their looks which motivates the person with an eating disorder to reduce their body mass in order to achieve this figure

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18
Q

AO3: How can Bandura 1961 support the argument that role models in the media may cause eating disorders?

A

Bandura (1961)
Found that children will imitate aggressive role models when given the opportunity. Also found that boys imitate boys and girls imitate girls. Therefore it is credible that young boys and girls may copy

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19
Q

AO3: How can Bandura 1965 support the argument that role models in the media may cause eating disorders?

A

Bandura (1965) -
The children, especially girls, who saw the model being punished showed lower imitated aggression towards the bobo doll. This supports the idea that vicarious reinforcement has an impact on imitative behaviour. Therefore it is credible that this could also lead to eating disorders being reinforced vicariously.

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20
Q

AO3: AO3: How can Becker support the argument that role models in the media may cause eating disorders?

A

Becker (2002)
Increase in eating disorders in Fiji with the introduction of American television programmes, which emphasise a westernised idealised body shape.

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21
Q

AO3: What did Holland 1984 find which may in fact suggest that eating disorders are biological?

A

Holland et al (1984)
High concordance rates of Anorexia were found for MZ female twins – 55% compared to 7% for DZ female pairs.

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22
Q

AO3: How can operant conditioning fail to explain eating disorders?

A

Does not help explain why that so many anorexics continue to starve themselves when they no longer receive praise and compliments about their size – it could be about the attention that they receive that’s reinforcing being anorexic.

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23
Q

What is the aim of your learning practical?

A

To conduct an observation into males and females behaviour on public transport (comparing ‘good manners’ against
‘bad manners’) using a covert, non-participant observation

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24
Q

What is the null hypothesis of your learning practical?

A

Null hypothesis: There will be no difference in the number of polite and rude behaviour seen by males and females
on public transport to and from college during morning and evening rush hour (approximated 20m journeys)

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25
Q

What is the alternative hypothesis of your learning practical?

A

Alternative hypothesis (One-tailed): Males will show more polite and less rude behaviours than females on public
transport to and from college during morning and evening rush hour (approximated 20m journeys).

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26
Q

What was the sample of your learning practical? CONTEXT

A

Sample: Opportunity sampling gathering 100 participants gathered from public transport to and from college during
morning and evening rush hour (approximated 20m journeys).

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27
Q

What type of observation did you complete for your learning practical?

A

Naturalistic, participant, covert

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28
Q

How did you collect quantitative data in your learning practical?

A

We created a coding scheme which identified good manners i.e. putting your bag under your seat, saying excuse me and bad manners i.e. putting your feet on a chair or standing in the way of the doors when people are trying to get one.
We sat on the metro and recorded the number of behaviours we saw in other passengers during rides we tallied the number of behaviours based on a pre-set coding scheme

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29
Q

How did you collect qualitative data in your learning practical?

A

We gathered qualitative data in this study by noting down phrases people were saying when they were talking loudly or making a note on what types of music people were listening too if their headphones were too loud.

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30
Q

What was the method of your learning practical?

A

We created a coding scheme which identified good manners i.e. putting your bag under your seat, saying excuse me and bad manners i.e. putting your feet on a chair or standing in the way of the doors when people are trying to get one.
We piloted the study first to ensure inter-rater reliability and then sat on the metro every morning in pairs for a week keeping track of when males and females showed these behaviours.
We recorded the first behaviour that we saw from our coding scheme and then didn’t count any others to ensure it was nominal data
We sat on the metro and recorded the number of behaviours we saw in other passengers during rides we tallied the number of behaviours based on a pre-set coding scheme

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31
Q

How did you analyse the quantitative data from your learning practical?

A

We calculated the chi squared formula for these results.

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32
Q

How did you analyse the qualitative data from your learning practical?

A

We noted down other qualitative data during the observation and read through the notes looking for themes in the data.
We also identified themes from the qualitative data using a simple thematic analysis.

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33
Q

What were the results from your learning practical? (remember that you can make the number up)

A

The results showed 30 rude males, 20 polite, 16 rude females, 34 polite. We calculated a chi-squared value of 4.68 therefore the results are significant as this value exceeds the critical value of 2.71 p>0.05

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34
Q

What did we conclude from our learning practical?

A

There is a significant difference between males and females and the number of rude manners shown on public transport in rush hour as the calculated value exceeds the critical value at 1 d.f. and p>0.05(x^2 = 4.68, CV = 2.71)

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35
Q

AO3: Give two strengths of the sample of your learning practical

A

Large sample of commuters which increases the generalisability. This makes the results about politeness more
representative of a wider population
* Males and females as we were looking at gender’s impact on rudeness which increases the generalisability. This
makes the results about politeness more representative of a wider population

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36
Q

AO3: Give two weaknesses of the sample of your learning practical

A

thnocentric all from the north east so their politeness is not generalisable. This means their results about rude and
politeness is not generalizable and might not represent a wider population
* Opportunity sampling (on public transport) means they all share characteristics in their polite/rude behaviour so it
isn’t generalisable. This means their results about rude and politeness is not generalizable and might not represent a
wider population

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37
Q

AO3: Give two strengths on the reliability of your learning practical.

A

There was high inter-rater reliability as we completed the observation in pairs and agreed on the rude and polite behaviours. This is
good as we were able to check the results against that of another person to see if we had scored them the same
* Standardised coding scheme- what the rude and polite behaviours were. This makes the study easier to repeat

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38
Q

AO3: Give two strengths of the validity of your learning practical

A

This study has high ecological validity as they were going about their normal morning/evening routine on public
transport. This means the results we gained about politeness and rudeness can be applied to behaviour in everyday
life
* The study is low demand characteristics since covert and the commuters didn’t know we were observing their
positive and negative behaviours. This means that they wouldn’t change their rude/politeness because they knew
they were being studied which makes the results gained more valid.

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39
Q

AO3: Give a strength in regards to the ethics in your learning practical

A

no harm as we simply observed their polite and rude behaviours and didn’t impact on them. This makes the study
ethical as it didn’t break the ethical guideline of harm

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40
Q

AO3: Give two weaknesses about the validity of your learning practical

A

Extraneous variables such as mood and what day they’ve had may effect results more than gender. This means the results about how
gender impacts on politeness might not be valid because it is this other factor which is influencing it
* May miss behaviours when noting things down/only counting the person once (which means if they show a rude
behaviour followed by 2 polite ones, the polite wasn’t counted). This means the results about the
rudeness/politeness might not be accurate as it was incorrectly recorded.

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41
Q

AO3: Give two reasons why the learning practical may not have been ethical

A

No consent was gained from the commuters making it unethical. This is because they didn’t know they were taking part in an observation of their rude and polite behaviours.
* No withdrawal was gained from the commuters making it unethical. This is because they didn’t know they were
taking part in an observation of their rude and polite behaviours so couldn’t opt to have their results removed/not be
observed.

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42
Q

Systematic Desensitisation is based on which theory?

A

Classical Conditioning

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43
Q

What is it called when you replace one learned response with another?

A

Counter conditioning

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44
Q

What is reciprocal inhibition?

A

You cannot be both scared and relaxed at the same time

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45
Q

How does the main process of this treatment work?

A

You create a hierarchy of fears and work from the bottom up using relaxation techniques

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46
Q

What are you taught during this therapy?

A

Relaxation techniques

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47
Q

How does the treatment work?

A

You start at the bottom of the hierarchy and practice your relaxation technique to relax before moving up

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48
Q

What is the first step of systematic desensitisation?

A

Functional analysis

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49
Q

What is the second step of Systematic desensitisation?

A

Creating a fear hierarchy

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50
Q

What is the third step of Systematic desensitisation?

A

Relaxation techniques

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51
Q

What is the fourth step of Systematic desensitisation?

A

Gradual exposure

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52
Q

Functional analysis means?

A

Identifying which things about the phobic stimulus trigger your fears

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53
Q

Creating a fear hierarchy means?

A

You put the details about your fears from lowest to highest

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54
Q

Relaxation techniques means?

A

You are taught deep breathing or muscle relaxation etc

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55
Q

Gradual exposure means?

A

You start at the bottom of the hierarchy and practice your relaxation technique to relax before moving up

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56
Q

What would be the UCS in this therapy?

A

The relaxation techniques

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57
Q

What would be the UCR/CR in this therapy?

A

Relaxation

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58
Q

What would be the NS in this therapy?

A

The phobic stimulus

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59
Q

What happens to the phobia by the end?

A

It goes extinct

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60
Q

What is a benefit of Flooding over Systematic desensitisation?

A

It is quicker/takes less time

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61
Q

What is a benefit of Systematic Desensitisation over Flooding?

A

It is more ethical as it is more gradual so doesn’t cause as much panic/anxiety

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62
Q

What did Willis and Edwards find?

A

compared SD and flooding to treat mice phobics and found SD to be more effective (flooding no better than no therapy)

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63
Q

What did McGrath find?

A

It is 75% effective in treating people with specific phobias i.e. of objects

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64
Q

What did Gilroy find?

A

When examine three months and 33 months later, the systematic desensitisation group were less fearful than a control group (who were only taught relaxation techniques).

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65
Q

What did Capfons find?

A

has shown that it can be used to get rid of fear of flying. (The results showed all but two those who had systematic desensitization treatment reported lower levels of fear)

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66
Q

What is an issue with this therapy?

A

It Is prolonged and can take a long time to complete

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67
Q

What can happen with the phobia after the treatment?

A

Spontaneous recovery- it comes back

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68
Q

What types of phobias might this have a bigger issue with dealing?

A

Social phobias/ones not caused by classical conditioning

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69
Q

Aim

A

They wanted to see if people who were exposed to western media were influences in their eating behaviours

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70
Q

What was the sample in Becker?

A

63 & 65 17 year old girls from the island of Fiji

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71
Q

What design is Becker’s study

A

Independent measures

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72
Q

What years did the study take place in?

A

95 & 98

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73
Q

Why did they wait 3 years between legs of their study?

A

To see the effects before and after TV exposure

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74
Q

What measures were done on the girls?

A

EAT-26, BMI, questions about TV ownership

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75
Q

What was involved in the EAT-26 questionnaire?

A

26 questions including short answer and long answer qualitative data

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76
Q

What was considered a high score on EAT-26

A

20

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77
Q

What happened to the girls who scored highly on EAT-26?

A

They were given semi-structured interviews about things like self-induced vomitting

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78
Q

What were the results between EAT-26 scores between the two years?

A

Those scoring highly (over 20) increased from 12.7% to 29.2%

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79
Q

What happened to rates of self-induced vomitting?

A

They increased from 0% to 11.3%

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80
Q

What result did we see about those with a TV in 1998?

A

3 times as likely to have a score over 20

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81
Q

What % felt ‘too big’ or ‘too fat’?

A

74%

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82
Q

What % felt TV had influenced a change in body shape in themselves or a friend?

A

77%

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83
Q

What are weaknesses with the sample of Becker?

A

It is Ethnocentic and Gynocentric as it is all girls from Fiji

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84
Q

Is this study reliable?

A

Yes- because the procedure and questionnaire is largely standardised so you could repeat it with the same stimulus etc

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85
Q

Becker is high or low in ecological validity?

A

High in ecological validity because their exposure to TV and their lives were in the real world so this is like real life

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86
Q

What is a problem using questionnaires and semi-structured interviews?

A

Social desirability/Demand Characteristics as they might lie about their resposnes on such a sensitive topic/guess the purpose

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87
Q

Why is this study ethical?

A

The TV exposure is naturally occurring and therefore the researchers are not responsible, It got consent both from the teens and their parents

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88
Q

What is a problem with the validity of Becker’s study?

A

There are other EVs like consumerism that might have interfered not just TV

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89
Q

What is an issue with semistructured interviews in Becker?

A

The semi-structured interviews make the study less reliable as different girls could get asked different questions

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90
Q

What is an issue with the design of Becker?

A

This is an independent measures design so there could be differences between the groups of girls which could influence the results about eating behaviour

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91
Q

Flooding is based on which theory?

A

Classical Conditioning

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92
Q

What is reciprocal inhibition?

A

You cannot be scared and relaxed at the same time

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93
Q

How does the main process of this treatment work?

A

You are put into a situation with the phobic stimulus you cannot escape from

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94
Q

What happens when you’re in the situation you cannot escape from?

A

You go into a panicked state via sympathetic nervous system but cannot maintain this and must calm down eventually

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95
Q

What would be the UCS in this therapy?

A

Exhaustion from the fear

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96
Q

What would be the UCR/CR in this therapy?

A

Relaxation

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97
Q

What would be the NS in this therapy?

A

the phobic stimulus

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98
Q

What happens to the phobia by the end?

A

It goes extinct

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99
Q

What is a benefit of Flooding over Systematic desensitisation?

A

It is quicker/takes less time

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100
Q

What is a benefit of Systematic Desensitisation over Flooding?

A

It is more ethical as it is more gradual so doesn’t cause as much panic/anxiety

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101
Q

What did Wolpe find?

A

Flooding is an effective therapy as it was used to help a girl with her car phobia

102
Q

What did Foa find?

A

there is a high drop out rate 20% meaning it might not be effective for everyone

103
Q

What did Willis and Edwards find?

A

compared SD and flooding to treat mice phobics and found SD to be more effective (flooding no better than no therapy)

104
Q

What is an issue with the ethics of Flooding?

A

It causes a large amount of distress to the patient

105
Q

What can happen with the phobia after the treatment?

A

It might return via spontaneous recovery

106
Q

What types of phobias might this have a bigger issue with dealing?

A

Social phobias/ones not caused by classical conditioning

107
Q

Classical conditioning is learning via?

A

Association

108
Q

An unconditioned stimulus is?

A

A stimulus which people have a naturally occurring response

109
Q

A neutral stimulus is?

A

A stimulus which causes no natural response

110
Q

An unconditioned response is?

A

A naturally occurring response to a stimulus

111
Q

An conditioned response is?

A

A learned response to a stimulus

112
Q

A conditioned stimulus is?

A

A stimulus with a learned response to it (once it has been associated with a UCS)

113
Q

What is generalisation in classical conditioning?

A

When a stimulus similar to the CS causes the same learned response

114
Q

What is discrimination in classical conditioning?

A

When a stimulus similar to the CS doesn’t cause the CR (learned response) to activate

115
Q

What is Extinction in classical conditioning?

A

When a learned response stops occurring in response to the CS because they became unpaired over time

116
Q

What is Spontaneous Recovery in classical conditioning?

A

When a previously forgotten response returns/starts to happen again

117
Q

What did Watson and Rayner find which supports classical conditioning?

A

A child could be conditioned to learn a phobia to a rat through classical conditioning and it was generalised to similar objects

118
Q

What is an issue with Watson and Rayner?

A

It is a small sample and therefore the results about learning of a phobia might not be the same for others

119
Q

What did Pavlov find?

A

Dogs can be taught responses to stimulus through classical conditioning i.e. salivating to a bell

120
Q

What is an issue with Pavlov?

A

The research from animals cannot be applied to humans because they have differences in their biology which effect behaviour

121
Q

Why is classical conditioning useful?

A

It both explains where phobias comes from and how they can be treated i.e. through flooding

122
Q

What is a strength of the testability of Classical Conditioning?

A

It is empirical as it ignores mental processes and only measures behaviour like their responses

123
Q

Why is classical conditioning reductionist?

A

Ignores biological explanations of behaviour i.e. genetics, hormones etc and it also ignores cognitive processes like thoughts

124
Q

Operant conditioning is learning via…

A

Reinforcement

125
Q

Define ‘Law of Effect’.

A

Behaviours which are rewarded will be repeated

126
Q

What process did the cat in Thorndike’s (1911) experiment learn through?

A

Trial and error.

127
Q

Positive reinforcement is?

A

Being given something you like (reward) to increase the occurrence of a behaviour

128
Q

Negative reinforcement is?

A

Having something you dislike taken away to increase the occurrence of a behaviour

129
Q

Positive punishment is?

A

Being given something you don’t like to decrease the occurrence of a behaviour

130
Q

Negative punishment is?

A

Having something you like taken away to decrease the occurrence of a behaviour

131
Q

What is a primary reinforcer?

A

A reward which fulfills a basic need

132
Q

What is a secondary reinforcer?

A

Something which you don’t need but can be traded for something you do need i.e. tokens

133
Q

What is continuous reinforcement?

A

Being rewarded/punished every time you do a behaviour

134
Q

What is Partial reinforcement?

A

Only being rewarded/punished on some occassions

135
Q

What is variable interval reinforcement?

A

Being rewarded/punished after a time period which alters as long as you did the correct behaviour in that time

136
Q

What is fixed interval reinforcement?

A

Being rewarded/punished after a set period of time as long as you did the right behaviour in it

137
Q

What is fixed ratio reinforcement?

A

Being rewarded/punished after a certain number of occurrences

138
Q

What is variable ratio reinforcement?

A

Being rewarded/punished after a certain number of occurrences but the number of occurrences changes

139
Q

Define shaping

A

Learning a new skill through successive approximation, going through different stages, being rewarded each time for getting closer to the final result

140
Q

What did Skinner show?

A

Rats can be taught to press a button when they have an electrical wire in the pleasure areas of their brain

141
Q

What is an issue with Skinner and Thorndike?

A

The research from animals cannot be applied to humans because they have differences in their biology which effect behaviour

142
Q

What did Skinner show about ratio of reinforcement and punishment?

A

Ferster and Skinner (1957) identified that a variable ratio
schedule of reinforcement produced the highest level of
attempts and responses

143
Q

Why is operant conditioning useful?

A

It has been used for processes like Token Economy Programmes

144
Q

What is a strength about the testability of Operant Conditioning?

A

It is empirical as it ignores mental processes and only measures behaviour like their responses

145
Q

Why is operant conditioning reductionist?

A

Ignores biological explanations of behaviour i.e. genetics, hormones etc as a cause of behaviour and it also ignores cognition and thought processes seeing behaviour as just a stimulus and response

146
Q

Define ‘phobia’.

A

An anxiety disorder which involves an extreme and irrational fear towards something that may cause panic attacks and avoidance.

147
Q

How would classical conditioning explain the acquisition of a phobia?

A

Through associating A negative experience with previously neutral stimulus
- that is then conditioned to become the phobia
- It is most likely to happen Through one trial learning

148
Q

Describe the scientific formula with the example of a dog attack for the acquisition of a phobia using 3 stages: before conditioning, during conditioning, and after conditioning.

A

Dog (NS) –> No response
Attack/pain (UCS) –> Fear (UCR)
Dog (NS) + Attack (UCS) –> Fear (UCR)
Dog (CS) –> Fear (CR)

149
Q

How would operant conditioning explain the maintenance of a phobia?

A

1) Avoiding the phobia through negative reinforcement
- Avoiding a situation that would involve public speaking removes anxiety you had
2) Avoiding the phobia through positive reinforcement
- Avoiding a spider by running away and feeling better after being further away
3) Positive punishment- when you try to face your fear you get punished with a sense of fear and anxiety

150
Q

How would social learning explain the acquisition of a phobia, give an example?

A

Through observing and imitating our role model as many phobias are acquired in childhood. We pay attention to the role model showing fear, retain their fear behaviours in memory, repeat them ourselves when put in a similar situation
- Through vicarious reinfocement when watching A parent run away from A spider and feel better afterwards we are motivated

151
Q

SLT is learning via…

A

Observation

152
Q

The acronym to help remember the order of SLT is

A

ARRM

153
Q

The A in SLT’s theory is?

A

Attention- you watch the behaviour being acted out by a role model

154
Q

The first R of SLT is?

A

Retention- remembering the behaviour of your role model in your memories

155
Q

The second R of SLT is?

A

Reproduction- copying/repeating the behaviour that you have recalled

156
Q

The M of SLT is?

A

Motivation- having a reason to copy a behaviour (normally through direct or vicarious reinforcement)

157
Q

What is vicarious reinforcement?

A

Seeing a role model being rewarded/punished for a behaviour

158
Q

What is self-efficacy?

A

How confident you are in your ability to copy a behaviour

159
Q

What is identification?

A

The amount that you see yourself as being similar to a role model/wanting to be like them

160
Q

What is the modelling effect?

A

Where you copy a behaviour that you have seen a role model do

161
Q

What is the eliciting effect?

A

Where the role model doing a behaviour makes you do similar behaviours

162
Q

What is the inhibiting effect?

A

When you decrease doing a behaviour because you saw the role model being punished

163
Q

What is the disinhibiting effect?

A

When you increase doing a behaviour because no one has been punished for it

164
Q

What did Bandura find which supports SLT?

A

That children who watch an aggressive model are more likely to show aggressive behaviour than a control group

165
Q

What is an issue with Bandura?

A

It is on children and so we don’t know how much the results apply to how adults learn behaviours

166
Q

How does Bandura 65 support SLT?

A

It demonstrated that vicarious reinforcement has an impact on imitation of behaviour

167
Q

What did Charlton find?

A

There was no impact on aggression for children who were introduced to TV on the island of St Helena

168
Q

Why is SLT useful?

A

It has been useful by putting rules in place like banning of certain adverts i.e. smoking to stop children copying

169
Q

What is a strength of SLT compared to the other Learning theories?

A

It is a bit more holistic than the other learning theories as it does acknowlegde cognition i.e. retention and identification

170
Q

Why is SLT reductionist/other theories to explain behaviours?

A

Ignores biological explanations of behaviour i.e. genetics, hormones, evolution etc which can also explain aggression

171
Q

What were the aims of Watson and Rayner’s study?

A

To investigate whether you could condition a phobia into a child
- To investigate whether the phobia would be generalised
- To investigate whether time would effect the conditioned response
- To investigate whether the phobia can be conditioned out of a child

172
Q

Who were used in the sample?

A

A single ppt called Little Albert aged 9 months.

173
Q

What type of method was used?

A

Lab

174
Q

What happened at 9 months?

A

-At 9 months Albert was assessed on his responses to a number of objects e.g. a monkey, a rat, fire etc to make sure he had no fears

175
Q

What happened at 11 months?

A

2 months later Albert was presented with the white rat again when he reached for it the experimenters hit a metal bar To frighten him

176
Q

What happens after the initial conditioning of Little Albert?

A

At 11 months and 10 days they conditioned him 5 more times interspersed with being presented by the rat alone

177
Q

How would the elements of Little Albert fit into the Classical Conditioning formula?

A

the rat was the NS, the metal bar was the UCS and the fear response was the UCR

178
Q

What were the results of Watson and Rayner’s study?

A

the first trial when the metal bar was hit Albert displayed distress by jumping violently
- the second trial Albert was suspicious of the rat
- the third trial Albert leaned away from the rat and he fell forward crying

179
Q

What happened at 11 months and 20 days?

A

He was tested in another room and was exposed to the rat, the dog, the rabbit, building blocks and the fur coat etc

180
Q

What are the results of the session at 11 months and 20 days?

A

He showed fear responses to rabbits, rats, dogs and fur coats but played well with the blocks

181
Q

Describe the conclusion of this experiment.

A

It demonstrates that it is artificially possible to induce emotional responses by classical conditioning and from this it suggests that phobias can be learned from the environment.

182
Q

What is an issue with the generalisability?

A

Used a single male child so cannot be applied to a wider population (especially of genders and ages)

183
Q

Would this study be high or low in reliability?

A

High as it followed a standardised procedure such as hitting the metal bar every time Albert reached for the rat so could be Easily replicable.

184
Q

Is this useful?

A

This has therefore led to developments of treatments for phobias, such as systematic desensitisation that use the principles of classical conditioning by associating the object of fear with something good

185
Q

Is this high or low in ecological validity?

A

Low ecological as it ook place in artificial conditions with unnatural situation of hitting a metal bar when presented with a rat may not reflect learning in real life.

186
Q

Why did they expose him to things at 9 months?

A

To ensure he didn’t have preexisting fears which could cause the phobia (so a control which makes the results more valid).

187
Q

Is Watson and Rayner ethical?

A

Unethical as there was purposeful harm (and it was not undone)
Issues with consent (his mother did- but was she fully aware?)

188
Q

What were the aims of Pavlov’s study?

A

To investigate whether you could condition a dog To salivate at the noise of a bell or metronome

189
Q

What was the sample in Pavlov?

A

It is believed he used 35 dogs in his sample

190
Q

What surgery was done to the dogs?

A

Pavlov removed the dog’s oesophagus creating an opening in their
throat so the food would fall out and not make it to the stomach
to maintain the desire for the UCS of food and Pavlov
collected various secretions to quantitatively measure the level of
salivation in response to the stimuli

191
Q

Briefly describe the procedure of this study.

A

Kept the dog in an isolated room strapped to a harness
- He used a metronome as the neutral stimulus and the food as the unconditioned stimulus, with salivation as the unconditioned response
- He paired the sound of the bell with the dog’s food by sounding the metronome before sliding the food through a gap
- Saliva was collected through a tube connected to the dog’s mouth

192
Q

What were the results of Pavlov’s study?

A

After several pairings of the bell with the food, the dog began to salivate at the sound of the bell in anticipation to the food and so the bell became the conditioned stimulus and the salivation the conditioned response.

193
Q

Describe the conclusion of his experiment.

A

He established the existence of associative learning and stated that we can learn desired behavioural responses when present with a certain stimulus through classical conditioning.

194
Q

Evaluate the generalisability of Pavlov

A

Low generalisablity as it used dogs. You can’t generalise to humans due to them being more complex with qualitative differences

195
Q

Evaluate the reliability of Pavlov

A

High reliability as he could repeat the experiment using standardised procedure such as a light, buzzer and metronome

196
Q

Are there any applications?

A

Yes It has lead to treatments of phobias through systematic desensitisation by pairing a phobia with something good as we can see that classical conditioning applies to behaviour

197
Q

Give a validity weakness for Pavlov

A

This has low ecological as the dogs was placed in an unnatural environment e.g. being strapped to a harness and so may not represent behaviour in real life

198
Q

Give a validity strength for Pavlov

A

Carried out in a lab environment with strict control over EVs as dog was placed in isolated room and was soundproofed etc so we know that other variables had less chance of effecting their salivation

199
Q

Evaluate an ethical issue.

A

The treatment of the dogs could be considered unethical, with many dying unnecessarily from the procedure, which would not meet the current Animals Scientific Procedures Act 1986

200
Q

What were the aims of Bandura’s study?

A

To see if children would copy an adult’s aggressive behaviour towards a Bobo doll
- To see if children were more likely to copy the aggressive behaviours of adults of the same sex
- To see if boys were more likely to copy the aggressive behaviours than girl

201
Q

Who were used in the sample?

A

72 boys and girls with an average age of 4 years old from the same university nursery

202
Q

What participant design was used?

A

Matched pairs- on natural aggression rated by teacher, matched in triplets with one for each condition

203
Q

What were the 3 different conditions?

A

1) Control group
2) Aggressive model
3) Non-aggressive model

204
Q

What were the 3 IVs?

A

1) Condition children were exposed to
2) Gender of the child
3) Gender of the adult

205
Q

What were the DVs?

A

1) Number of physical aggressive acts displayed including imitative and nonimitative

2) Number of verbal aggressive acts displayed

206
Q

What type of study is this?

A

A structured observation

207
Q

What happened in stage 1?

A

The children were exposed to either the aggressive model who attacked bobo and showed verbal aggression e.g. pow or they watched the non-aggressive model e.g. potatoe printing

208
Q

What happened in stage 2?

A

The children had their aggression aroused by being in another room with nice toys and then told they couldn’t use them

209
Q

What happened in stage 3?

A

They were observed in a playroom with Bobo through a two-way mirror every 5s for 20m looking at their aggressive and non-aggressive behaviours

210
Q

What were the results of Bandura’s study?

A

Seeing aggressive model increased agg
-Non-Agg model decreased agg (0.2 & 1.5 Vs 2.0)
-Boys imitated more physically aggressive acts than girls. (25.6 Vs 7.2)
-No diff in verbal agg between boys and girls. (13.7 Vs 12.7)
-Male model more influential for physical agg

211
Q

give an evaluation of the generalisablity of the study

A

Used a sample of 72 boys and girls. This does not represent how adults would observe and reproduce behaviour of their role models due to being significantly different in context to the role models of children AND opportunity sample from the same nursery so might have shared characteristics effecting their aggression

212
Q

Evaluate the reliability using 2 high points.

A

High as standardised procedure such as observing children at 5 second intervals for 20 mins making the study accurately replicable to test for consistency of results AND High inter-rater as it included 2 observers who agreed 89% of the time which removes subjectivity and makes the results objective

213
Q

What is good about using a matched pairs design in Bandura?

A

Their natural aggression was accounted for meaning this didn’t impact on the aggression they showed after watching the model

214
Q

Evaluate the validity using the Bobo doll in this experiment

A

Low as children may have hit Bobo as that is the purpose of the toy. Therefore no cause and effect could be established because they thought that was how you play with it rather than actually being aggressive

215
Q

Evaluate the ecological validity of Bandura’s 1961 study

A

Low ecological validity. Carried out in an artificial environment where the model and the child were strangers. Doesn’t represent how children would observe and imitate behaviour in real life

216
Q

Evaluate a strength of using covert observations?

A

The children are less likely to show aggression due to demand characteristics as they don’t know the purpose of the study

217
Q

Evaluate a strength of using structured observations?

A

High levels of control e.g. the setting, toys in the room, what behaviours they saw etc which meant EVs about the model couldn’t impact their behaviour

218
Q

Evaluate an ethical issue.

A

Unethical as the children were deliberately encouraged to be aggressive with no talk of removing that aggression and so children may have been aggressive after the study

219
Q

What was the aim of this Bandura study?

A

To test whether exposing children to film-mediated aggression would increase the probability of aggression.

220
Q

Who were used in the sample?

A

96 boys and girls with a mean age of 52 months from Stanford University nursery school.

221
Q

What were the 4 different conditions?

A

1) Control group
2) Watched real life male/female models become aggressive towards the Bobo doll
3) Watched a 10 min film of a male/female model become aggressive towards the Bobo doll
4) Watched a cartoon version of a female model dressed as a cat become aggressive towards the Bobo doll

222
Q

What were the 3 IVs?

A

1) Condition children were exposed to
2) Gender of the child
3) Gender of the adult

223
Q

What were the 2 DVs?

A

1) Number of physical aggressive acts displayed

2) Number of verbal aggressive acts displayed

224
Q

Briefly describe the procedure of this study.

A

Children were divided equally into the 4 different conditions
- Each child not in the control group watched the aggressive acts individually (either in real life or on TV)
- Children then put in a room with other toys but was told it couldn’t play with them to elicit ‘mild aggression arousal’
- Children were then sent to the next room where they could play freely with the toys including the Bobo doll and the ‘weapons’ the models used
- The researchers observed the children and their interactions with the Bobo doll

225
Q

What were the results of Bandura’s study?

A

Those exposed to an aggressive model showed more aggression than the control (83 in live action, 92 for filmed model, 99 for cartoon model and 54 for control). This also showed that filmed/TV models can have just as much impact as real world models

226
Q

Describe the conclusions of this experiment.

A

Findings support the idea that children learn social behaviour such as aggression through the process of observation with all conditions being higher than the control 83,92 and 99 vs 54
- It doesn’t need to be through observing real life aggression, it can be through the means of the media and with models that aren’t human 92 in filmed, 99 in cartoon

227
Q

give an evaluation of the generalisablity of the study

A

Used a sample of 96 boys and girls. This does not represent how adults would observe and reproduce behaviour of their role models due to being significantly different in context to the role models of children AND opportunity sample from the same nursery so might have shared characteristics effecting their aggression

228
Q

Evaluate the reliability of Bandura 1963

A

High as standardised procedure such as actions shown by the models on the TV shows making the study accurately replicable to test for consistency of results

229
Q

What is good about using a matched pairs design in Bandura?

A

Their natural aggression was accounted for meaning this didn’t impact on the aggression they showed after watching the model

230
Q

Evaluate the validity using the Bobo doll in this experiment

A

Low as children may have hit Bobo as that is the purpose of the toy. Therefore no cause and effect could be established because they thought that was how you play with it rather than actually being aggressive

231
Q

Evaluate the ecological validity of Bandura’s 1963 study

A

Low ecological validity. Carried out in an artificial environment where the model and the child were strangers. Doesn’t represent how children would observe and imitate behaviour in real life

232
Q

Evaluate a strength of using covert observations?

A

The children are less likely to show aggression due to demand characteristics as they don’t know the purpose of the study

233
Q

Evaluate a strength of using structured observations?

A

High levels of control e.g. the setting, toys in the room, what behaviours they saw etc which meant EVs about the model couldn’t impact their behaviour

234
Q

Evaluate an ethical issue.

A

Unethical as the children were deliberately encouraged to be aggressive with no talk of removing that aggression and so children may have been aggressive after the study

235
Q

What were the aims of this Bandura study?

A

To see if reinforcing consequences To the model would result in significant differences in the performance of imitative behaviour
- To see if rewarded models would display the highest performance differences in matching responses

236
Q

Who were used in the sample?

A

66 boys and girls with a mean age of 51 months from Stanford University nursery school.

237
Q

What were the 3 different conditions in Bandura 1965?

A

1) Model rewarded
2) Model punished
3) No consequences to the model

238
Q

What were the 2 DVs in Bandura 1965?

A

1) Number of different verbal imitative responses reproduced

2) Number of different physical imitative responses reproduced

239
Q

Briefly describe the first stage of Bandura 1965

A

Children watched a 5 min film of a model acting aggressively towards a Bobo doll
- Four responses were each accompanied with verbalisation
- For example the model would hit the Bobo doll with a mallet and say ““sockeroo… stay down”” as the verbalisation that followed it
- The sequence of physically and verbally aggressive behaviour was repeated twice

240
Q

How did the video in Bandura 1965 end for the three conditions?

A

Children in the reward condition were exposed to a closing scene of the model receiving a chocolate bar as positive reinforcement e.g. strong champion
- Children in the punishment condition were exposed to a closing scene of the model being told they were a ““big bully”” and that if they didn’t stop they would receive a ““spanking””
- Children in the no consequences condition were shown no reinforcement at the end

241
Q

Briefly describe the second stage of Bandura 1965

A

After the exposure procedure children were taken to a room that contained the Bobo doll and other toys such as guns and a dolls house
- The child was told they could play with any of the toys
- They spent 10 mins, being recorded every 5 seconds in terms of predetermined imitative response categories
- The number of different physical and verbal imitative responses performed spontaneously constituted the performance measure

242
Q

Briefly describe in stage 3 of Bandura 1965

A

At the end of the 10 mins the experiment walked back in with a fruit juice and a book of stickers
- They informed the children that for each physical and verbal imitative response they reproduced they would receive a sticker and more juice
- The experimenter put a picture on the wall and said they would be interested to see how many stickers the child could get on the picture
- The experimenter then asked the child, ““show me what Rocky did in the TV program, tell me what he said”“The children were rewarded with a sticker and juice after following each matched response

243
Q

What were the results of Bandura’s study?

A

The Model Reward condition produced about the same imitation from girls (mean 2.8) and boys (3.5) as the No Consequences.
-The Model Punished condition produced much less imitation, especially the girls (mean 0.5).
-After Positive Incentive, the imitation increased significantly for girls and boys and is very similar across all conditions of the model, with the girls’ scores much closer to the boys’ (all >3).

244
Q

Describe the conclusions of this experiment.

A

“After viewing the film Children imitated the aggressive behaviour
- Those in the model rewarded or no consequences condition were more willing To imitate due To not having seen anything bad happen as a result”

245
Q

What are the conclusions of Bandura 1965?

A

“Bandura concludes that children will be less likely to imitate role models they see being punished. However, the No Consequences condition shows that behaviour doesn’t have to be punished or rewarded for it to be imitated.

When offered incentives, even children who watched the model being punished show that they had in fact learned the aggressive behaviour.”

246
Q

give an evaluation of the generalisablity of the Bandura 1965 study

A

Used a sample of 66 boys and girls. This does not represent how adults would observe and reproduce behaviour of their role models due to being significantly different in context to the role models of children AND opportunity sample from the same nursery so might have shared characteristics effecting their aggression

247
Q

Evaluate the reliability in Bandura 1965

A

High as standardised procedure such as the length of the video they watched and the behaviours the model showed making the study accurately replicable to test for consistency of results

248
Q

Evaluate the validity using the Bobo doll in this experiment

A

“Low as children may have hit Bobo as that is the purpose of the toy. Therefore no cause and effect could be established because they thought that was how you play with it rather than actually being aggressive
“

249
Q

Evaluate the ecological validity of Bandura’s 1965 study

A

Low ecological validity. Carried out in an artificial environment where the model and the child were strangers. Doesn’t represent how children would observe and imitate behaviour in real life

250
Q

Evaluate a strength of using covert observations?

A

The children are less likely to show aggression due to demand characteristics as they don’t know the purpose of the study

251
Q

Evaluate a strength of using structured observations?

A

High levels of control e.g. the setting, toys in the room, what behaviours they saw etc which meant EVs about the model couldn’t impact their behaviour

252
Q

Evaluate an ethical issue of Bandura 1965

A

Unethical as the children were deliberately encouraged to be aggressive with no talk of removing that aggression and so children may have been aggressive after the study

13C (7 decks)

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