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1
Q

Define learning

A

A relatively permanent change in capacity for behaviour as the result of experience

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2
Q

Classical conditioning

A

The process by which innate, reflexive behaviour come to be produced in new situations, e.g. Pavlov’s dog

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3
Q

Operant conditioning

A

Strengthening or weakening behaviour as a result of its consequences (trial and error learning) - can be reward or punishment

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4
Q

Vicarious conditioning

A

Observable learning

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5
Q

The Grandmaster experiment

A

A psychologist raises his children on chess, who all become extremely successful professionals. This demonstrates learning’s (nurture’s) role in ability

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6
Q

Summary of history of nativism vs empiricism

A

Plato - knowledge present at birth (nativist)
Aristotle - knowledge through experience (empiricist)
Descartes - knowledge from divine / rational mind
Locke - knowledge through senses (empiricist)
Watson - evolution important and learning is simple stimulus and response
Hull… then Tolman… then Bandura… then Skinner

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7
Q

Watsons (1924) main ideas (3)

A

Behaviour is reflexive and evolution dependent
Learning is simple stimulus and response
Infants born with love, fear and rage (all else learnt)

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8
Q

Clark Hull’s main ideas (2)

A

Thought unobservable events CAN be studied (if they can be operationalised)
Assumed internal processes were dictated by physiological mechanisms

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9
Q

Edward Tolman’s main ideas (3)

A

Interested in goal directed behaviour
Internal processes were mental and physiological
Suggested that behaviour effects the environment

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10
Q

Albert Bandura’s main ideas (2)

A

Emphasises the importance of observable learning and cognitive variables in behaviour
And that behaviour significantly effects the environment

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11
Q

BF Skinner’s main ideas (3)

A

A radical behaviourist, focused on environment’s influence on behaviour
Did not need to quantify or focus on internal events, more scientific to quantify consequences
Great advocate for operant conditioning

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12
Q

Stimulus

A

Anything that impinges on an organism, potentially effecting behaviour

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13
Q

Response

A

Any overt or covert behaviour triggered by a stimulus

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14
Q

Elicit behaviours

A

Responses automatically drawn out by stimulus

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15
Q

Emitted behaviours

A

Responses voluntarily triggered by the environments context

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16
Q

Fixed action patterns

A

Usually just for animals, complex behaviours completed automatically

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17
Q

Overt

A

Behaviour that has the potential to be directly observed

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18
Q

Covert

A

Behaviour only perceived by the performer of it

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19
Q

How can covert behaviours become overt

A

By using a means other than the senses to observe someone else (covert anxiety becomes overt when heart rate measured)

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20
Q

Simple learning, and two types

A

Non associative, often short lasting

Types: Habituation, Sensitization

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21
Q

Habituation

A

The reduction in effectiveness of a stimulus eliciting a response (if stimulus is repeatedly applied with no attention grabbing effects)

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22
Q

Sensitization

A

An increase in responsiveness to a stimulus following repeated presentation (stimulus has attention grabbing effects)

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23
Q

Associative learning

A

Learning to associate two events/stimuli that occur together

Contiguity

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24
Q

Contiguity

A

The principle that events occur together (temporally or spatially) and therefore associated

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25
Q

Contingency

A

A predictive relationship between two events (similar to temporal contiguity - one predicting the other, e.g. Pavlov’s dog)

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26
Q

Deprivation and example

A

Prolonged absence of an event or stimulus that tends to increase appetitiveness (e.g. food)

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27
Q

Satiation and example

A

Prolonged exposure to or consumption of a stimulus that tends to decrease appetitiveness or increase aversiveness (e.g. electric shock)

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28
Q

Experiment on reward’s effect on learning

A

Tolman (1930) - found rats to make less errors in a maze if they had knowledge of a reward. Introducing the reward half way through saw rapid improvements

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29
Q

The Skinner Box

A

Rat cage containing various stimuli to test behaviour (e.g. light, speaker, shocker, lever)
Also said to be used on his daughter!

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30
Q

Example of classical conditioning

A

Pavlov’s dog: dog heard a bell before every time it was fed. After a while, the dog elicit saliva to just the sound of the bell (contingency behaviour)

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31
Q

Describe classical conditioning

A

An unconditioned stimulus causes an unconditioned response. Pair the unconditioned stimulus with a neutral stimulus frequently and the unconditioned response will become a conditioned response to the now conditioned stimulus

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32
Q

How classical conditioning works with neurons

A

The US and UR have strong connection. When US paired with NS frequently, connecting neurons strengthen and CR and CS emerge
(Neurons that fire together wire together - stronger synapses)

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33
Q

Contiguous stimulus

A

That which co-occurs with another stimulus

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34
Q

Appetitive conditioning and examples

A

Types of learning that underlie our ability to see pleasure (food, drugs etc)

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35
Q

Aversive conditioning

A

Types of learning that underlie our ability to avoid pain (shock, unpleasant smell etc)

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36
Q

Evolutionary usefulness of classical conditioning and example

A

Associating something with something else (either pleasant or dangerous) to predict and adapt behaviour
E.g. - a lion’s roar with a lion = RUN

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37
Q

Suppression ratio define

A

How to quantify learning in classical conditioning through behaviour

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38
Q

Suppression ratio = …

A

.. = number of CS responses / number of CS responses + number of pre-CS responses
(Closer to 0 the more suppression, Max = 0.5)

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39
Q

Excitatory conditioning and example

A

Takes place when the US is present (Pavlov’s dog)

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40
Q

Inhibitory conditioning and example

A

Takes place when the US is absent (dog bites you only in owners absence, so seeing dog with owner is inhibitory
??

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41
Q

Temporal arrangement of stimuli

A

Interval between the onset of the CS and onset of US. The smaller the more effective the association

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42
Q

Maximum temperal arrangement of stimuli for (1) eye blink (2) Salvation (3) Taste aversion - being sick from food

A

1) 1 second
2) 5 seconds
3) 4 hours

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43
Q

Delayed conditioning

A

When NS onset precedes US onset

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44
Q

Trace conditioning

A

When offset of NS precedes onset of US

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45
Q

Simultaneous conditioning

A

NS and US onset at the same time

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46
Q

Backward conditioning

A

When onset of NS follows onset of US

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47
Q

Rank trace, backward, simultaneous and delayed conditioning for effectiveness

A

Delayed
Trace
Simultaneous
Backward

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48
Q

Characteristics of conditioning (6)

A 
Acquisition speed
Extinction
Spontaneous recovery
Disinhibition
Stimulus Generalisation
Stimulus Discrimunation
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49
Q

What does acquisition speed depend on for conditioning

A

The stronger the US and CS the faster the acquisition

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50
Q

Extinction in conditioning

A

The weakening of CR when the CS is repeatedly present without the US

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51
Q

Spontaneous recovery in conditioning

A

Reappearance of CR following a rest period after extinction (spontaneous!)

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52
Q

Disinhibition in conditioning

A

Recovery of CR during extinction when a novel (similar to CS) is introduced alongside US (e.g. different tone of bell for Pavlov’s dog)
??

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53
Q

Stimulus Generalisation in conditioning

A

Conditioning can occur from other stimuli similar to CS

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54
Q

Stimulus Discrimination in conditioning

A

Only responding to the specific CS, not generalising to similar ones

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55
Q

High order classical conditioning and example

A

conditioning a CS can result in the development of a CR to a NS that is already associated with CS
Wasp (CS) + Sting (US) = fear (CR), so rubbish bin (NS) + wasp = fear, thus rubbish bin = fear!

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56
Q

Sensory preconditioning and example

A

Classical conditioning of a CS can cause a CR to a NS that has been associated to the CS
Wasp + tree, Wasp + sting = fear, thus tree = fear

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57
Q

Difference between high order conditioning and sensory preconditioning

A

For sensory preconditioning, the tree and wasp are both NS’s at same time (the start). Whereas for high order, the rubbish bin only comes into it once the wasp is a CS

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58
Q

Latent learning

A

When learning occurs without an overt demonstration of learning (behaviour demonstrating comes under certain conditions)

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59
Q

Limitations of classical conditioning (3)

A

Overshadowing
Blocking
Latent inhibition

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60
Q

Overshadowing in classical conditioning and example

A

The more salient member of the conditioning compound, the more readily conditioned it is as a CS, interfering with the conditioning of the less salient one
E.g. - light more salient than faint metronome so becomes CS

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61
Q

Blocking in classical conditioning and example

A

Presence of already established CS interferes with conditioning of new stimulus
E.g. adding a light to Pavlov’s dog’s conditioning would be blocked by the well established bell

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62
Q

Latent inhibition in classical conditioning and example

A

An already familiar stimulus is more difficult to condition than an unfamiliar one
E.g. - trying to condition dog with a whistle (most likely hears regularly

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63
Q

Difference between blocking and overshadowing in classical conditioning

A

For blocking, the NS is paired with a CS

For overshadowing, two NS’s are paired together

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64
Q

Rescorla-Wagner Model

A

A US can only support a limited amount of conditioning (associations with NS’s), distributed amongst the ones available
(supported by blocking!)

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65
Q

What does V mean in terms of classical conditioning

A

Strength of association between CS and CR

e.g. - drops of saliva from Pavlov’s dog

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66
Q

Rescorla-Wagner rule

A

Learning occurs only if what happens does not match the organisms expectations (i.e. learning is proportional to surprise)

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67
Q

Change in association (for classical conditioning) = …

A

Vmax - V

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68
Q

Limitations of the Rescorla-Wagner rule (3)

A

May not account for… latent inhibition, sensory preconditioning and spontaneous recovery

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69
Q

Classical conditionings link with psychobiology

A

The R-W rule which accounts for learning translates into PE signals which fire in correlation to level of surprise

70
Q

Operant conditioning examples (2)

A

Thorndike’s cat: hungry cat in puzzle box, food just outside. Can accidently escapes at first by hitting lever, and the food reward from doing so helps it learn in the future. Took a shorter amount of time to escape after every success
Or… a baby smiles to get attention increases its smiling in the future

71
Q

How did Skinner categorise behaviour

A

As involuntary or operant, denying the existence of intentions

72
Q

Primary and secondary positive reinforcers

A 
Primary is food, drink, touch etc - biologically satisfying things
Secondary is (e.g.) money - indirect to biological satisfaction
73
Q

Premack principle and example

A

More probable or desirable activities will reinforce less probable or desirable activities
E.g. eating greens to get desert

74
Q

Positive reinforcement and example

A

Administering an appetitive stimuli following the performance of a behaviour increases the likelihood of the behaviours repetition in the future
E.g. Giving rat some food after it presses lever

75
Q

Negative reinforcement and example

A

Removing an aversive stimuli following the performance of a behaviour increases the likelihood of the behaviours repetition in the future
E.g. Removing unpleasant smell from rat after it presses lever

76
Q

Positive punishment and example

A

Administration of an aversive stimuli following the performance of an undesired behaviour, decreasing the likelihood of the behaviours repetition in the future
E.g. Rat given electric shock when it presses lever

77
Q

Negative punishment and example

A

Removal of an appetitive stimuli following the performance of an undesired behaviour, decreasing the likelihood of the behaviours repetition in the future
E.g. Rats access to food removed when it presses lever

78
Q

What does 1) positive and 2) negative mean in the context of reinforcement and punishment

A

1) Delivering

2) Removing

79
Q

Intrinsic reinforcement and example (3)

A

Behaviour performed for its on sake

E.g. play, listening to music, doing something ‘interesting’

80
Q

Extrinsic reinforcement and example (2)

A

Behaviour performed for future external event

E.g. Studying, working for money

81
Q

Example of natural reinforcer (2)

A

Food found from searching, compliment for good behaviour

82
Q

Example of contrived reinforcer

A

Food for sitting still

83
Q

Shaping in operant conditioning

A

Progressively teaching a behaviour to be done in specific terms through reinforcement or punishment of initially accidental behaviour

84
Q

Chaining in operant conditioning and example

A

Teaching a whole sequence of behaviours through reinforcement
e.g. rat presses multiple levers for food
Central to Skinners explanation of complex behaviour

85
Q

Generalisation in operant conditioning

A

Similar stimuli that has been associated with reward/punishment for a behaviour elicits that behaviour

86
Q

Discrimination in operant conditioning

A

Subject discriminates between similar stimuli for reward/punishment and only responds to specific one

87
Q

Secondary reinforcement in operant conditioning and example

A

Pairing a new stimuli with the old one (often concurrently via different senses) can make it a secondary reinforcer
E.g. clicker training in horses a secondary reinforcer for food

88
Q

Constraints on learning (3)

A

Incompatible responses (e.g. grooming is difficult to increase with food reinforcement
Biological limits
Preparedness

89
Q

Types of schedules for reinforcement (2) for operant conditioning

A

Ratio schedules - behaviour rewarded after certain number of responses
Interval schedules - behaviour rewarded after a certain time period, irrespective of responses

90
Q

Types of ratio schedules (2) for operant conditioning

A

Fixed ratio - fixed number of responses before the reward is given (commission)
Variable ratio - number of required responses is variable for reward (most gambling processes)

91
Q

Types of interval schedules (2) for operant conditioning and which is most motivating

A

Fixed interval - fixed amount of time passes before reward given (more motivating, goal directed)
Variable interval - variable amount of time passes before reward received

92
Q

What type of schedule of reinforcement for operant conditioning is the most addicting / motivating

A

Variable ratio, as very goal directed - most gambling follows this schedule

93
Q

Duration schedules for operant conditioning and example

A

Reinforcement contingent on continuously performing a behaviour for a period of time (animal stalking prey)

94
Q

Response rate schedules for operant conditioning and example

A

Reinforcement contingent on rate of response (praising child for eating slowly)

95
Q

Non contingent schedules for operant conditioning

A

Reinforcement given after a variable period of time, irrespective of the organisms response, this may account for superstitious behaviour

96
Q

Superstitious behaviour

A

A response acquired as a result of its accidental contiguity with the reinforcer

97
Q

Skinners study on superstitious behaviour

A

Rewarded pigeons every 20 seconds, observed they developed strange behaviours of repetition as they may have thought this was why they were receiving the reward

98
Q

Factors influencing operant conditioning (4) and how

A

Contiguity - closer the behaviour and consequence the more effective
Effect - whether positive or negative
Practice - how much opportunity to rehearse and modify response
Motivation - the more it is the more effective learning

99
Q

Drive reduction theory of reinforcement

A

An event is reinforcing to the extent it is associated with the reduction in a physiological drive

100
Q

Counter to drive reduction theory of reinforcement

A

Some reinforcers do not reduce drives (e.g. music), especially in humans

101
Q

Response deprivation hypothesis of reinforcement and example

A

Restricting appetitive activity increases motivation to ‘earn back’ what’s lost of activity
E.g. Running on treadmill for half the time as usual causes motivation to complete session

102
Q

Bliss point approach of reinforcement

A

An organism with free access to alternative activities will distribute behaviour to maximise overall reinforcement

103
Q

Extinction in operant conditioning

A

Previously reinforced behaviour done repeatedly without reward weakens the association with the stimulus

104
Q

Side effects of extinction in operant conditioning (3)

A

Extinction burst - rush of increased behaviour to try and regain reward
Emotional behaviour, potential aggression
Depression, giving up

105
Q

Resistance to extinction in operant conditioning depends on… (4)

A

Schedule of reinforcement
Magnitude of previous reinforcement
Degree of deprivation
Previous extinction experience

106
Q

Effects of reinforcement schedules on speed of extinction

A 
Continuous schedule - very fast
Fixed interval - medium
Fixed ratio - medium
Variable interval - very slow
Variable ratio - slow
107
Q

Spontaneous recovery in operant conditioning

A

Reappearance of extinguished response from CS following a rest period after extinction

108
Q

Difference between spontaneous recovery and relearning in operant conditioning

A

Spontaneous recovery is reintroduction of CS

Relearning is reintroduction of CS and US

109
Q

DRO programmes and example

A

Differential Reinforcement of Other behavious
Extinguish one behaviour, reinforcing another
E.g. learning disability intervention

110
Q

DRI programmes and example

A

Differential Reinforcement of Incompatible behaviour
Reinforce behaviour that is incompatible with the one trying to be extinguished E.g. treating anorexia, reinforcing eating incompatible with not eating

111
Q

Escape behaviour and example

A

Performance of behaviour that terminates the aversive stimulus (running away)

112
Q

Avoidance behaviour and example

A

Performance of behaviour that prevents an aversive stimulus (going inside before it rains)

113
Q

Shuttle box

A

Used for rats in escape / avoidance experiments, it has two half - one of which the rat can escape from a shock in the other (a light is warning for the shock normally)

114
Q

Two process theory of avoidance examples for classical and operant conditioning

A

For classical conditioning: 1) light+shock = fear then 2) light = fear
For operant conditioning: 1) light + shock causes run away = negatively reinforced then 2) light = run away

115
Q

Problems of two process theory of avoidance (2)

A

Anxiety conservation hypothesis: avoidance extremely persistent, extinction difficult
After repeated trials, avoidance behaviour occurs without fear
?? why problems…

116
Q

One process theory of avoidance

A

Rather than conditioned fear, avoidance is purley avoiding the shock- reinforced by lower levels of aversive stimulation (explains in terms of operant conditioning)
Rat moves to avoid shock, not reduce fear

117
Q

Phobia

A

Intense (usually irrational) fear of a specific thing

118
Q

Preparedness

A

Biological disposition to certain phobias

119
Q

General Development rates of 1) animal phobias and 2) claustrophobia

A

1) 5 years

2) 20 years

120
Q

Classical conditioning explanation of phobias and evidence

A

An aversive experience of stimuli brings strong association of aversion to it afterwards
38% of traffic accident survivors develop driving phobias

121
Q

How are phobias suggested to be maintained (2)

A

Through operant conditioning
??
Deliberately avoiding the US and CS leaves no opportunity for extinction of the association

122
Q

Other explanations for causes of phobias (4)

A

Neoconditioning, modelling, disgust, cognitive bias

123
Q

Characteristics of Obsessive Compulsive Disorder (OCD) (2)

A

Persistent thoughts, images or impulses (O)

Repetitive, stereotyped behaviours in response to obsessions (C)

124
Q

How OCD is thought to be maintained

A

Due to avoidance conditioning removing the possibility for extinction. Avoidance caused as compulsions reduce the anxiety caused by obsessions

125
Q

Theory for treating OCD

A

ERP -exposure response prevention
Expose patient to the counter of their obsession and prevent them completing their compulsion, causing extinction as awareness of irrationality grows

126
Q

Evidence against conditioning causing OCD (3)

A

Few patients can pinpoint a triggering event
Evidence for genetic predispositions
Cognitive distortions and irrational beliefs common

127
Q

Dissociative Identity Disorder characteristics

A

Avoidance of anxiety from memory of traumatic event by switching to another personality

128
Q

Other name for Dissociative Identity Disorder

A

Multiple personality disorder

129
Q

Cause and maintenance of Dissociative Identity Disorder

A

Caused by a traumatic event, maintained / consolidated as negatively reinforced by reduced anxiety when in other personality

130
Q

What a socio-cognitive model suggests consolidates Dissociative Identity Disorder

A

From suggestive influence: shaped by social reinforcement and observable learning
??

131
Q

Socio-cognitive theory

A

Social interaction affects us more than is typically believed, reducing importance of our own volitional control. Assumes people behave in accordance with social demands, but not full compliance

132
Q

Evidence for socio-cognitive theory

A

When subjects played a tape of hypnotic suggestions, they comply with what the experimenter wants

133
Q

Experiment on punishment conditioning in human

A

Severely self-harming boy electric shocked every time he self-harmed. Behaviour disappeared after 12 shocks

134
Q

Determinants of effectiveness for punishment conditioning (4)

A 
Intensity (the more the larger/longer-lasting the effects)
Delay (the shorter the more effective)
Consistency (the more the more effective)
Stimulus control (training stimulus similar to real-life)
135
Q

Side effects of punishment conditioning (5)

A

Fear and avoidance (often of experimenter)
Does not strengthen desired behaviour
Suggests punishment is good
Feeling of helplessness, lack of resistance in future
Could still do undesired behaviour in different contexts

136
Q

Benefits of punishment conditioning (3)

A

Increases social behaviour (hopefully)
Improves mood by distracting from previous annoyance
Increases attention to the environment ?

137
Q

Criticisms of behaviourism (2)

A

Complex behaviours difficult to explain by operant conditioning - for example language
Learning theory cannot explain observational learning convincingly

138
Q

Observational learning

A

Improving performance on tasks by watching others and imitating (other people are CS). Can also be subliminal, being shaped by those you respect and advertising

139
Q

Contagious behaviour and examples (2)

A

Instinctive, reflective behaviour triggered by others doing it (laugh, yawn etc)

140
Q

Imitation and rat example

A

Duplicating a novel behaviour to achieve a specific goal - rats observe others to see what’s safe to eat

141
Q

Vicarious conditioning and example

A

Learning through observing other’s response to a stimulus (e.g. fear reaction to spider if mother does same)

142
Q

Vicarious operant conditioning

A

Learning through observing the consequence of another’s behaviour

143
Q

Factors affecting observable learning (3)

A 
Personal characteristics
Contextual conditions (respect towards the observed)
Performance (consequences of actions observed or success of imitation)
144
Q

Case study of observable learning in children

A

Film of adult being aggressive towards doll increased aggression of children to doll. Aggression increased further if adult rewarded at end of video rather than punished (neutral group still showed aggression, demonstrating ‘no-trial learning’)

145
Q

Evidence for language being explained by conditioning and counter

A

Basic sign can be taught to chimps fairly successfully, even examples of adaptability in this - equating a cat to a kitten in language
Counter: our language infinitely complex and no concrete proof the chimp understood meaning

146
Q

Examples of where classical and operant conditioning are put to good use (5)

A

For phobias, prisons, in children, learning disabilities and psychiatric disorders

147
Q

Example of counter classical conditioning

A

Child with rabbit phobia was fed cookies when the rabbit was at different distances until the rabbit was up close playing with the child - positively reinforced rabbit’s presence to counter conditioning

148
Q

Counter-conditioning

A

A stimulus counters CR eliciting a new, incompatible CR (reciprocal inhibition)

149
Q

How to treat problem behaviours (4)

A

Extinction of association
Counter-conditioning
Flooding treatment
Exposure therapies

150
Q

Reciprocal inhibition

A

Evoking a new CR, incompatible with the old

151
Q

Systematic desensitisation

A

Pairing of something relaxing with a succession of stimuli that increasingly elicit higher levels of fear (uses reciprocal inhibition)

152
Q

Example for systematic desensitisation

A

Rat afraid of chamber to eat it. So put in a different one which gradually changes into the feared one - not in fear by the end. Fear changes to relaxed (incompatible, so reciprocal inhibition)

153
Q

How to combat phobias that cannot be controlled in a clinic (e.g. thunder storms)

A

Still use counter conditioning / extinction but get the patient to visualise the phobia (building from a minor version to something major), pairing it with something that reduces anxiety

154
Q

When systematic desensitisation may not work

A

When people suffer from social phobias
When people cannot visualise clearly
For people that visualising does not elicit anxiety

155
Q

Flooding treatment for phobias

A

Prolonged exposure to feared stimulus , giving maximum opportunity for the phobia to extinguish

156
Q

Theory behind flooding treatment for phobias

A

Fear cannot be maintained indefinitely, therefore habituation / extinction will occur and fear will decrease

157
Q

Example of flooding treatment for phobias

A

Man stands on ledge on tall building until no longer afraid of heights

158
Q

Problems of flooding treatment for phobias (3)

A

the stress induced may cause other issues
May not work for people with a history of psychiatric disorders
May take a long time if deep rooted fear

159
Q

Exposure therapies for phobias

A

A flooding and systematic desensitisation hybrid, patients are exposed to fears gradually and controlled until habituated (often done with spiders)

160
Q

Aversion therapy

A

Reduced attractiveness of undesired behaviour by associating it with an aversive stimulus

161
Q

Example of aversion therapy

A

Give alcoholic Antabuse so they become nauseous when they consume alcohol (however extinction can be rapid once Antabuse not being taken)

162
Q

When is aversion therapy not effective and example

A

When aversive stimulus is compatible with CR (e.g. electric shock and pleasure response from food)

163
Q

How does behaviour depend on the type of schedule of reinforcement

A

The ratio of responses tends to match the ratio of reinforcers

164
Q

When does the ratio of responses not match the ratio of reinforcers (3)

A

Undermatching when there is a small cost between switching between schedules
Overmatching when there is a large cost between switching between schedules
When there is a bias / preference

165
Q

Why the ratio of responses tends to match the ratio of reinforcement (2)

A

Maximisation of reward

Melioration of reward: effort is allocated to the largest reward value

166
Q

History of ethics in experimentation before the 20th century (4)

A

Hippocrates (400 BC) - do no harm
Bernard (1800’s) - must have a benefit
Osler (1800’s) - must have consent
Bernard-Shaw (1900’s) - human guinea pigs

167
Q

20th century history of ethics in experimentation

A

Nazi’s evil practices (sterilisation, no regulation surgery)
Nuremburg code (1947) - 10 standards for physicians
Declaration of Helsinki (1964) - more specific, supporting human rights

168
Q

Examples of famous questionable experiments (4)

A 
Little Albert (1920)
Willowbrock experiment (1956)
Milgram experiment (1962)
Stanford prison experiment (1971)
169
Q

Summary of Stanford prison experiment 1971

A

Mock jail made with participants and guards and prisoners. Authority given to guards got so out of control, prisoners had break-downs and it had to be cancelled in 5 days

170
Q

Summary of Milgram’s experiment 1962 and why it was thought unethical

A

Man in white coat told participant to give actor electric shock - 67% shocked the actor to death
Did damage to the patient who now knows they would shock a man to death

Psychology (9 decks)

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