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A-level Psychology > Learning Approach > Flashcards

Learning Approach Flashcards

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1
Q

Bandura - psychology being investigated

A

•social learning theory which centres around observing and imitating behaviour
- people pay attention to role model
- retail this info in their memory
- must feel like they are capabl of imitating teh behaviour
- must feel motivated to want to imitate the behaviour / feel they will get rewarded for imitation

• aggression - physical (hitting) and verbal (shouting)

• delayed imitation - when someone witnesses a behaviour at one point in time but only reproduces that behaviour at a different point in time

• A - attention
R - retention
R - reproduction
M - motivation

• association - classical conditioning
• reinforcement - operant conditioning

• conditioning and social learning helps to explain changes in behaviour

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2
Q

Learning approach

A

• conditioning helps to explain changes in behaviour

• social learning helps to explain changes in behaviour

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3
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Operant conditioning

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4
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Classical conditioning

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5
Q

Bandura background

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6
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Bandura aim

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7
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Bandura hypotheses

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8
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Social learning theory

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9
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Bandura research method

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10
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Bandura design

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11
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Bandura IV

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12
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Bandura DV

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13
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Bandura CV

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14
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Bandura apparatus/rooms

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15
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Bandura sampling method

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16
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Bandura sample

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17
Q

Bandura procedure

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18
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Bandura results

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19
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Bandura conclusions

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20
Q

Bandura application to everyday life

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21
Q

Bandura strengths

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22
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Bandura weaknesses

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23
Q

Bandura individual vs situational

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24
Q

Bandura nature vs nurture

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25
Q

Bandura use of children (debate)

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26
Q

Pepperberg - psychology being investigated

A

• social learning theory (ARMM)
—> when a person/animal observes and imitates a chosen behaviour

• the concepts of same and different
—> understanding whether two objects share a feature, such as matter, or not

• animal cognition
—> whether non-humans have the ability to think and reason

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27
Q

Pepperberg background

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28
Q

Pepperberg aim

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• to test whether a parrot could learn the concepts of ‘same’ or ‘different’

• to investigate whether a parrot could comprehend symbolic understanding of same/different

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29
Q

Pepperberg research method

A

Case study
Laboratory experiment

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30
Q

Pepperberg Sampling method

A

Opportunity - parrot that Pepperberg owned

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31
Q

Pepperberg sample

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• African Grey parrot named Alex
• been the focus on study on inter species communication and cognitive abilities since June 1977
• allowed free access (upon request) to all part of the lab for the 8hrs the trainers were present
• trials occured in various locations
• during sleeping hours, he was confined to a wire cage (~62x62x73 cm)
• water and standard food mix were available continuously
• fresh fruit, veg, specialty nuts and toys were provided at the bird’s vocal request

32
Q

Pepperberg procedure

A

• In each trial, Alex was presented with 2 objects that could differ in one of three categories: shape, colour, matter
E.g. blue wooden triangle and blue wooden square

• in some trials, Alex asked by trainer “what’s same?” And “what’s different?”
• correct response = Alex names categories that are same and different
• tasks involves pair of familiar items, unfamiliar or one of each

• principle trainer…

33
Q

Pepperberg principle trainer prodcedure

A

• present in each trial but sat facing away from Alex, unable to see objects
• after each of Alex’s responses, trainer repeated answer aloud
• correct = rewarded with praise and given the items. Answer correct first time counted towards the first trial response rate
• incorrect/indistinct = Alex told “No!”, object removed while trainer turned head (time out)
• correction procedure repeated until correct response given - number of errors was recorded

34
Q

Pepperberg general training procedure

A

• primary technique = model/rival technique, based on principles of social learning
• one of the humans acts as a trainer to a second human
• trainer asks the second human questions about objects, giving praise and rewards for correct answers, shows disapproval for incorrect answers
• second human acts as a model for Alex’s responses, but also rival to trainer’s attention
• role of model and trainer frequently reversed and Alex given opportunity to participate in sessions
• in any training with purpose to acquire a label, the reward was both objects = continuous reinforcement
• to keep Alex’s motivation high, choose reward object if correct
E.g. got answer correct and stated “i want cork” - would be given cork

35
Q

Pepperberg same/different training procedure

A

• trainer held up 3 objects in from of model, asked “what’s same?” or “what’s different?”

• types of questions and training objects were mixed within each session

• model responds with correct category label and given objects as reward

• if model gives incorrect category label, trainer scolded them

• when error occurs, all objects removed from sight then presented with same question - then role of trainer and model is reversed

• Alex first learned categories of colour then shape

• then trained on third label, matter (“mah-mah”). Study delayed as this took some time to ensure he was accurate

• 2-4 sessions a week, 5-60 mins long

• trained on other tasks to prevent boredom e.g. number concepts, new labels for other objects, recognition of photos and objects

36
Q

Frequency of sessions - pepperberg

A

2-4 sessions per week

5-60 mins long

37
Q

Tests on familiar objects

A

• involved similar objects to those used in training but never the same ones
• items combined one additional colour, shape and material available in the lab
• were variously coloured and shaped objects of wood and rawhide and, later, variously shaped keys
• trials included presentations of objects previously examined as novel exemplars on the transfer tests
• individual objects used in more than one trail but pairings of objects were always novel - pair presented only when Alex was incorrect

38
Q

Transfer tests with novel objects

A

• Alex presented with pairs of objects which had never been used together, in training

• also not used in previous tests asking same/differ

• objects may have been totally novel

• at least one pair of objects was unfamiliar to Alex

• asked what’s same / what’s different

• praised/rewarded if answered correctly

• if incorrect, told “No!” and object was removed while trainer turned head (time out)

39
Q

Test procedures - pepperberg

A

• Alex tested by secondary trainers who had not worked with him on learning same/different

• on previous day to trial, principle trainer would list all possible objects that could be used for testing

• student would choose questions from the same or different pairs, then randomly order them

• researcher only interested in data from same/different, but other questions included to prevent boredom
E.g. what colour/shape, how many

40
Q

Describe what the principle trainer would do during the test procedure

A

• sat in room with back to parrot/Alex

• did not loo at Alex during presentation of test objects

• did not know object being presented

• repeated out loud what Alex said (translating e.g. “mah-mah” = matter)

• then decided if the response was correct/incorrect/indistinct

41
Q

Pepperberg apparatus

A

Objects that have similar and different properties with regard to colour, shape and material. For training and testing the objects were used to restricted to red, green or blue

42
Q

Pepperberg use of probes

A

• pepperberg concerned Alex might not be attending to questions but noted just responding to the physical characteristics of the objects themselves

• by looking at shapes of objects he could have determined the one category that was same/different

• so, at random intervals, probes were administered - Alex asked questions for either 2 of the 3 category labels could be the correct response

43
Q

Example of use of probes in pepperberg

A

• He would be shown a yellow and blue wooden triangle and asked “what’s same?”
—> if he were ignoring question and answering on basis of attributes to prior training, would of given incorrect answer
—> if answering properly, would have two correct responses

• having 2 possible correct answers provided additional protection against expectation curing

44
Q

Model/rival technique

A

• one human acts as trainer/teacher to second human

• present object and ask questions about objects or what’s same/different

• given praise/reward for correct answers - item given to Alex

• show disapproval for incorrect answers - item taken away

• second human acts as a rival for the trainers attention

• parrot allow to participate in any verbal exchanges

• Alex observed interactions (between model and rival)

• roles were frequently reversed

45
Q

Describe what Alex was allowed to do during non-sleeping hours, when he was not being used in a trial

A

• allowed free access to all parts of the laboratory

• has to be contingent in a correct vocalisation

•allowed to eat any standard food; drink as much water as wanted; food and waster always available; not deprived of this/has access to/fed regularly

• could request fresh fruit/veg/nuts

•could request toys

46
Q

Pepperberg training results

A

• training to acquire colour and shape, as labels separate from the questions “what’s same?” and “what’s different?”, took 4 months

• training to acquire “mah-mah” (matter), a totally novel vocalisation, took 9 months

• vocalisations that involve new phonemes (sounds that don’t occur in previously acquired labels) take considerably longer to train than those that are recombinations of familiar phonemes

• length of each session depended on Alex’s willingness to attend to training

• possible that Alex had begun to acquire the same/different concept before he could produce the required category labels

47
Q

Pepperberg results - tests on familiar objects

A

• Alex school was 99/126 = 76.6% for all trials (first trials plus correction procedures)

• 69/99 = 69.7% on first trial only performances

• Alex’s score for all trials was better than his first-trial-only performances

48
Q

Pepperberg results - tests on novel objects

A

• 96/113 = 85% on all trials

• 79/96 = 82.3% on first trial performances

49
Q

Pepperberg - Outline how the overall test score was calculated in the study

A

By dividing the total number of correct identification by the total number of presentations required

50
Q

Pepperberg conclusion

A
51
Q

Pepperberg strengths

A
52
Q

Pepperberg weaknesses

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53
Q

Pepperberg methodological weaknesses

A

• sample size = 1
—> Difficult to generalise - Alex may have been qualitatively different to other parents so he may not represent a large population of them/wild parrots

• lacks ecological validity

54
Q

Pepperberg - application to everyday life

A

• (how) teach animals to use the model/rival technique – can be used in other settings E.g. therapy settings

• (what) Service dogs may be taught which tablets the same/different for people who need help identifying the correct medication

• (how) Teaching children using the model/rival technique can be used in the classroom

55
Q

Pepperberg - individual vs situational

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56
Q

Pepperberg - nature vs nurture

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57
Q

Pepperberg - use of animals debate

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58
Q

Saavadra and silverman - psychology being investigated

A
59
Q

Saavadra and silverman - background

A
60
Q

Saavadra and silverman - aim

A

• to examine the role of classical conditioning in relation to fear and avoidance of a particular stimulus

• in context of a specific phobias, researchers wanted to see if using a type of exposure therapy could reduce the disgust and distress associated with buttons

61
Q

Saavadra and silverman - hypothesis

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62
Q

Saavadra and silverman - research method

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63
Q

Saavadra and silverman - sampling method

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64
Q

Saavadra and silverman - sample/participant

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65
Q

Saavadra and silverman - how he got the phobia

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66
Q

Saavadra and silverman - procedure

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67
Q

Saavadra and silverman - behavioural exposures

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68
Q

Saavadra and silverman - results

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69
Q

Saavadra and silverman - conclusions

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70
Q

Saavadra and silverman - strengths

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71
Q

Saavadra and silverman - weaknesses

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72
Q

Saavadra and silverman - application to everyday life

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73
Q

Saavadra and silverman - individual vs situational

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74
Q

Saavadra and silverman - nature vs nurture

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75
Q

Saavadra and silverman - use of children debate

A

A-level Psychology (7 decks)

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