Learning Approach Flashcards
1
Q
what is classical conditioning
A
passive learning through association based on reflex behaviours
2
Q
who discovered classical conditioning
A
Pavlov
3
Q
define unconditioned stimulus
A
anything that naturally has the power to produce a response
4
Q
define unconditioned response
A
a natural reflex to an unconditioned stimulus
5
Q
define neutral stimulus
A
something in the environment which does not initially cause a response
6
Q
define conditioned stimulus
A
the neutral stimulus becomes the conditioned stimulus when it acquires the ability to produce a specific response
7
Q
defined conditioned repsonse
A
a learnt response to something that doesn’t naturally have the power to produce a response
8
Q
define extinction
A
when the CR declines and disappears because the CS is repeatedly presented in the absence of UCS
9
Q
define spontaneous recovery
A
when the CR reappears in a weakened form in response to the CS
10
Q
define generalisation
A
when stimuli similar to the CS produce the CR
11
Q
define discrimination
A
the CR is only produced in response to the CS and not to similar stimuli
12
Q
what could CC be used to treat
A
alcoholism
13
Q
what are the strengths of CC?
A
reliability - controls + standardisation
application - phobias + eating behaviours (Jansen et al 2003)
construct validity - controls
14
Q
what are the weakness of CC?
A
generalisability - humans + dogs = different brain structures
ecological validity - lab experiment
population validity - only 35 dogs used
ethics - surgery to insert tube - permanent damage/distress
15
Q
what are the aims of Pavlov’s study
A
to investigate how salivation becomes associated with a new stimuli unrelated to food and properties of this association
to investigate the role of conditioned reflexes in eating behaviour in dogs
16
Q
what was Pavlov’s experimental design
A
repeated measures
17
Q
what was the IV of Pavlov’s experiment
A
stimulus before/after conditioning
18
Q
what was the DV of Pavlov’s experiment
A
volume of saliva
19
Q
what were the controlled variables
A
established baseline volume by presenting NS before conditioning and measuring saliva
dark soundproof room
immobilised the dogs
20
Q
what was the UCS in Pavlov’s experiment
A
food
21
Q
what was the UCRi n Pavlov’s experiment
A
salivation
22
Q
what was the NS in Pavlov’s experiment
A
buzzer/bell
23
Q
what did Pavlov vary in his study
A
when pairing was made (backwards/forwards conditioning)
24
Q
how was extinction demonstrated in Pavlov’s study
A
after buzzer was heard multiple times without food being presented, salivation stopped
25
what were the results of Pavlov's experiment
forward pairings of NS with UCS resulted in saliva - after 45 seconds 11 drops of saliva collected
extinction was seen as volume declined after repeated presentation of CS without UCS
spontaneous recovery occurred on some occasions
26
what conclusions were made from Pavlov's experiment
NS must be presented before UCS for conditioning to take place
an association will only be made when dog is alert and undistracted
27
how is operant conditioning different from CC?
it is the learning of VOLUNTARY behaviour through CONSEQUENCES
28
define positive reinforcement
when a reward is GIVEN in response to a behaviour
29
define negative reinforcement
when something undesired is TAKEN away in response to a behaviour (good)
30
define positive punishment
when something undesired is GIVEN as punishment for bad behaviour
31
define negative punishment
the removal of something nice as punishment
32
define contingency
the reinforcement/punishment has to relate sufficiently to the behaviour so there is a clear link between them
33
define contiguity
must not be a time lapse between the reward or punishment and the behaviour
34
how was operant conditioning studied
Skinner's box (rats)
Thorndike's puzzle box (cats)
35
describe Skinner's research
developed various ways of reinforcing rats using food pellets
varied conditions so that eg.,. food was only released if rat pulled lever when red light was on
rats quickly learnt red lights = food
36
describe Thorndike's research
used a puzzle box that could only be opened with a system of levers
cat placed inside and food outside
cat gradually learnt by trial and error how to open the box
cat would then be rewarded with food
37
define primary reinforcement
a basic need - e.g., food, drink, warmth, shelter
38
define secondary reinforcement
something that can satisfy a basic need but isnt a basic need e.g., pocket money
39
define continuous reinforcement
when each behaviour gets the consequence
40
define toke economy
giving tokens as a reward for good behaviour which can be accumulated and exchanged for rewards
41
define fixed interval of reinforcement
reward is not immediate but has a fixed time delay
42
define variable interval of reinforcement
a reward is given after a fixed time delay on first occasion, then time delay changes
43
define fixed ratio of reinforcement
behaviour is rewarded after it has been repeated a set number of times
44
define variable ratio of reinforcement
once a fixed ratio is established, number of times a behaviour has to be repeated is varied
45
who discovered the SLT?
Bandura
46
define reciprocal determinism
explains how we act is influenced by the environment, individual characteristics, and behaviour, all three factors are influenced by each other
47
how does cognitive processing link to observational learning
- paying attention
- recording info + storing it
48
what are the stages of the SLT?
attention - retention - reproduction - motivation
49
define vicarious learning
reinforcement can occur through seeing others being reinforced/punished and learning from this
50
what are important factors in vicarious learning
models must be similar to observer
model must be important to observer
behaviour must be observable
51
give the strengths of the SLT
- lots of experimental evidence - Bandura, Mineka, Olsson
- application - OCD, (Mr C)
52
give the weakness of the SLT
- lack of construct validity - behaivour may not be exhibited immediately - limits results
- generalisability - Mineka used monkeys
53
what were the aims of Bandura's study (1961)
to investigate whether children would develop aggressive behaviour after observing it from a role model
54
how many children were used and what age range (Bandura 1961)
72 children (3-5 years)
36 male, 36 female
55
what experimental design was used? (Bandura 1961)
independent groups design
56
where did Bandura get the participants from for his experiments?
Stanford university nursery
57
who matched the participants in Bandura's 1961 study?
their teacher and a researcher
58
how were participants matched in the 1961 study?
same sex groups of 3 with equal aggression
59
what were the controls in the 1961 study?
matched on pre-existing aggression
same toys available
models had both physically and verbally standardised behaviours
60
describe the procedure of Baddeley's 1961 study
- children brought in individually by experimenter
- model in one corner, child in opposite
- aggressive condition - model played with toys for a min then began to act aggressively towards bobo doll
- non aggressive - model continued to play with toys
- room 2: aggression arousal - shown toys but not allowed to play with them
- room 3 - contained aggressive and non aggressive toys and 3ft bobo doll, behaivour observed through one way mirror
61
what percentage of the control group showed in aggression in Bandura's 1961 study
70%
62
which sex were more likely to imitate physical violence in Bandura's 1961 study
male
63
which sex were more likely to imitate verbal violence in Bandura's 1961 study
female
64
what did Bandura (1961) conclude?
social behaviour can be learnt through imitation without the use of reinforcement
65
what were the strengths of Bandura's 1961 study
reliability - controls, standardised procedure
application - led to watershed
construct validity - covert observation
66
what were the weaknesses of Bandura's 1961 study
generalisability - 72 children = lack of population validity
low ethics - potential psych harm - changed behaviour so more aggressive
67
What is the name of the contemporary study?
Capafons et. al (1998) Systematic Desensitisation in the treatment of fear of flying
68
What was the aim of Capafons et. al (1998)?
to test whether systematic desensitisation is effective as a therapeutic technique for treating fear of flying
69
How many people were used? Capafons et. al (1998)
41 - 20 in treatment group and 21 to waiting control group
70
How were the groups balanced in Capafons et. al (1998)?
age, sex, self reported fear level and some psychophysiological measures
71
How were the ppts recruited in Capafons et. al (1998)?
a media campaign advertising free intervention programmes to treat the fear of flying
72
What were the DVs? Capafons et. al (1998)
answers to questions used to diagnose fear of flying
2 questionnaires measuring fear of flying
73
Summarise the procedure of Capafons et. al (1998)
- ppts measured individually to complete the self report measures
- they later returned to the uni and shown a video of a plane journey
- ppts were given time to habituate to the environment then shown vid
- ppts tested using post treatment measures after approx. 8 weeks (during which treatment group given 2, 1hr sessions per week)
- programme made up of 3 phases:
1st = 4 sessions in relaxation and imagination
2nd = 3 sessions focusing on stimulis hierarchy
3rd = application of desensitisation and stop thinking
- post treatment measures after return trip
74
what were the controls within the procedure? Capafons et. al (1998)
temp
distance from screen
75
what were the results of Capafons et. al (1998)?
- no sig diff between control and treatment group PRIOR to treatment
- treatment group had a bigger before and after difference than control group on all but 2 measures
76
what was the conclusion of Capafons et. al (1998)
overall, intervention programme successfully reduced fear of flying in treatment group (although 10% didnt show significant deduction)
overall, no reduction in fear in control group showing mere passage of time doesnt have an effect
77
what were the strengths of Capafons et. al (1998)?
reliability - control group and standardised procedure (temp and dist from screen) + biofeedback (heartrate) is objective and scientific
application - can be applied to other phobias
ecological validity - end point on a plan reflects real world
ethics - do no harm = relaxation at end, informed consent, debrief
78
what were the weaknesses of Capafons et. al (1998)?
population validity - small sample - only 41, and slight gender bias (more females than males in both groups) and volunteer sampling
construct validity - lack of control over extraneous variables in airport - eg crowds, claustraphobia
application - only one phobia tested
79
What was the classical study?
Watson and Rayner (1920) Little Albert
80
what were the aims of Watson and Rayner (1920) Little Albert?
- whether they could condition fear of an animal by simultaneously presenting the animal and striking a steel bar to make a loud noise to frighten the child
- whether the fear would be transferred to other animals and objects (generalisation)
- the effect of time on the conditioned response (extinction)
81
what was the research method of Watson and Rayner (1920) Little Albert
lab experiment
82
what was the IV of Watson and Rayner (1920) Little Albert
changed throughout e.g., type of stimuli, amount of time after conditioning
83
what was the DV of Watson and Rayner (1920) Little Albert
Albert's reaction to the presentation of the IV
84
describe the pre tests for fear reactions (Watson and Rayner (1920) Little Albert)
tested for fear reactions:
- rabbit, cotton wool, white rat
result - no fear
banged hammer against steel bar
result: fear response
85
