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Psychology unit 2 > Learning approach > Flashcards

Learning approach Flashcards

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1
Q

Define the learning approach

A

Early 20cen / John Watson / see behaviour - ignored what can’t see (body language/expression) against psychodynamic (unconscious) / predict + control behaviour (shooting gun in crowd evoke panic / security guards at football match / behaviourist approach - focus on actual behaviour instead of mental process / nurture - learnt from environment / varied surroundings make us different - stimulus response learning (perfume stimulus response remembering someone (association) - different environmental stimulus creates different response / association - classical - song with person - human+animal learn in same way - reinforcements - opporant - merits at school

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2
Q

Classical conditioning: main features

A

Ivan Pavlov - Russian psychologist created classical conditioning = learning through association / learning is passive based on reflex behaviour - human+animals have / learning through associating a a stimulus which naturally bring about a a response with new stimulus so that it brings about the same response e.g. bang on desk - blow in eye - blink

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3
Q

Conditioned

A

taught to respond respond / learned

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4
Q

unconditioned

A

reflex / natural / instinct

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5
Q

stimulus

A

any change in the environment that on organism registers - heat song perfume

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6
Q

response

A

any behaviour that the organism emits as a consequence of a stimulus - remembering someone

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7
Q

reflex

A

consistent connection between a stimulus and response - blinking

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8
Q

classical conditioning - key terms

A

UCS / UCR / NS / CS / CR / extinction / generalisation / spontaneous recovery / discrimination

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9
Q

UCS

A

anything that naturally has the power to produce a response in a human or animal - smell of food

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10
Q

UCR

A

natural reflex response to an unconditioned stimulus - salivation to the presence of food

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11
Q

NS

A

something in the environment which does not initially cause a response - dog would not normally salivate to the sound of a bell

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12
Q

CS

A

the neutral stimulus becomes the conditioned stimulus when it acquires the ability to produce a specific response in a human or animal - only happens after the NS is paired with the UCS - bell paired with food

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13
Q

CR

A

learnt response to something that doesn’t naturally have the power to produce a response in humans or animals - salivating to the sound of the bell

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14
Q

Pavlovs dogs experiment

A

UCS: food UCR: salivating to food NS: bell…pairing NS+UCS…CS: bell CR: salivating to bell / extinction - after time dogs don’t salivate to bell / generalisation - dogs salivate to whistle / discrimination - dogs only salivate to original bell / spontaneous recovery - after a long period dog salivates a bit to sound of bell

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15
Q

Extinction

A

when the CR (salivation to bell) declines + disappears because the CS (bell) is repeatedly shown without the UCS (food) - bell rung no food presented

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16
Q

Spontaneous recovery

A

When CR reappears in a weakened form in response to the CS - after weeks dog salivates a bit to sound of bell again

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17
Q

Generalisation

A

when stimuli similar to the CS brings of CR - dog will salivate to the sound of door bell as well

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18
Q

Discrimination

A

The CR is only produced in response to the CS not similar stimuli - dog only salivates to original bell not door bell

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19
Q

CC - Removal of fears

A

phobia = fear / associating pleasant with a feared object is still used successfully today

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20
Q

CC - systematic desensitisation

A

person getting used to a certain stimulus / often used to reduce fears / each therapy bring spider closer to patient

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21
Q

Watson and Raynor 1920: Aim

A
  1. classical conditioning 2. bring about phobic response
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22
Q

Watson and Raynor 1920: Procedure

A

case study - lab experiment - Little Albert + IV - stimulus / pre-conditioning - 9 months / conditioning trials - 11 months / post conditioning test

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23
Q

Watson and Raynor 1920: Results

A

Before conditioning - 9 months / 1 trial - distressed / 2 trial suspicious / 3 trial - cried + leaned away / 7 weeks later - generalisation

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24
Q

Watson and Raynor 1920: Conclusion

A

Classical conditioning - bring about phobic behaviour

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25
Q

Watson and Raynor: Evaluate - strengths

A

Reliable - standardised procedure - control of extraneous variables - replicable / increase experimental validity - lab experiment / Little Peter treatment - CC can bring about fear

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26
Q

Watson and Raynor: Evaluate - weaknesses

A

Ethical concerns - generalised fear - psychological harm - stress / ecological validity low - lab experiment - / generalisability - case study

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27
Q

CC - Aversion Therapy

A

behaviourist therapy / changing or removing undesired behaviour / rid patients of CS - alcohol / CS paired with UCS to bring about UCR / eventually CS is associated with unpleasant response = stop behaviour / alcohol - emetic drug / over generalisation - to other drinks (soft drinks)

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28
Q

Aversion therapy - evaluate - strengths

A

success rate - Frawley + Smith tested marijuana cocaine alcohol - 81% abstained at 6months 71.3% abstinent 20 months / classical conditioning - explainable

29
Q

Aversion therapy - evaluate - weaknesses

A

unethical - withdrawal symptoms / social control to change behaviour - homosexuals to straight men - naked pics + electric shocks

30
Q

Operant conditioning: main features

A

Consequences / first proposed Thorndike 1911 - animals trial+error ‘Law of Effect’ / B. F. Skinner developed principles - applied to humans / voluntary behaviour - learning though consequences / punishment+reinforcement / control what is learnt - control future behaviour / Skinner = reinforcement better than punishment - Skinner box

31
Q

Reinforcement: positive

A

when behaviour is repeated because something good is given e.g. merits for good homework

32
Q

Reinforcement: negative

A

when behaviour s repeated because something bad is removed e.g. doing homework so you don’t get shouted at

33
Q

Punishment

A

when behaviour stops because something bad is given e.g. get shouted at for not doing your homework

34
Q

Consequences - children / subjectivity

A

naughty child will see punishment as attention so repeats the behaviour / subjective - unique to every individual

35
Q

Primary reinforecments

A

rewards that are natural - warmth / food / shelter / sex - primary drives / basic needs

36
Q

Secondary reinforcements

A

rewards that can get you primary drives - money to buy food / sometimes secondary reinforcements become primary - money

37
Q

Application: CC

A

to society+ people through two therapies - aversion + systematic desensitisation

38
Q

Application: OC

A

society through token economy programmes + education / training guard dogs / any area where rewards are used to shape behaviour

39
Q

Lab expt: features

A

IV manipulated -DV measured / experimental + control group / cause+effect relationship / controls avoid situational + experimenter effects / hypotheses - experimental (what’s predicted) - non / directional

40
Q

Lab expt: evaluate - strengths

A

reliable - IV controls standardised / objectivity - double blind technique - IV / generalisable - sample method - representative / cause+effect

41
Q

Lab expt: evaluate - weaknesses

A

low eco validity / ethical problems - controls artificial tasks / validity - regard to task + controls

42
Q

Lab expt - animals: for

A

no demand characteristics / high levels of control / animals develop faster than humans / ethics - can do more to animals than humans - brain lesion / stimuli response can be isolated / objectivity

43
Q

Lab expt - animals: against

A

complexity - generalisability / validity - eco - not natural / ethics - animals must be acknowledged / rules making it difficult to use animals - suitable caging - home office licences - endangered animals - competent handlers - no harm

44
Q

SLT: main features

A

learning through OIM / Bandura = ARRM / copying your role model / takes into account cognitive processing - not simply stimulus response learning

45
Q

SLT: OIM

A

Observation: watching your role model
Imitation: copying your role model
Model: personalising the action
E.g. watching mum bake cup cake / do it yourself / you make biscuits instead of cupcakes

46
Q

SLT: ARRM

A

Attention: focusing (teacher making paper plane)
Retention: processing info (remembering steps)
Reproduction: carrying it out ( make the plane yourself)
Motivation: getting praise for something (teacher giving merit - you want to do it again)

47
Q

SLT: Role models

A

Characteristics: same gender / similar age / status, power, fame,success / Identify with them - style / Look up

48
Q

SLT: vicarious consequences

A

Learning from your role model - Lindsay Lohan doing drugs went to prison - you won’t do drugs / Being skinny - become a model - seen as beautiful - you will want to loose weight so you can become famous too

49
Q

SLT: criticism

A

role of reinforcement - underestimated in SLT / neglects idea of nature - supports nurture / mixed evidence that violence on TV will influence children

50
Q

Key issue

A

The influence of role models on anorexia

51
Q

Anorexia: description

A

60,000 Britain with eating disorders / 9/10 female / anorexia highest mortality rate of psychiatric illness / anorexia is being extremely underweight (15% lower) - refusal to eat properly if all / suffers see fat when painfully thin / starts teenage years - girls stop menstruating - body shut down / actor pop star - seen as role model / actresses in 1990’s 10% fat levels - supposed to be 22-26% / anorexia role models - damages self-esteem + lead to impressionable teens linking thin with fame / media’s obsession with thin models = contributed to growth in eating disorders among girls

52
Q

Anorexia: explanation - SLT

A

Role models - successful celebs / observed by fans / imitated by fans / Size zero model Eliana Ramos died - eating disorder - very famous seen on TV / girls want to be like her - restrict their calorie intake = lose weight - learnt through observation / Bandura - behaviour copied if rewarded - anorexic models (female/similar age) get media attention + earning money through modelling / vicarious reinforcement (Eliana Ramos) - link then being stick thin with fame+fortune - girls indirectly rewarded for loosing weight when they see their role models getting rewarded

53
Q

Anorexia: explanation - OC

A

Positive reinforcements; complimented for loosing weight
Negative reinforcements: not eating to avoid anxiety
Punishment: becoming sick because of not eating

54
Q

Anorexia: explanation - CC

A

As you loose weight you will get compliments - associate loosing weight with being admired and getting compliments

55
Q

Bandura Ross+Ross (1961): Aim

A

demonstrate that if children were witnesses to an aggressive display by an adult they would imitate this aggressive behaviour when given the opportunity

56
Q

Bandura Ross+Ross (1961): Procedure

A

F36+M36 - 4yrs4months / F1+M1 role model / matched pairs - pre existing aggression - observation 1-5point scale / 3conditions: aggressive-non aggressive-control group / aggressive+non subdivided into sex + sex of role model exposed to / 3 IV’s (condition sex rolemodel +child)

57
Q

Bandura Ross+Ross (1961): Procedure stage 1

A

experimental room - child in one corner ( at desk with potato stamps + stickers ) adult in other ( tinker toys+ bobo doll) / non aggressive - model ignores bobo doll assembles tinker toys / aggressive - 1 min tinker toys - turns to bobo doll stylised aggression / 10 mins long - child taken out to another room

58
Q

Bandura Ross+Ross (1961): Procedure stage 2

A

taken to room 2 /mild aggression arousal / child shown room filled with toys - not allowed to play / reserved for another child - frustration occurs

59
Q

Bandura Ross+Ross (1961): Procedure stage 3

A

taken to third room / told they can play with any toys / tinker toys + bobo doll in the room - aggressive+non / 20 mins duration / one-way mirror / observations at 5 second intervals - 240 response units per child

60
Q

Bandura Ross+Ross (1961): Procedure criteria looked for

A
  1. imitation of physical aggression (punching bobo nose) / 2. verbal aggression (pow / sock him in the nose) / 3. non aggressive verbal responses ( he keeps coming back for more)
61
Q

Bandura Ross+Ross (1961): Procedure researcher considered

A

which children imitate the models / which models the children imitate / whether child showed general increase in aggressive behaviour or specific imitation of adult behaviours

62
Q

Bandura Ross+Ross (1961): Results

A
  1. The children in the aggressive condition made more aggressive responses than in non-aggressive / aggression = boys > girls / boys in aggressive model showed more aggressive responses if model was male rather than female / girls in aggressive conditions also showed more physical aggressive responses if model was male + verbal aggression if female model / exception to this general pattern - observation of how often they punched bobo = effects of gender reserved
63
Q

Bandura Ross+Ross (1961): Conclusion

A

findings support Bandura’s SLT theory / children learn social behaviour such as aggression through the process of observation learning - watch + imitating other persons behaviour / boys were more aggressive than girls – however less likely to copy aggressive behaviour from a female model

64
Q

Bandura Ross+Ross (1961: strengths

A

lab experiment - high level of control = cause +effect – the model did have an effect on the child’s subsequent behaviour because all other variables were controlled / such high level of control = replicated (gender of model, time children observed, behaviour of the model) / the study yields quantitative data which can be analysed using inferential statical tests (chi squared) - these tests permit statements to be made about how likely the results are due to chance - objectivity

65
Q

Bandura Ross+Ross (1961): Evaluation weaknesses

A

unethical - there is the possibility of the problem that children suffered long term consequences as a result of the study / interpreting behaviour towards the bobo doll as aggression - perhaps the children interpreted their own behaviour as play / not ecologically valid - lab experiment - situation of child + adult model limited social situation - no interaction with model at any point - model and child are strangers - not like normal modeling which often takes place within a family / snap shot study rather than longitudinal - can’t see if single exposure can have a long-term effect

66
Q

Bandura Ross+Ross (1961): ethics

A

presumptive consent / right to withdraw / psychological harm - created individuals that were aggressive - long term effect on children

67
Q

Gender development - learning theory

A

through process of observation, reinforcement, modeling + imitation of gender-appropriate behaviours in parents, peers + social groups

68
Q

Gender development -describe

A

Nurture / stereotypical activities / media + significant others / from birth / family + friends / OC / SLT

69
Q

Gender development - evaluation - strengths

A

Daphne Went / Cramer + Skidd pre-schooled aged boy + girls stereotypes of gender appropriate behaviours / Langlois + Downs punishment influence behaviour - father disapproving playing with girls toys / learning - common sense

Psychology unit 2 (3 decks)

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