Learning Perspective Flashcards
Bandura (1961) Transmission of aggression through imitation of aggressive models aim
To see if children were more likely to behave aggressively after observing an aggressive model, and if they were more likely to imitate same-sex models.
Bandura (1961) Transmission of aggression through imitation of aggressive models procedure
Male and female children were randomly placed into three groups. The aggression group observed a model behaving aggressively towards the Bobo doll. The non-aggression group observed an adult constructing mechanical toys. The control group played with no model present. The children were then allowed to play with toys and their behaviour was recorded.
Bandura (1961) Transmission of aggression through imitation of aggressive models findings
The children who observed the model behaving aggressively were more likely to behave aggressively than the other two groups of children. Boys imitated the aggressive behaviours of a male model more often than they imitate a female model.
Bandura (1961) Transmission of aggression through imitation of aggressive models conclusion
Aggression is a social behaviour that can be imitated by children through observing models. Imitation is more likely when the model is the same sex as the observer, which supports the role of identification.
Skinner (1932) On the rate of formation of a conditioned reflex aim
To measure the rate at which rats would press a lever when a food pellet was delivered after each lever-press. Would the food act as a reinforcer of level-pressing?
Skinner (1932) On the rate of formation of a conditioned reflex procedure
Four rats individually spent time in a skinner box. To begin with the lever could not be pressed but food pellets were dispensed at various time intervals. This was done so the rats knew what the food pellet was. Then the lever was released so that it could be pressed and now food was dispensed every time the lever was pressed.
Skinner (1932) On the rate of formation of a conditioned reflex findings
For two rats, it only took one press of the lever for them to immediately start pressing the lever at a high rate. Another pressed it once, then took an hour for it to press again, only then did it press at a high rate. The fourth pressed five times before pressing at a high rate.
Skinner (1932) On the rate of formation of a conditioned reflex conclusion
The behaviour of animals is not free; it is determined by natural laws. Operant conditioning is like classical conditioning, but more like every-day learning because it was faster. All it took was one reinforcement to change the rats’ behaviour.
Watson and Rayner (1920) Conditioned emotional reaction — Little Albert aims
To show that emotional responses such as fear can be learnt through classical conditioning.
Watson and Rayner (1920) Conditioned emotional reaction — Little Albert procedure
The participant was a baby boy called Albert. He was shown several objects one at a time. A metal bar was struck the hammer to test the response to a loud noise. Classical conditioning began two months later over several sessions. Albert was shown the white rat several times and the metal bar was struck every time he reached out for the rat.
Watson and Rayner (1920) Conditioned emotional reaction — Little Albert findings
In the first session Albert showed no fear responses to any of the stimuli, however, he showed an unconditioned response (UCR) to the loud noise. By the end of the classical conditioning Albert showed conditioned response (CR) to the white rat as well as other fluffy white objects. This became less extreme over time.
Watson and Rayner (1920) Conditioned emotional reaction — Little Albert conclusion
Classical conditioning a fear response to a neutral stimulus is relatively straightforward, at least in very young children. A fear response conditioned to one stimulus will generalise to other similar stimuli without further conditioning (stimulus generalisation).
