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Learning psychology Flashcards

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1
Q

What are the assumptions of the learning approach

A

The major influence on human behaviour is learning from our environment
Laws of learning are the same for all species
Psych should be study of observable behaviour, learning is stimulus-response
Scientific methods lead to knowledge

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2
Q

What are the 5 ethical considerations of The scientific procedures act 1986

A

Care over caging
Avoiding discomfort and distress
Suitably qualified researchers
Cost-benefit analysis
Look for alternatives

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3
Q

What are the 3 factors Bateson said you need to take into account

A

Degree of suffering - low
Quality of research - high
Certainty of benefit - high

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4
Q

What is classical conditioning

A

learning by association where natural reflexes are paired with neutral stimuli

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5
Q

What are the 5 key terms for classical conditioning

A

Unconditioned stimulus
Unconditioned response
Neutral stimulus
Conditioned stimulus
Conditioned response

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6
Q

What is extinction and spontaneous recovery in CC

A

Extinction: If a CS is repeatedly presented without the UCS the CR will disappear
Spontaneous recovery: Temporary return of extinct response after a delay

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7
Q

What was the aim of Pavlov’s study

A

Investigate the reflex response of salivation to see how reflexive behaviour can be produced in new situations.

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8
Q

What was the sample of Pavlov’s study

A

25 years, 23 studies, 35 various dog breeds

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9
Q

What was the procedure of Pavlov’s study

A

Baseline condition - put meat in dogs mouth to measure salivation to compare
Control condition - presented dog with food
Experimental condition - Presented dogs with metronome, buzzer and tuning fork - no salivation so NS. Paired food arrival with metronome a few times then presented it on its own.
Did forward and backward conditioning

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10
Q

What were the findings of Pavlov study

A

Baseline - secretion 1-2 seconds after food in mouth
Control - secretion started after 5 seconds and 6 drops collected after 15 seconds
Experimental - secretion 9 seconds after metronome and 11 drops collected after 45 seconds
Forward produced salivation but backwards didn’t

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11
Q

What was the conclusion of Pavlov’s study

A

‘Signalisation’ in the brain links the metronome to food and gives a reflex response of salivation

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12
Q

2 positives of Pavlov’s study

A

+ Standardised procedure - Kept in same environment and same stimulus’
+ Practical applications - help to treat phobias

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13
Q

2 negatives of Pavlov’s study

A
  • Anthropomorphic - humans more complex than dogs
  • Eco validity - special chamber
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14
Q

What was the aim of Watson and Rayners study

A

Too see if classical conditioning could create an irrational fear and to see if that fear could be transferred over to other animals and objects

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15
Q

What was the procedure of Watson and Rayners study

A

First assessed little albert at 9 months old to ensure no fear of white rat
White rat presented at same time as 2 metal bars banging together creating distressing Nosie
After a while the baby was distressed without the metal bars
The replaced by white items like cotton wool and fur

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16
Q

What was the findings of Watson and Rayner

A

After 5 trials he was scared of the rat
After 12 he was scared of any white object

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17
Q

What was the conclusion of Watson and Rayner

A

A conditioned emotional response can occur after a few pairings of stimuli are presented

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18
Q

2 positives of Watson and Rayner

A

+ cause and effect - lab setting
+ confidentiality - pseudonym

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19
Q

2 negatives of Watson and Rayner

A
  • Population validity - 1 person so cant generalise
  • eco validity - not in natural setting
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20
Q

What is the difference between reinforcement and punishment

A

Reinforcement has the effect on increasing the likelihood of behaviour being repeated but punishment decreases the likelihood of negative behaviour repeating

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21
Q

What is vicarious reinforcement

A

See a role model being reinforced for their behaviour so imitate to receive the reinforcement

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22
Q

aim of bandura 61

A

investigate whether young people will imitate an aggressive role model

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23
Q

Sample of bandura 61

A

72 participants from Stanford university nursery aged 3-5 with 36 males and females

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24
Q

Procedure of bandura 61

A

Participants assigned to 1 of 10 conditions
Sat opposite a model and observed for 10 mins before taken to a mild aggression arousal room
Then taken to room with bobo doll mallet and nail gun
Observed through 2 way mirror and recorded every 5 seconds on their pre determined code for 20 mins - 5 point scale for aggression

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25
Q

Findings of Bandura 61

A

More likely to copy same sex with boys more than girls
Boys more physical, same for verbal aggression
Children in non aggressive model showed little aggression

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26
Q

Conclusion of Bandura 61

A

Children are likely to copy behaviour which they are unlikely to produce of watching a role model do it.
Explains acquisition of new responses

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27
Q

Aim of Bandura 63

A

Investigate if kids would imitate aggression when it was seen on a screen
More likely to imitate a cartoon model?

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28
Q

Sample of Bandura 63

A

96 3-5 year olds from Stanford uni nursery 46 boys and girls

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29
Q

Procedure of Bandura 63

A

Real life aggression model - Saw a role model playing normally then aggressively in a structured way
Human filmed aggression - watched same model be aggressive to bobo doll on pre recorded projector
Cartoon aggression - black cat being aggressive to bobo doll with artificial flowers and grass

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30
Q

Findings of Bandura 63

A

Mean aggression scores:
Real life - 83
Human film - 92
Cartoon - 99
Control - 54
still more boys than girls

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31
Q

Conclusion of Bandura 63

A

Exposure to aggressive models increased chance of aggression
Violent acts were clearly observed and imitated

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32
Q

Aim of Bandura 65

A

Investigate impact of a model receiving consequences for aggression

33
Q

Procedure of Bandura 65

A

Experimenter left for 5 mins of programme
Model laid doll on its side, sat on it, punched it and pummelled head with a mallet
Reward condition got clearly rewarded
Punished condition got sat on and hit with newspaper
Kids got stickers and juice as incentive

34
Q

Sample of Bandura 65

A

66 p’pants 33:33 aged 3-5 years old from Stanford uni nursery
11 boys and 11 girls in each consequence (reward, punish, nothing)

35
Q

Findings of Bandura 65

A

Most imitative behaviour shown when model rewarded, then nothing, then punished
Boys imitated aggression more than girls
Incentive of juice and stickers increased imitation in all conditions

36
Q

Conclusion of Bandura 65

A

Imitation of aggressive behaviour is influenced by observing consequences
Supports idea of vicarious reinforcement

37
Q

2 negatives of all banduras studies

A
  • Lacked population validity - Stanford university nursery aged 3-5
  • Demand characteristics - highly controlled artificial setting so unusual and may have caused them to act different
38
Q

2 positives of all banduras studies

A

+ Inter rater reliability - 2 experimenters through 1 way mirror using coding units
+ Practical applications - different for all 3

39
Q

How can classical conditioning explain acquisition of phobias

A

UCS (thunder) –> UCR (fear)
NS (Lightning) –> NR (no response)
UCS+NS (thunder + lightning) –> UCR (fear)
CS (lightning) –> CR (fear)

40
Q

How can SLT explain acquisition of phobias

A

Attention - seen someone get scared
Retention - remembered the response they showed
Reproduction - copy the fear shown
Motivation - might be a role model so motivated to be like them

41
Q

What is systematic desensitisation

A

Aims to gradually reduce the fear response by easing them into the fear - reciprocal inhibition says you cant feel 2 conflicting emotions together so SD replaces fear with calm - based on classical conditioning

42
Q

How can operant conditioning explain maintenance of phobias

A

Positive reinforcement - attention/sympathy of phobia
Negative reinforcement - avoid the phobia

43
Q

How do you use systematic desensitisation

A

First client is taught relaxation techniques like visualisation and breathing exercises
Then they create a feart hierarchy from least scary to most scary - in vitro at the bottom means imaginary situations occurring in vivo at the top in real life situations occur
Finally they are gradually exposed and work way down hierarchy

44
Q

2 positives of systematic desensitisation

A

+ Supporting evidence - Capafons
+ Ethical - patient in full control

45
Q

2 negatives of systematic desensitisation

A
  • Requires commitment - may be high drop out rate
  • Cant treat more general anxiety disorders
46
Q

What is flooding

A

Being physically placed in the phobia immediately for a long period of time to reduce the fear of being in that scenario -
based counter conditioning
In vitro or in vivo
Wont be able to leave until they are calm

47
Q

2 positives of flooding

A

+ Quick and economical
+ Supporting evidence - Wolpe - took a girl scared of cars and drove her for several hours went from hysterical to calm

48
Q

2 negatives of flooding

A
  • Unethical - protection from psych harm
  • Short lived - spontaneous recovery of the fear (previous fear returns)
49
Q

What was the aim of Capafons

A

To investigate the effectiveness of systematic desensitisation

50
Q

What was the sample of Capafons

A

volunteer sample of 41 - 20 received treatment 21 were waiting to
Random assignments although controls in place

51
Q

What was the procedure of Capafons

A

Pre test consisted of: interview, EMV (fear scale), EPAV (scale of expectation of danger and anxiety and heart rate etc
During 8 weeks received 2 1 hour sessions per week
Relaxation training before developing and working through a hierarchy
Each took 2 flights within 7 days of completed therapy
Post test same stuff taken as pre (interviews)

52
Q

What was the findings of Capafons

A

Pre test - very little difference between the 2 groups before treatment
Post test - stat sig difference between those who received SD and those that didn’t - those who did were significantly less afraid control
Fear scale Pre test - 25.6, Post Test - 13.25

53
Q

What was the conclusion of Capafons

A

SD treatment can significantly improve fear of phobias

54
Q

2 positives of Capafons

A

+ Standardised procedure - all asked same questions in interviews and same self report measures
+ Practical applications

55
Q

2 negatives of Capafons

A
  • Demand characteristics - they knew the aim of the study
  • Lacks pop validity - motivated as opportunity sample
56
Q

What is the learning key question do

A

Would it be a good idea for airline companies to offer treatment programmes for fear of flying

57
Q

Describe the key question (4)

A

Fear of flying is known as aerophobia and according to the DSM-V, phobia is characterised by persistent fear of planes, rapid anxiety when exposed to one and attempts to avoid
Estimates 2.5-5% of people have a genuine fear of flying
Some airlines offer fear reduction treatment programmes e.g. EasyJet - fearless flyers course and Virgin - flying without fear course
This is a good idea for social, emotional and economic reasons

58
Q

Explain key question (4)

A

SD is based on CC that learning is by association - may have seen a plane crash on TV so associated them together
SD works on reciprocal inhibition so you cant feel 2 emotions together so it replaces anxiety with calm
airline companies use Relaxation techniques UCS –> UCR etc
Capafons…

59
Q

4 things that make a study scientific

A

Experimental - IV manipulated, DV measured
Objectivity - No bias or interpretation
Falsification - Was there a hypothesis with IV and DV
Reliable - standardised procedure

60
Q

Describe content analysis (4)

A

Indirect observation used to examine secondary data, usually different media sources
Takes qualitative data and turns it quantitative
Creates categories to measure common themes
Counts frequency of particular coding units by tallying the number of times it appears within the source

61
Q

2 Strengths of content analysis

A

Ecological validity - Real media sources are used that haven’t been manipulated by the researcher so they represent current relevant topics to society - TF naturally occurring representing natural opinions and behaviours o can be generalised
Practical - original qual data wasn’t collected by researcher so can collect large amounts in small time. TF economical

62
Q

2 Weaknesses of content analysis

A

Researcher bias - Qual data turned to quant data is interpreted by researcher so may have different interpretations of coding units so tallying on their own opinion. TF reducing internal validity and reliability
Ethnocentric - secondary sources written by someone of one culture for one culture so coding units based on the researchers understanding of the culture TF unrepresentative

63
Q

What 3 things make a Chi Squared

A

Nominal data
Independant group designs
Test of difference

64
Q

When are findings significant in chi squared

A

Observed value needs to be more than or equal to critical value

65
Q

What was the aim of the learning practical

A

To investigate the difference between males + females studying in the common room or doing something else

66
Q

What was the naturally occurring IV and the DV of the learning practical

A

IV - Difference in gender
DV - Number of people studying

67
Q

What was the sample of the learning practical

A

An opportunity sample of 27 year 12 and 13 students at the WBS

68
Q

What was the procedure of the learning practical

A

2 observers enter the common room and go round to observe the behaviour of everyone
Tally quant data of of whether they were or weren’t studying
Take qual data more detail about their studying/other behaviour
Gather totals and do a chi squared for the quant
Analyse the qual and find main themes

69
Q

What were the findings of our learning practical

A

8/15 boys studying
9/12 girls studying

observed value of 1.33 for 1 tail at 0.05 significance with df 1 was lower than critical 2.71 so no stat sig difference between girls and boys studying or not

70
Q

What is behaviour shaping and and example

A

Start by reinforcing any behaviour which is even vaguely related to the required behaviour. Continue to reinforce behaviour which is closer to the desired behaviour and then eventually reinforce them doing the actual behaviour.
Pigeon turning in a circle - reinforce when they slightly turn that way and keep going until they turn all the way round

71
Q

What are schedules of reinforcement

A

Concerns how many times the behaviour needs to occur for the reward to be given or how much time must occur before the reward is given.

72
Q

What are interval schedules and the 2 examples

A

Reinforcement is provided after a period of time
Fixed interval schedule - A reward is given after a specified amount of time
Variable Interval Schedule - Rewarding a behaviour on a random length of time - New time period set after first time period passes

73
Q

What are ratio schedules and the 2 examples

A

Reinforcement provided after a number of correct behaviours
Fixed ratio schedule - Reinforcing a response only after a specified number of correct responses
Variable ratio schedule - Rewarding a behaviour after a random number of correct responses

74
Q

What is positive reinforcement with an example

A

Something pleasant is given when a desirable behaviour is shown - increases likelihood of behaviour being repeated
Award at award ceremony

75
Q

What is negative reinforcement with an example

A

Something unpleasant is taken away when a desirable behaviour is shown - Increasing likelihood of behaviour being repeated
Use seatbelt=Annoying noise stops

76
Q

What is negative punishment with an example

A

Something pleasant taken away when desirable behaviour is shown - decreases likelihood of behaviour being repeated
Take phone away

77
Q

What is positive punishment with an example

A

Something unpleasant is given when an undesirable behaviour is shown - decreases likelihood of behaviour being repeated
Hitting them

78
Q

What is a primary reinforcer and an example

A

Anything that satisfies a basic want/need
When a pigeon pecks at a disk to recieve a food pellet the food is the primary reinforcer as it satisfies a basic need

79
Q

What is a secondary reinforcer and an example

A

Things that are given to exchange for a primary reinforcer
Giving a token for finishing dinner that can be exchanged for dessert

Psychology (6 decks)

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