Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology > Learning theories > Flashcards

Learning theories Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

Aim of contemporary study?

A
  • to test whether systematic desensitisation is efffective as a thereputic technique for treating the fear of flying.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Who were used in the contemporary study?

A
  • 41 ppts
  • 20 in the treatment
  • 8 male and 12 female
  • 21 in control group
  • 9 male and 12 females
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What was the contemporary study participant design?

A
  • matched pairs on age and sex
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What sample method was used in the contemporary study?

A
  • volunteers through a media campaign advertising free treatment for acrophobia.
  • volunteer
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Was the contemporary study a lab or field experiment?

A
  • lab
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What was the IV of the contemporary study?

A
  • ppts in receiving systematic desensitisation therapy for their fear of flying
  • the control group not receiving systematic desensitisation for their fear of flying
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Pavlov’s aim?

A
  • the find out if reflexive behaviour can be produced in new situations through learning.
  • in particular to see if associating a reflex with a neutral stimulus causes learning to take place, producing a conditioned reflex in new situations.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Pavlov’s experiment design?

A
  • repeated measures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Pavlov’s sample?

A
  • 35 dogs of a variety of breeds, raised in kennels in the lab
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Pavlov’s procedure?

A
  • placed each dog into a sealed room so they couldn’t see, small or hear anything. This was to prevent other stimuli from making the dog salivate
  • dog strapped into a harness to stop moving about and its mouth was linked to a tube than drained saliva away into a measuring bottle
  • Pavlov paired the sound with the presentation of food, he usually did this 20 times, dependent on how attentive the dog was.
  • after conditioning the dog was presented with the sound but no meat.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What was Pavlov’s control condition?

A
  • presented food to dog through a hatch, the dog salivated.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What was Pavlov’s experimental control?

A
  • dog presented with neutral stimulus (sound)
  • the dog didn’t salivate at this, showing it was indeed the neutral stimulus
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Pavlov’s results?

A
  • the conditioned dog started to salivate 9 seconds after hearing the sound and, by 45 seconds, had produced 11 drops of saliva
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Pavlov’s conclusions?

A
  • discovered classical conditioning.
  • the neutral stimulus (sound) after being repeatedly paired with an unconditioned stimulus (the meat) turned into a conditioned stimulus producing the conditioned response (salivation) all by itself.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is systematic desensitisation?

A
  • patient is gradually exposed to their phobia
  • takes place over a number of sessions depending on the strength of the phobia and the clients ability to relax.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What does in Vivo mean?

A
  • exposure to the real object
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What does in vitro mean?

A
  • imaginary exposure to the object
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Four stages of systematic desensitisation?

A
  • functional analysis
  • construction of an anxiety hierarchy
  • relaxation training
  • gradual exposure
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

How does flooding work?

A
  1. The phobic person is put in the most fear inducing situation for some time
  2. As they are fearful, their arousal increases; their hear beats fast, they sweat more etc
  3. The only help offered by a psychologist is encouragement to relax by slow breathing
  4. It is not possible for this very high arousal to continue for long periods of time
  5. Eventually the person’s arousal system gets fatigued and so heart rate etc decreases
  6. A new calm response is now associated with the situation through classical conditioning
  7. This method causes the fear reaction to be extinguished
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Problems with flooding?

A
  • Experience can be traumatic
  • has ethical issues it the person wants to leave the fear causing situation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Aim of Capafons ?

A

To validate the effectiveness of systematic desensitisation as a treatment for the fear of flying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Conclusions of Capafons?

A
  • Systematic desensitisation is an effective treatment for decreasing or eradicating tear of flying
  • not infallible
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

4 stages of social learning theory?

A
  • Attention
  • retention
  • reproduction
  • motivation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Results of Capafons ?

A
  • 25.6 fear → 13.25 (treatment)
  • 26.05 fear → 25.81 (control)
  • catastrophic thoughts halved after treatment
  • control group results same after 8 weeks
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What is operant conditioning?

A
  • that behaviour is learned by consequence. The consequence of the behaviour could either strengthen or weaken it.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is positive reinforcement?

A
  • pleasant consequences for behaviour, increases the likelihood that behaviour will be repeated.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What is negative reinforcement?

A
  • when a behaviour stops something bad from happening and is therefore pleasant for the person and increases the likelihood of the behaviour.
28
Q

What is punishment in operant conditioning?

A
  • consequences of behaviour are unpleasant and decrease the likelihood of that behaviour being repeated.
29
Q

Name some BPS ethical guidelines when working with animals?

A
  • pain, discomfort and suffering should be minimised
  • non-sentient animals should be used wherever possible
  • animals should be caged in appropriate housing
  • the lowest number of animals should be used
  • the research should be of good quality and there should be certainty of benefit
30
Q

What does attention mean in social learning theory?

A
  • observer mist be paying attention to the role model. More likely if they identify with the model.
31
Q

What does retention mean in social learning theory?

A
  • observer must be able to retain a memory for the behaviour observed.
32
Q

What does reproduction mean in social learning theory?

A
  • observer must be able to perform the observed behaviour.
33
Q

What does motivation mean in social learning theory?

A
  • by an external reward or an intrinsic motivation generated by the model. Indirect awards (vicarious reinforcement)
34
Q

What is social learning theory?

A
  • individuals learn new behaviours through the process of observation and imitation.
35
Q

Who developed social learning theory?

A

Bandura

36
Q

How does Freud say we can limit aggression and outbursts?

A

-cathartic activities

37
Q

Aim of Bandura 1961?

A
  • do children imitate aggressive (same sexP) models?
38
Q

Aim of Bandura 1963?

A
  • Do children imitate aggressive models in films and cartoons?
39
Q

Aim of Bandura 1965?

A

Are children more likely to imitate when a model is reinforced?

40
Q

Evaluate Bandura in terms of generalisation?

A
  • large number of children
  • on 3-6 years old in an American University
  • children are very impressionable, doesn’t relate to older people
  • WIERD no understanding of cultural differences
41
Q

Evaluate Bandura in terms of ethics?

A
  • bobo doll minimised aggression to real people
  • messages some ppts were left with were questionable (violence ok, even rewarded)
  • didn’t leave in the same psychological state
  • wouldn’t understand debriefing (too young)
42
Q

Evaluate Bandura in terms of validity?

A
  • hitting the bobo doll may not have actually shown learnt aggression maybe that’s what they thought the doll was for
  • hitting something inanimate doesn’t mean they would hit a person
  • violence isn’t often rewarded in real life
43
Q

Evaluate Bandura in terms of reliability?

A
  • standardised procedure (10 min observation, frustration phase, observation room, two observers, all kids went in alone)
44
Q

Evaluate Bandura in terms of application?

A
  • censorship
  • certificates
  • watershed
45
Q

Baby Albert aim?

A
  • to find out if classical conditioning works on humans. Specifically to dine out if a fear response can be conditioned into a 9 month old baby boy.
  • additionally to see if the fear response will be generalised to other animals and objects and how long conditioning lasts.
46
Q

What experiment design is baby Albert?

A
  • repeated measures
47
Q

Who did the baby Albert experiment?

A
  • Watson and Rayner
48
Q

What did Watson and Rayner do?

A
  • baby Albert
49
Q

Watson and Rayner sample?

A
  • one baby boy
  • Albert B
  • 9 moths at start, 11 months when conditioning began
  • stolid and unemotional
50
Q

Procedure of Watson and Rayner?

A
  • at 9 months Albert was tested with a white rat, a rabbit, cotton wool and other stimuli to see if he had a fear reaction. He didn’t, showing these were neutral stimuli (NS)
  • checked fear response by banging an iron bar, Albert cried at the loud noise, showing this was an unconditioned stimuli (UCS) and crying was the unconditioned response (UR)
  • at 11 months Albert was conditioned.
  • shown the white rat three times. Each time the rat was paired with striking the iron bar.
  • Albert started to whimper
  • week later Albert was conditioned again, the rat was presented 2 times, paired with the noise.
51
Q

Results of Watson and Rayner?

A
  • when the rat was presented alone, Albert whimpered. The rat was paired with the noise two more times.
  • when the rat was presented alone another time, Albert cried.
  • this suggests that the NS is not the conditioned stimulus (CS) and Albert crying is a conditioned response (CR)
52
Q

Further results of Watson and Rayner?

A
  • W and R tested Albert;s reaction to the rat and other white, furry animals and objects like a rabbit, a dog and Watson wearing a Santa mask. He showed scared responses to all. This is called generalisation of response.
  • W and R also moved Albert into a lecture theatre with 4 other people, his reaction to the rat and rabbit were the same.
53
Q

What happened when they tested baby Albert a month later?

A
  • same reactions, though slightly weaker.
  • intended to use CC to remove the conditioned response from Albert but his mother moved away and took Albert so the experiment stopped.
54
Q

Watson and Rayner conclusions?

A
  • they had successfully conditioned Albert to fear the white rat and that his fear response generalised to other white furry things (stronger response the ore closely they resembled the rat) and transferred to other situations.
  • conditioning lasted over a month and W proposed that the conditioned fear responses Albert was left with would last a lifetime
  • Seems a conditioned emotional response can occur in a human after only few pairings of the stimuli
55
Q

Evaluate Watson and Rayner in terms of generalisability?

A
  • done on a single child, very unrepresentative babies can differ in all sorts of ways
  • Albert was chosen specifically for his normalcy, so his reactions could be seen as the normal reaction of any baby to these experiences that are quite common place, not a unique response to unusual phenomenon
56
Q

Evaluate Watson and Rayner in terms of reliability?

A
  • very reliable
  • standardised procedures and it was carefully documented and it was filmed.
  • can’t be replicated due to ethical problems but could be replicated easily
57
Q

Evaluate Watson and Rayner in terms of application?

A
  • main applications for other learning psychologists who build of the research and investigated phobias in greater depth.
  • led to techniques such as systematic desensitisation and flooding
  • another application is for you own habits and reactions.
58
Q

Evaluate Watson and Rayner in terms on validity?

A
  • has careful controls
  • eg Watson hid behind a curtain when striking the bar so that Albert would associate the noise with the rat, not with him or the bar or the hammer.
  • they also tested Alberts reactions before the conditioning, to make sure Albert didn’t have any pre-existing fear of white, furry things.
  • setting lacks ecological validity because Albert was away from his playroom and familiar nurses. This may have made him nervous. However he didn’t seem nervous and he was with his mother the whole time
59
Q

Key question for the learning approach?

A

Does the media cause aggression?

60
Q

Argue that media does cause aggression?

A
  • Bandura 1965 showed that reinforcement is a powerful influence on aggression and video games have rewards
  • mean world syndrome makes kids think the world is more aggressive than it is, eg may carry a knife
  • Bandura 1963 showed that kids copy filmed aggression the same as live aggression, so the theory of catharsis for Freud is disproved.
61
Q

Argue that the media does not cause aggression?

A
  • eval of Bandura (generalisability, would babies be playing violent video games. No because they don’t have the same comprehension as teens or adults, aggression only shown to a doll not transferable to a human)
  • eval of Bandura (validity, children may have thought this was the expected behaviour one quoted ‘look mummy that’s the doll we have to hit’
  • Bandura only showed short term effects
62
Q

My learning approach aim?

A
  • to find out whether students are more likely to be studying at school or working as school during their breaks.
63
Q

My learning approach hypothesis?

A
  • more students will be working than socialising
64
Q

My learning approach practical procedure?

A
  • informed study room of a 15 minute observation
  • 2 researchers tallied working behaviours (pre decided, such as reading or writing)
  • 2 researchers tallied social behaviours (pre decided, such as talking or laughing)
  • one group of 2 researchers tallied every odd minute to 15 minutes the other group of 2 tallied every even minuet up to 15 minutes.
65
Q

My conclusion of my learning approach practical?

A
  • the observed value was higher than the critical value of p=0.05 therefore i rejected the null hypothesis which means that more people study in the study room during school than socialise in the study room during school.

Psychology (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions