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Edexcel A-Level Psychology (Paper 1) > Learning Theories > Flashcards

Learning Theories Flashcards

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1
Q

What does the key assumption: The importance of the environment mean? (learning theories)

A

Behaviourists believe that our social environment can influence our behaviour. This learning approach assumes that our behaviour is caused by nurture rather than nature.eg manners, racism

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2
Q

What does the key assumption: The processes of learning mean? (learning theories)

A

The law of effect: frequency of the behaviour is determined by the consequences of the action.The law of exercise: the connection between an action and a consequence is stronger if they have been connected a number of times.eg rewards for doing chores

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3
Q

Define unconditioned stimulus (UCS)

A

A natural stimulus that causes the initial reflexive responseeg smell of food -> salvation

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4
Q

Define unconditioned response (UCR)

A

A natural reflexive automatic response to a stimulus

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5
Q

Define neutral stimulus (NS)

A

A stimulus that doesn’t cause any reflexive responseeg whistling doesn’t cause salivation

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6
Q

Define conditioned stimulus (CS)

A

A previous neutral stimulus that after becoming associated with the UCS, eventually comes to trigger a conditioned response

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7
Q

Define conditioned response (CR)

A

A learnt automatic response to what was previously a neutral stimulus as it has been associated with the UCS

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8
Q

Define extinction

A

If the CS is not paired with the UCS occasionally after conditioning, then the CR will die out. The animal/person has learnt the CS no longer means the UCS will be present.eg If food isn’t presented with a bell, the bell won’t cause salivation

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9
Q

Define spontaneous recovery

A

This occurs after extinction. The CR returns when there is no more pairing of the NS and UCS. It soon becomes extinct again.eg salivating to the bell has become extinct. Food is no longer present with the bell. The dog hears the bell and starts salivating.

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10
Q

Define stimulus generalisation

A

A classical conditioning response is seen with other stimuli that are similar to the CS. The more similar to the original CS the stronger the response. eg If a dog salivates to a bell sound, it will generalise the response and salivate when it hears similar bell sounds.eg If a person is scared of one dog due to being attacked, they may be scared of all dogs.

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11
Q

Lisa likes pizza and salivates when she sees it. Lisa’s boyfriend always brings her pizza on a Friday night. Now Lisa salivates when she sees her boyfriend.Explain this using the classical conditioning formula

A

UCS : Pizza –> UCR : SalivationNS : Boyfriend + UCS : Pizza –> UCR : SalivationCS : Boyfriend –> CR : Salivation

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12
Q

2 Strengths of Classical conditioning

A

Watson and Rayner - Paired a loud noise (hammer banging metal) with a white rat. After a few pairings, Albert (a baby under 1yr old) became scared of white rats.Pavlov (1927) - found that dogs would salivate to the ticking of a metronome after it had been paired with the UCS of food.

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13
Q

2 weaknesses of Classical conditioning

A

It is a limited explanation of learning as it only deals with reflexive behaviour, and most of our behaviour isn’t reflexive. Making it reductionist.A lot of studies on classical conditioning use animals. This is not generalisable as they don’t represent humans as we may have different brains and are more advanced.

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14
Q

What did Pavlov find to happen when a dog encountered a stimulus of food?

A

salivation

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15
Q

Why did Pavlov use a soundproof lab?

A

He created a soundproof lab to see if precise stimuli would evoke a response in conditions that ensured no direct contact between the dogs and experimenter.

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16
Q

What happened in Pavlov’s study?

A

The dog was shown a NS (metronome) immediately before the food arrived.

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17
Q

What did Pavlov find to happen when the dog was presented the NS?

A

The dogs learned to associate the metronome (NS) with food.After a while, just the sound of the metronome would cause salivation.

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18
Q

What did Pavlov conclude?

A

That environmental stimuli that had no previous relation to a reflex action could, through repeated pairing, trigger a salivation reflex. Through the process of associative learning (conditioning) the conditioned stimulus leads to a conditioned response.

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19
Q

How did Pavlov find that dogs showed stimulus generalisation?

A

The more similarity there was between a new NS and the CS, the greater the amount of salivation from the dog.

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20
Q

What other NS did Pavlov use to test for reliability?

A

A vanilla odourA visual test involving a rotating disk

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21
Q

Give 2 strengths of Pavlov’s study

A

Pavlov used carefully controlled environments - objective and scientificRepeated classical conditioning experiments on dogs - reliable

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22
Q

Give 2 weaknesses of Pavlov’s study

A

Used animals (Dogs) and so can’t be generalised to humans - generalisabilityPavlov was unable to measure brain activity in any direct way and so had to assume.

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23
Q

Define positive reinforcement

A

Occurs when something pleasant is given in response of a desired behaviour

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24
Q

Define negative reinforcement

A

Occurs when something unpleasant is taken away in response of a desired behaviour

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25
Q

Define positive punishment

A

Occurs when something unpleasant is given in response to an undesired behaviour

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26
Q

Define negative punishment

A

Occurs when something pleasant is taken away in response to an undesired behaviour

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27
Q

Define primary reinforcement

A

Satisfies a basic need such as hunger, thirst etc

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28
Q

Define secondary reinforcement

A

Doesn’t satisfy a basic need but allows us to get an object that will eg money, loyalty cards

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29
Q

Define continuous reinforcement

A

When a desired behaviour is reinforced every time it is displayed

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30
Q

Define fixed ratio reinforcement

A

When reinforcement takes place after a certain number of times the desired behaviour is displayedeg paid for every 100 items a person makes in a factory, immediately after they have a break and then work hard on the next 100

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31
Q

Define variable ratio reinforcement

A

When reinforcement takes place after an unpredictable average number of times the desired behaviour is displayedeg gamblers receive pay outs after variable numbers of attempts, it’s persistent even without guarantee

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32
Q

Define partial reinforcement

A

When reinforcements are offered for some instances of the desired behaviour being displayed

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33
Q

Define fixed interval reinforcement

A

When reinforcement takes place after a set amount of time if the desired behaviour has been displayed in that period of timeeg kid receives pocket money each Saturday if they’ve tidied their room during the week

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34
Q

Define variable interval reinforcement

A

When reinforcement takes place after an unpredictable, average amount of time for desired behaviour

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35
Q

Give 2 strengths of operant conditioning

A

Vaughan et al - found calves could learn to associate a stall with urinating, through the use of rewardsWeiss and Wilson - gave 4 tortoises food as reward and the tortoises learned to approach the red plastic ball on a stick Videan et al - used positive reinforcement to train chimpanzees to present parts of their body for anaesthetic injections causing the animal less stress compared to those that had to be restrained

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36
Q

Give 2 weaknesses of operant conditioning

A

Most of the studies use animals, reducing generalisabilityBreland and Breland - gave pigs a reward for putting a wooden token into a piggy bank. The pigs did not do this but would drop it in imitation of their natural rooting behaviour. Concluded that OC only works if it’s reinforcing behaviour similar to natural behaviour

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37
Q

Define observation

A

When people see others people’s behaviour.Its an active process in which we chose to focus our attention to the modelled behaviour.Must grab our attention and be seen

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38
Q

Define Imitation

A

The process of copying someone else’s behaviour.It leads to the acquisition of new behavioursNo need for reinforcement.Imitation depends on if the modelled behaviour is from a role model or not.

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39
Q

Define modelling

A

When a specific behaviour is demonstrated by a role model

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40
Q

Define vicarious reinforcement

A

Indirect reinforcementThe model is reinforced for their behaviour. The model being reinforced makes it more likely for the observer to imitate the behaviour.

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41
Q

Define attention

A

The attention must be noticed otherwise learning won’t occur

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42
Q

define retention

A

The behaviour seen must be stored in our memory

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43
Q

Define reproduction

A

The behaviour seen must be able to be replicated (opportunity/capability)

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44
Q

Define motivation (reinforcement)

A

The incentive to carry out the behaviour, which can be motivations through vicarious reinforcement before the behaviour is done or direct reinforcement after the behaviour is done.

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45
Q

What characteristics does a role model have?

A

Relevance - similar to the observerPower - position of powerHigh Status - some sort of position with statusAppropriate behaviour - behaviour is right for the person who caries it outWarmth - they’re friendly and likeable Attractive - visibly appealing

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46
Q

What are the 4 aspects of vicarious reinforcement?

A

Modelling effectEliciting effectDisinhibiting effectInhibitory effect

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47
Q

What is the modelling effect?

A

Someone has observed a behaviour being reinforced and then copies that behaviour.They wouldn’t have copied that behaviour if they wouldn’t have seen it being reinforced.

48
Q

What is the eliciting effect?

A

Someone sees a behaviour reinforced and copies that behaviour but does it slightly different.

49
Q

What is a disinhibiting effect?

A

Someone sees a behaviour that they thought would be unacceptable.However, the model isn’t punished or reinforced.Because the model wasn’t punished, the observer imitates the behaviour as they think they wouldn’t be punished.

50
Q

What is the inhibiting effect?

A

A role model is punished for their behaviour, so the observer doesn’t imitate it as they think they will be punished as well.

51
Q

Give 2 strengths of Social learning theory

A

Cook and Mineka - monkeys watched a video of other moneky’s reacting with fear to snakes. When the observer had a chance to get food, they wouldn’t if it involved approaching a snake or a toy snakeAnderson and Dill - asked college students to play a violent video game or a non-violent video game. They where then given the opportunity to give an opponent a blast of noise. Those who played violent games gave a longer blast of noise that the others

52
Q

What was the aim of Bandura (1961)?

A

To investigate whether exposure to a real life aggressive model increases aggression in children

53
Q

Describe the sample of Bandura (1961)

A

72 children enrolled at Stanford University Nursery school (36 male, 36 female)They ranged in age from 37-69 months, with a mean age of 52 months.

54
Q

Describe the models used in Bandura (1961)

A

Two adults (1 male, 1 female)

55
Q

Describe the conditions of bandura (1961)

A

Ppts were divided into 8 experimental groups (6 ppts in each) and 1 control group (24 ppts)The children in the experimental groups watched either an aggressive or non-aggressive model of the same or different sex. The children in the control did not experience a model.The children in all groups were matched for physical and verbal aggression from rating from the experimenter and nursery

56
Q

What happened after the ppts had seen the models in Bandura (1961)?

A

After they saw the model for the 10 minutes (different behaviours depending on conditions), the children were taken to another room and given toys to play with that were taken away after 2 minutes.They were then taken to the final room where they could play with both aggressive (3 foot bobo doll, mallet dart gun) and non-aggressive toys (tea set, crayons, plastic farm animals). They could play for 20 minutes while being observed through a one-way mirror by 2 researchers.

57
Q

What did the model do in the aggressive conditions of Bandura (1961)?

A

Children were individually brought into room by experimenter, who invited the model in. Child was placed in corner at a small table where they were shown how to design a picture.Model was taken to the opposite corner to a table that had a tinker toy, a mallet and a 5 foot bobo doll.The model played with the tinker toy for 1 minute, then acted aggressively to the bobo doll for 9 minutes (acts such as sitting on it, punching the nose, hitting its head with the mallet, throwing it in the air)In between these behaviours, verbal statements were used such as “sock him on the nose!” “pow!” and “throw him in the air!”

58
Q

What did the model do in the non-aggressive conditions of bandura (1961)?

A

Children were individually brought into room by experimenter, who invited the model in. Child was placed in corner at a small table where they were shown how to design a picture.Model was taken to the opposite corner to a table that had a tinker toy, a mallet and a 5 foot bobo doll.The model sat and played quietly with the tinker toys and ignored the bobo doll.

59
Q

How was behaviour observed in Bandura (1961)?

A

Behaviour was observed at regular intervals and were scored according to 3 types of imitative behaviour they displayed. (Imitation of physical aggression, Imitation of verbal aggression and Imitative non-aggressive verbal responses).Bandura also noted other categories of behaviour such as mallet aggression, non-imitative physical and verbal aggression, and aggressive gun play.

60
Q

What were the results of Bandura (1961)?

A

Overall, children exposed to an aggressive model displayed significantly more direct imitation than children exposed to a non-aggressive model. Both boys and girls displayed more non-imitative aggression after an aggressive role model. This was stronger when watching the same sex model.The most aggressive group was male children who watched an aggressive male.The least aggressive group was female children who watched a non-aggressive male model.Overall, watching an aggressive model had more of an effect on boys than girls, and male models were copied most by male children.

61
Q

What was the conclusion of Bandura (1961)?

A

Children given the opportunity to observe an aggressive model later reproduced a goo deal of physical and verbal aggression that they had observed the model performing. This relates to new behaviour the children wouldn’t have seen before.The male models had a greater influence on behaviour than the female models.

62
Q

What was the aim of Bandura (1963)?

A

To investigate whether a filmed model would have the same effects as a live model on children’s aggression.To investigate whether cartoon aggression would have a similar impact to realistic filmed aggression.

63
Q

Describe the sample of Bandura (1963)?

A

96 children (48 male, 48 female) enrolled at Stanford University Nursery SchoolBetween 39 and 69 months old

64
Q

Describe the models from Bandura (1963)?

A

2 role models (1 male, 1 female)

65
Q

Describe the conditions of Bandura (1963)

A

3 experimental groups and 1 control groupThe 3 experimental groups all saw aggression in different ways:- live aggression role model- human on film being aggressive- cartoon character (cat) being aggressiveIn each experimental group, half saw a same sex role model and half saw the opposite sex role model

66
Q

What happened in the real life aggressive role model condition in Bandura (1963)?

A

Ppts were tested for aggression individually. Then taken to a corner of a room and shown how to design pictures.Role model came in to the opposite corner, assembled a tinker toy for 1 minutes and then was aggressive to bobo doll for 9 minutes.

67
Q

What happened in the human film aggressive role model condition in Bandura (1963)?

A

Ppts were taken into a semi-darkened play room, shown how to make potato prints pictures and told there would be a movie.The movie started when the experimenter left the room and lasted for 10 minutes.The movie showed the same models playing with the tinker toy for 1 minutes and being aggressive to the bobo doll for 9 minutes.

68
Q

What happened in the cartoon aggressive role model condition in Bandura (1963)?

A

Ppts were taken into a semi-darkened play room, shown how to make potato prints pictures and told there would be a movie.The movie started when the experimenter left the room and lasted for 10 minutes.The movie showed the female role model dressed as a black cat playing with the tinker toy for 1 minutes and being aggressive to the bobo doll for 9 minutes. There was music in the background and the cat spoke in a high pitched voice.

69
Q

What happened after the ppts had seen the models in Bandura (1963)?

A

After they saw the model for the 10 minutes (different behaviours depending on conditions), the children were taken to another room and given toys to play with that were taken away after 2 minutes.They were then taken to the final room where they could play with both aggressive (3 foot bobo doll, mallet dart gun) and non-aggressive toys (tea set, crayons, plastic farm animals). They could play for 20 minutes while being observed through a one-way mirror by 2 researchers.

70
Q

What were the results of Bandura (1963)?

A

There were significant differences between aggressive conditions compared to control group.There was no significant differences between the different aggressive conditions.Boys behaved more aggressive in general but showed less imitative aggression.Girls showed more imitative aggression with a real life female model.

71
Q

What was the conclusions of Bandura (1963)?

A

That seeing aggression in the media, increases aggression in children.Children who saw aggression on film were nearly twice as aggressive as the control group.

72
Q

What were the aims of Bandura (1965)?

A

To see if reinforcing an aggressive model would result in an increase in the imitation of aggression.To see if punishing an aggressive role model would lead to a reduction in the imitation of aggressionTo see if giving an aggressive role model reinforcement would decrease the differences between boys and girls when imitating aggression.

73
Q

Describe the sample of Bandura (1965)

A

66 children (33 male, 33 female) enrolled at Stanford University Nursery schoolAged between 42 and 71 months

74
Q

Describe the models used in Bandura (1965)

A

2 adult males

75
Q

Describe the conditions used in Bandura (1965)?

A

3 groups (11 boys and 11 girls in each)Model Rewarded conditionModel Punished conditionControl group

76
Q

What was the procedure of Bandura (1965)?

A

Children brought individually to a semi-darkened room, the experimenter then said she had to do something and so they could watch a TV programme.They then watched a 5 minute film with an adult being aggressive to a bobo doll. They laid it on its side, sat on it and punched it on the nose while saying “Pow, right in the nose, boom, boom”.They then raised it up and hit it on the head with a mallet whilst saying “Sockeroo … stay down”.Then they kicked it around the room saying “fly away” .Then threw rubber balls while saying “bang”.This sequence was repeated twice. The final scene of the film was slightly different for each condition.All children were then taken individually into a room filled with toys including those seen on the film. The children were observed for 10 minutes, through a one way mirror.Their behaviour was noted down every 5 seconds and neither observer knew which condition the child was in.After this 10 minutes, the experimenter re-entered the room and gave the child some juice and told that for every act they copied they would get a sticker and some juice. The children were then asked to show them what happened in the film.

77
Q

What happened in the model rewarded condition in Bandura (1965)?

A

A second adult gave the role model a can of 7up, some food including chocolate popcorn and sweets, and said the model was a “strong champion”

78
Q

What happened in the model punished condition in Bandura (1965)?

A

A second adult entered the toom shaking his finger menacingly, and said “Hey there, you big bully. You quit picking on that clown. I won’t tolerate it”.As the model drew back, he tripped and fell, and then the second adult sat on the model and spanked him with a rolled up magazine.The model than ran off, whilst the second adult said “If I catch you doing that again, you big bully, I’ll give you a hard spanking. You quit acting that way”

79
Q

What happened in the control group in Bandura (1965)?

A

Nothing happened to the model at the end of the film

80
Q

What were the results of Bandura (1965)?

A

The children who saw the model reinforced showed significantly more aggression than the group who saw the model punished, with boys showing significantly more aggression than girls.When offered an incentive to copy the behaviour there was no difference between any of the groups and the amount of aggressive acts they imitated.

81
Q

What were the conclusions of Bandura (1965)?

A

The reinforcements given to the model affected whether the models behaviour would be imitated or not, but it did not affect the learning of that behaviour.More exposure to a model is not enough for imitation or observational learning to occur, otherwise some children would have imitated all behaviours shown by the model.Punishment of a role model means the behaviour is less likely to be imitated.

82
Q

How does classical conditioning lead to the acquisition of a phobia?

A

Involves learning to associate one stimulus (NS) with another stimulus (UCS).Through association the NS becomes the CS, producing the CR of fear.UCS examples:-loud noises-painful bites and scratchesSecondary conditioning can occur so the phobia could extend to other situations/objects

83
Q

How does classical conditioning lead to the maintenance of a phobia?

A

The phobia may be maintained if the UCS is repeatedly paired with the NS.The phobia may not become extinct if the person avoids the phobic object, as they do not learn to associate relaxation with the phobic object.If the person see the phobic object and nothing bad happens the eventually the phobia will become extinct.

84
Q

How does operant conditioning lead to the aquisition of a phobia?

A

A person may experience an object or situation that has negative consequences.When they next meet that object/situation, they may take steps to avoid the negative consequences. This means they start to learn to avoid the object to avoid the negative consequences.This may be reinforced through attention when they show anxiety.

85
Q

How does operant conditioning lead to the maintenance of a phobia?

A

Overtime, if a person receives the negative consequences every time they encounter the object/situation then this will maintain the phobia, this is positive punishment.They may completely avoid the object/situation in the future. This is negative reinforcement, so it maintains the phobia.

86
Q

How does social learning theory lead to the acquisition of a phobia?

A

An individual observes a role model displaying a fear response to an object.They retain information about how the role model responded and information about the stimulus they were sacred of.When they encounter the stimulus themselves, they will imitate the fear response shown by the role model.They may be vicariously reinforced if they see the model being shown attention.

87
Q

How does social learning theory lead to the maintenance of a phobia?

A

If the individual receives attention when they imitate the fear response, then this provides motivation to continue to show that response in the future.If the role model is constantly reinforced for showing fear, then this will act as additional motivation to maintain the fear through vicarious reinforcement.

88
Q

Give 2 strengths of classical conditioning leading to phobias

A

Watson and Rayner - Paired a loud noise (hammer banging metal) with a white rat. After a few pairings, Albert (a baby under 1yr old) became scared of white rats.Lautch - 34 patients were all scared of dentists, and all had experienced conditioning events and traumatic experiences

89
Q

Give 2 weaknesses of classical conditioning leading to phobias

A

Phobias acquired in real life are very resistant to extinction, whilst phobias learnt in a lab do become extinct more easily.Phobias acquired in the lab need several pairings, whilst phobias acquired naturally often only need one pairing.

90
Q

Give 2 strengths of operant conditioning leading to phobias

A

Allyon - studied an 8 year old with school phobia using a motivation system and having rewards withdrawn at school/home led to the ppts returning to school and continuing even when rewards were withdrawn.Ollendick - strategies based on operant conditioning are effective in the short term in curing phobias

91
Q

Give 2 strengths of Social learning theory leading to phobias

A

Cook and Mineka - monkeys watched a video of other monkey’s reacting with fear to snakes. When the observer had a chance to get food, they wouldn’t if it involved approaching a snake or a toy snakeA case study found that a boy who witnessed his grandfather vomit whilst dying acquired a phobia of vomiting and as an adult would contemplate suicide when he felt sick and feared he would vomit.

92
Q

What is systematic desensitisation?

A

An exposure therapy based on the idea that you can’t be anxious and relaxed at the same timeBased on classical conditioning Learn to associate the phobic object with the response of relaxation instead (reciprocal inhibition)Therapist and client agree on a common goal and the treatment then goes through a series of stages to achieve this goal.

93
Q

What are the 4 stages of systematic desensitisation?

A
  1. Functional analysis2. Developing a hierarchy of fear3. Relaxation training 4. Gradual Exposure
94
Q

What happens during functional analysis (systematic desensitisation)?

A

The therapist and client discuss what cause anxiety, the nature of the anxiety and how it presents itself.

95
Q

What happens during Developing a hierarchy of fear (systematic desensitisation)?

A

The therapist and client create a hierarchy of fear in which they decide the situation that made the client least anxious to the most anxious.Input of client is important as it needs to have stages they’re willing to do.

96
Q

What happens during relaxation training (systematic desensitisation)?

A

The client is taught relaxation techniques such as deep breathing or visualising a calm place.If necessary hypothesis or drugs may be used, but only if no relaxation techniques work.

97
Q

What happens during gradual exposure (systematic desensitisation)?

A

Client is exposed to lowest level of hierarchy and practices their relaxation techniques. They don’t move on till they are totally relaxed at that level.Pulse rate or breathing can be measured to ensure calmness. They work through the stages until they cure their phobia. It is important that this stage goes at the client’s pace.

98
Q

Give 2 strengths for systematic desensitisation

A

Capafons found fear of flying was reduced by a programme of systematic desensitisation It is considered more ethical than treatments such as flooding as it does not distress the client as much, though there is some distress involved. However, the client knows what the treatment involves.

99
Q

Give 2 weaknesses of systematic desensistisation

A

Research has shown it isn’t effective for generalised phobias such as agoraphobia, but is effective for specific phobiasPsychoanalysts would argue that its treating the behaviour and not the cause of the phobia, so it could return or other mental health issues

100
Q

What is flooding?

A

Exposure therapy based on classical conditioningBased on assumption that biologically a person can only experience the fear response for a certain amount of time before it reduces and disappears.

101
Q

Describe the process of flooding

A

Placing the client in their most feared situation and keeping them in the situation until they have become calm.The client associates being calm with their phobic situation rather than fear.They have to be kept in the situation until the process is finished otherwise their phobia would be reinforced.Client has to go through health checks to ensure that they are healthy enough to cope with the therapy.Implosion involves the client imagining the most stressful situation rather than actually being in it.

102
Q

Give 2 strengths for flooding

A

Wolpe - forced an adolescent girl with fear of cars into the back of a car and drove around continuously for 4 hours. Her fear reached hysterical heights but then receded and by the journey had completely disappeared. Flooding is a lot quicker than other therapies, including SD, as it involves rapid exposure rather than gradual exposure. Less expensive and time consuming.

103
Q

Give 2 weaknesses of flooding

A

Mott et al - found that using implosion therapy on veterans with PTSD was harmful as focussing on the trauma refreshed it.Flooding is very stressful for the patient as they experience high anxiety and cannot leave until the anxiety is reduced, no matter how much they say they want to. However, they do consent.

104
Q

What was the aims of Watson and Rayner (1920)?

A

To find out if Classical Conditioning works on humans. Specifically, to find out if a fear response to white rats can be conditioned into a 9 month old baby boy. Also, to see if the fear response will be generalised to other animals and objects and how long the conditioning lasts

105
Q

Describe the sample of Watson and Rayner

A

One baby boy, Albert , aged 9 months at the start of the study and 11 months when the conditioning began.

106
Q

What happened to Albert at 9 months during Watson and Rayner?

A

At 9 months, Albert was tested with a white rat, a rabbit, dog, cotton wool, monkey masks, burning newspaper and other stimuli to see if he had a fear reaction. He didn’t.The researchers also checked his fear response by banging an iron bar. He was only shocked by the noise.

107
Q

What happened to Albert at 11 months during Watson and Rayner?

A

At 11 months 3 days, he was shown the white rat suddenly. Each time he reached for the rat it was paired with striking the iron bar. He fell forward but did not cry. When Albert touched the rat, the bar was struck again. This caused him to whimper.Tests were not given for the next week to prevent serious disturbance to Albert.A week later (11 months 10 days), Albert was shown the rat again. He showed interest but withdrew before touching it. Then the rat was presented paired with the noise 5 more times, with no crying.At the final presentation of the rat alone, Albert started to cry.

108
Q

What were Albert’s reaction to some other objects during Watson and Rayner?

A

Albert showed fear towards a rabbit through leaning away from it and whimpering but did not cry.When a dog was presented, he whimpered and started to shake his head.

109
Q

What conclusions can be drawn from Watson and Rayner?

A

Classical conditioning can be used to create a phobia.Watson & Rayner concluded that they had successfully conditioned Albert to fear the white rat and that his fear response generalised to other white, furry things (with a stronger response the more closely they resembled the rat) and transferred to other situations.

110
Q

What were the controls used during Watson and Rayner?

A

No other white fluffy objects were near Albert while the object was brought in.The rat was always presented first before the loud noise.Toy Blocks were always used to calm Albert down to stop carry over effects.

111
Q

What were the aims of Capafons et al (1998)?

A

To see whether the use of SD will reduce ppts fear of flying due to the fact they feel in control of the treatmentTo see whether the use of imagery as well as exposure in SD are effective in reducing fear of flying

112
Q

Describe the sample of Capafons (1998)?

A

41 ppts20 in the treatment (8 males, 12 females) 21 in the control group (9 males, 12 females) Matched in age, sex, self reported fear level and psychological measures of fear.Recruited through a media campaign. Told that they would take part in a personal intervention programme that aimed to treat the fear of flying.

113
Q

What were the pre and post intervention measures during Capafons?

A

General Diagnosis of fear with interview covering life history and aspects relating to flying.Same 3 questions used for each ppts.- “How afraid of flying would you say you are?”- “What symptoms have you had while flying?”- “Do you travel by plane when there’s no alternative?”EMV measuring fear during flightEPAV measuring catastrophic thoughts and how they physically present themselvesPsychophysiological measures (heart rate, muscle tension, skin temperature)

114
Q

Describe the procedure of Capafons (1998)?

A

In session 1 Ppts were interviewed to complete General Diagnosis of fear and then in a later sessions they completed EMV and EPAV Ppts were later called back to watch the simulation of flying from packing a suitcase to touching down after the flight, were told to feel as involved as possible.The ppts psychophysiological responses were measured.Experimental group- Took place over 8 weeks- Ppts had 2 one hour sessions per week (min 12 sessions, max 15 sessions) (Standardised individual systematic desensitisation)- Taught relaxation training of breathing, going through hierarchy, applying it (Imagination and in rivo treatment)Control group- Received no treatment yet

115
Q

What were the results of Capafons (1998)?

A

Both the control and experimental group has similar scores on all factors before treatment.Control group faced no significant difference in any scores at the start and end of the study.Significant differences in before and after treatment scores for experiment group.

116
Q

What were the conclusions of Capafons (1998)?

A

Systematic desensitisation does eradicate or decrease fear of flying.Concluded this was due to:- rigorous training in breathing and relaxation techniques- elaborate hierarchy that had different intensities- use of real life situations with imagination sessions

117
Q

What is the key question for learning theories?

A

Can a fear of flying be treated using therapies based on theories from the learning approach?

Edexcel A-Level Psychology (Paper 1) (4 decks)

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