Learning theories Flashcards
Stimulus generalisation + discrimination
When a stimuli similar to the CS produces the CR
Discrimination
The CR is only produced in response to the CS + not to similar stimuli
Extinction
When the CR declines + disappears because the CS is repeatedly presented in the absence of the UCS
Classical conditioning
NS - no response
UCS - UCR
UCS + NS - UCR
NS - UCR
CS CR
How is behaviour learned?
Through Association + is not annate
Aim of little Albert
To demonstrate that the principles of classical conditioning can be used to explain how humans acquire phobic behaviours + to show that a fear response can be created within a young child to a similar stimuli doesn’t naturally produce this response
Procedure of little Albert
Preconditioning testing, conditioning, trials + post conditioning trials
9 month old male infant called little Albert, laboratory experiment.
Little Albert: preconditioning testing
Albert’s response to the stimuli was noted
Little Albert: conditioning trials
At 11 months he has presented again with the white rat + every time he reaches for it they make a loud noise behind his head using a hammer + a steel bar. This was repeated over several weeks.
Little Albert: stimuli
White rat, loud noise, burning paper, dog, monkey
Little Albert: response record
After the 1st trial, Albert showed some distress
After the 2nd trial, Albert seems suspicious of the rat
After the 3rd trial, Albert leaned away from the rat + cried
Little, Albert: post conditioning life
Seven weeks later: Albert cried in response to similar stimuli eg white fur, coats, and santas beard (generalisation)
What’s an wanted to desensitise him to the phobia to find extinction, but he left the hospital on the day that the last testing took place.
It is suggested that he was neurologically atypical + died at 6
Operant conditioning
Resulted in a link for link between a behaviour + an event
behaviour - act that the individual producers
event - consequence of that behaviour
The consequence can lead to an increase or decrease in the probability of the behaviour being repeated
Skinner (1948)
Carried out research on animals using a Skinner box
It contained food pellets that were released when an animal learned to do something
Some skinner boxes had electrified floors which could be used to punish a behaviour
It used to reinforcement and punishment to train animals to learn target behaviours
Primary reinforcement
Rewarding because they have a biological significance (food, water, shelter)
Secondary reinforcement
Have become associated with the primary reinforcements (money, jobs, house)
Social learning stages:
Attention, retention, reproduction, motivation
Attention
If attention is paid to the role, model learning or take place
It depends on the distinctiveness of the behaviour + the role models level of arousal from the observer
Children are more likely to copy those similar to themselves + of the same sex
Retention
After focusing on the model behaviour observer must retain or store that behaviour.
Imagery + language assist in the process of retaining the information
Humans store behaviour they observe in the form of mental images of verbal descriptors + later recall them
Reproduction
Showing the modelled behaviour
It depends on the physical capabilities of the individual + self observation
If it is beyond the individuals capabilities that it can’t be reproduced
Motivation
If a reward is offered, we are more likely to reproduce their behaviour
Extrinsic motivation
Something tangible as a reward
Intrinsic motivation
A reward where there is satisfaction, but not something tangible
Vicarious reinforcement
Motivation that doesn’t reward the individual directly
Vicarious Learning
Learning through other people who are being rewarded or punished for their behaviour through observation
Bandura’s vicarious reinforcement study (1961)
Laboratory experiment from Stanford Uni Nursery school
72 Pps aged 39-69 months, mean age 52 months
24 aggressive RM, 6 of each genders
24 non aggressive RM, 6 of each genders
RM and toys
Non aggressive RM played w tinker toy set
Aggressive RM played w bobo doll
Control group had no RM
How were Bandura’s children rated
Rated on each characteristic on 4 separate point likert scales
So all Pps could be matched w similar agression
Bandura’s procedure
Pps told to sit at table + play w potato + stickers
In room was also bobo doll, mallet, construction set + gun
Watched Pps for 20m through one way mirrors + recorded categories every 5s
Recorded non imitative, physical, verbal, mallet, bobo doll aggression
Bandura’s results
Boys more physical aggression + girls more verbal aggression
Boys more likely to imitate same sex RM but both imitated same sex RM
On average boys more aggressive + aggressive RM portrayed more aggression
Kids played w gun despite it not being modelled
Aim of bandura
To find out if children imitate aggressive behaviour - even when in a different environment + w/o RM
Classical conditioning phobias
Cc states that you can create a phobia of an object or situation if u associate that w an unpleasant experience
Dillinger et al (1984)
Took childhood lightning strike survivors + matched them w control group + issued self reported survey to 29 10-13 yr old Pps + observers.
Found that LS victims marked higher for fears than CG + it caused them insomnia + emotional upset
Di Nardo (1988)
Found that out of 19dog phobic patients (cynophobia), only 66% had ever had a bad experience with dogs (self reported)
Watson + Reiner (1920)
Little Albert
Stimulus - Behaviour - Consequence
Skinner (1950) how phobias are maintained
Explains how phobias are maintained as sufferers develop an avoidance behaviour which leads to negative reinforcement so they repeat the behaviour
Mineka + Zinberg (2006)
Boy saw his Grandfather vomit + die so he developed emetophobia + got suicidal but had intervention
Dubai et al (2008)
Took toddlers aged 16-20 months + showed them toy snakes + spiders which gave them fear + anxiety. They generalised the rubber toy to others eg mushrooms
Systematic Desensitisation
Type of behaviour therapy based off classical conditioning
Developed by Wolpe (1950s)
Aim: to remove the fear response of a phobia + substituting it for relaxation
Gradual exposure, counter conditioning, therapeutic goals
In vivo
Patient is actually exposed to phobia stimulus
In vitro
Patient imagines exposure to phobia stimulus
Systematic desensitisation: phase 1
Patient is taught deep muscle relaxation techniques + breathing exercises
Triggers reciprocal inhibition where 1 response is inhibited because it’s incompatible with another
Systematic desensitisation: phase 2
Determining the trigger using functional analysis
Systematic desensitisation: phase 3
Patients create a fear hierarchy starting with stimuli that creates anxiety + builds up the stages to the most fear provoking
List is crucial as it provides a structure for the theory
Systematic desensitisation: phase 4
Patient works their way up the fear hierarchy + practices relaxation techniques. When they feel comfortable they can move up the stages but if they get too upset they can move back down.
Process is repeated until stimulus fails to evoke fear
Wolpe (1964)
Successfully used the method to treat 18yr old male with severe handwashing compulsion disorder. Involved a fear of contaminating others with urine: spent 45 minutes cleaning genitalia, two hours washing hands + four hours showering. They relaxed him and asked him to imagine anxiety scenes, presented real bottle of urine and moved it closer until he was able to apply drops of urine at back of hand without it evoking anxiety.
Rothbaum et al (2000)
Used systematic desensitisation on participants scared of flying (aerophobia) + after 93% agreed to take a trial flight + anxiety levels were lower than those in a control group + were still desensitised 6 months later
Bastian et al (2011) aim
To investigate whether playing violent video games has dehumanising consequences in relation to others + the self
Bastian aim study 1
Investigates the effects in a violent video game context where players were violent towards each other
Bastian aim study 2
Investigates whether playing violent video games against computer avatars rather than humans had any effect on self perceived humanity
