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Learning theories Flashcards

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1
Q

Stimulus generalisation + discrimination

A

When a stimuli similar to the CS produces the CR

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2
Q

Discrimination

A

The CR is only produced in response to the CS + not to similar stimuli

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3
Q

Extinction

A

When the CR declines + disappears because the CS is repeatedly presented in the absence of the UCS

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4
Q

Classical conditioning

A

NS - no response
UCS - UCR
UCS + NS - UCR
NS - UCR
CS CR

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5
Q

How is behaviour learned?

A

Through Association + is not annate

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6
Q

Aim of little Albert

A

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

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7
Q

Procedure of little Albert

A

Preconditioning testing, conditioning, trials + post conditioning trials
9 month old male infant called little Albert, laboratory experiment.

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8
Q

Little Albert: preconditioning testing

A

Albert’s response to the stimuli was noted

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9
Q

Little Albert: conditioning trials

A

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.

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10
Q

Little Albert: stimuli

A

White rat, loud noise, burning paper, dog, monkey

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11
Q

Little Albert: response record

A

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

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12
Q

Little, Albert: post conditioning life

A

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

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13
Q

Operant conditioning

A

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

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14
Q

Skinner (1948)

A

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

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15
Q

Primary reinforcement

A

Rewarding because they have a biological significance (food, water, shelter)

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16
Q

Secondary reinforcement

A

Have become associated with the primary reinforcements (money, jobs, house)

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17
Q

Social learning stages:

A

Attention, retention, reproduction, motivation

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18
Q

Attention

A

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

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19
Q

Retention

A

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

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20
Q

Reproduction

A

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

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21
Q

Motivation

A

If a reward is offered, we are more likely to reproduce their behaviour

22
Q

Extrinsic motivation

A

Something tangible as a reward

23
Q

Intrinsic motivation

A

A reward where there is satisfaction, but not something tangible

24
Q

Vicarious reinforcement

A

Motivation that doesn’t reward the individual directly

25
Q

Vicarious Learning

A

Learning through other people who are being rewarded or punished for their behaviour through observation

26
Q

Bandura’s vicarious reinforcement study (1961)

A

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

27
Q

RM and toys

A

Non aggressive RM played w tinker toy set
Aggressive RM played w bobo doll
Control group had no RM

28
Q

How were Bandura’s children rated

A

Rated on each characteristic on 4 separate point likert scales
So all Pps could be matched w similar agression

29
Q

Bandura’s procedure

A

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

30
Q

Bandura’s results

A

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

31
Q

Aim of bandura

A

To find out if children imitate aggressive behaviour - even when in a different environment + w/o RM

32
Q

Classical conditioning phobias

A

Cc states that you can create a phobia of an object or situation if u associate that w an unpleasant experience

33
Q

Dillinger et al (1984)

A

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

34
Q

Di Nardo (1988)

A

Found that out of 19dog phobic patients (cynophobia), only 66% had ever had a bad experience with dogs (self reported)

35
Q

Watson + Reiner (1920)

A

Little Albert
Stimulus - Behaviour - Consequence

36
Q

Skinner (1950) how phobias are maintained

A

Explains how phobias are maintained as sufferers develop an avoidance behaviour which leads to negative reinforcement so they repeat the behaviour

37
Q

Mineka + Zinberg (2006)

A

Boy saw his Grandfather vomit + die so he developed emetophobia + got suicidal but had intervention

38
Q

Dubai et al (2008)

A

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

39
Q

Systematic Desensitisation

A

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

40
Q

In vivo

A

Patient is actually exposed to phobia stimulus

41
Q

In vitro

A

Patient imagines exposure to phobia stimulus

42
Q

Systematic desensitisation: phase 1

A

Patient is taught deep muscle relaxation techniques + breathing exercises
Triggers reciprocal inhibition where 1 response is inhibited because it’s incompatible with another

43
Q

Systematic desensitisation: phase 2

A

Determining the trigger using functional analysis

44
Q

Systematic desensitisation: phase 3

A

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

45
Q

Systematic desensitisation: phase 4

A

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

46
Q

Wolpe (1964)

A

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.

47
Q

Rothbaum et al (2000)

A

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

48
Q

Bastian et al (2011) aim

A

To investigate whether playing violent video games has dehumanising consequences in relation to others + the self

49
Q

Bastian aim study 1

A

Investigates the effects in a violent video game context where players were violent towards each other

50
Q

Bastian aim study 2

A

Investigates whether playing violent video games against computer avatars rather than humans had any effect on self perceived humanity

psychology (9 decks)

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