Learning Theories Flashcards
The behaviourist view of personality is characterized by three principles
Behaviourism
What are behaviourism, classical conditioning, and instrumental conditioning?
- Personality is determined by environmental factors; can emphasize radical environmentalism
- Personality is the sum of observable behaviour (habit systems vs cognitions, drives, instincts, motives, needs, unconscious/conscious experiences)
- Personality must be assessed through the observation of behaviour
Behaviourists suggest that there are two processes that determine behaviour and, consequently, personality:
- Classical conditioning: Learning through repeatedly pairing a stimulus
-
Instrumental conditioning:
Learning through reinforcement and punishment
Unconditioned stimulus (US)
Classical conditioning
Unconditioned stimulus (US): a stimulus that produces a reflexive response
Unconditioned response (UR)
Classical conditioning
Unconditioned response (UR): the reflexive response that occurs in reaction to the US
Conditioned response (CS)
Classical conditioning
Conditioned response (CS): a neutral stimulus that acquires the ability to produce the reflexive response after it has been repeatedly paired with the US
Positive reinforcement
Instrumental conditioning
- Positive reinforcement: introduction of a desired stimulus following a behaviour; increased the probability that the behaviour will be repeated
- EX: hugs and kisses, awards, appraisal
Negative reinforcement
Instrumental conditioning
- Negative reinforcement: reduction or removal of an aversive stimulus following a behaviour; increases the probability that the behaviour will be repeated (e.g., discontinuation of the negative comments of a loved one after smoking cessation)
- EX: anxious about a test, so going out to study OR taking Aspirin for a headache
Positive punishment
Instrumental conditioning
Positive punishment: introduction of aversive stimulus following a behaviour, decreases the probability that the behaviour will be repeated (e.g. spanking)
Negative punishment
Instrumental conditioning
Negative punishment: reduction or removal of a desired stimulus following a behaviour; decreases the probability that the behaviour will be repeated
Can personality development be explained by the processes of classical conditioning and instrumental condition - EARLY LEARNING THEORISTS
Early learning theorists maintained that personality is characterized by behaviours that are learned through classical conditioning and instrumental conditioning
Can personality development be explained by the processes of classical conditioning and instrumental condition - CONTEMPORARY LEARNING THEORISTS
- However, contemporary learning theorists suggest that this view is limited - it discounts the internal state of the individual (e.g. cognitions, drives, instincts…)
- Accordingly, contemporary learning theorists have elaborated upon. Conditioning processes, placing greater emphasis on the internal state of the individual, in addition to social factors
What are Dollard and Miller’s social cognitive theory of personality - Emphasizes 5 concepts:
- Drive
- Cue
- Response
- Reinforcement
- Habit Hierarchy
Drive
What are Dollard and Miller’s social cognitive theory of personality - Emphasizes 5 concepts:
- Drive: a motivational state that creates a readiness to respond and “propels” behaviour
- Recognizing that we have motivational states which can shape our action and DRIVE out behaviour
- Drive for achievement
Cue
What are Dollard and Miller’s social cognitive theory of personality - Emphasizes 5 concepts:
Cue: a stimulus that has the ability to elicit behaviour if accompanied by a drive; indicates what actions should be taken at a given time
Response
What are Dollard and Miller’s social cognitive theory of personality - Emphasizes 5 concepts:
Response: a behaviour that is expressed in response to a cue and is aimed at eliminating a drive
Reinforcement
What are Dollard and Miller’s social cognitive theory of personality - Emphasizes 5 concepts:
Reinforcement: the positive consequences that follow a response (i.e. drive reduction)
Habit Hierarchy
What are Dollard and Miller’s social cognitive theory of personality - Emphasizes 5 concepts:
- Habit hierarchy: a hierarchy of possible responses when exposed to a cue in the presence of a drive; responses vary in their probability
Habit Hierarchy - R1
What are Dollard and Miller’s social cognitive theory of personality - Emphasizes 5 concepts:
- R1 is the “dominant response”; is most likely response because it has been achieving drive reduction (reinforcment) in the past (behaviour outcome expectancy)
- If R1 is not successful in achieving drive reduction on a given occasion, the order of responses in the habit hierarchy changes
Habit Hierarchy - Learning Occurs When…
What are Dollard and Miller’s social cognitive theory of personality - Emphasizes 5 concepts:
- Learning occurs when the order of responses in the habit hierarchy changes
- Unique habit hierarchies account for individual differences in personality
What is Bandura’s social cognitive theory of personality?
Emphasizes two concepts:
1. Observational learning
2. Self-efficacy
Observational Learning
Learning through observation of others (i.e. models; a perceptual process that involves attention, retention, production, and performance)
Bandura maintained that observational learning… (3 things)
Bandura maintained that observational learning
* a) is more efficient than learning through direct experience
* b) is the method by which most of our learning is accomplished
* c) has evolved among humans because it enhances the probability of survival
Observational learning + reinforcement
Observational learning does not require reinforcement; however, when reinforcement occurs, it facilitates observational learning
Bandura identified 4 other forms of reinforcement:
Observational Learning
- Extrinsic (social reinforcement): reinforcement that is arbitrary or socially determined (e.g. getting an A)
- Intrinsic reinforcement: reinforcement that is the natural outcome of behaviour
- Vicarious reinforcement: reinforcement that is given to a model following a behaviour (e.g. a scholarship awarded to a classmate)
- Self-reinforcement: reinforcement that one gives to oneself (e.g. self-approval)
Self-efficacy
- Subjective belief about one’s ability to successfully perform a behaviour
- Not a personality trait, varies across domains
- Highly situation-specific: EX: can be depended on courses - i.e. low self-efficacy in calculus, high self-efficacy in psychology
In contrast to low self efficacy, high self efficacy is associated with 4 things:
- More challenging goals
- Greater persistence
- Quicker recovery from setbacks
- Less anxiety, distress, and fear
Self-efficacy is determined by… (5 things)
- Performance experiences (i.e. mastery experiences): (EX: public speaking), MOST IMPORTANT
- Vicarious experiences (i.e. social modelling)
- Imagined experiences
- Verbal persuasion: EX: “you can do it!”
- Physiological and emotional states
3 therapeutic methods derived from learning theories that increase self-efficacy:
- Systematic desensitization
- Exposure treatment
- Modelling (mastery, coping, participant)
Systemic Desensitization
3 therapeutic methods derived from learning theories that increase self-efficacy:
First phase:
* Therapist relaxes patient muscle groups within body
* Patient constructs hierarchy linked to phobia (low-high anxiety inducing situations)
* Don’t move to next level until anxiety at one level is cured
* Use counter-conditioning
Exposure Treatment
3 therapeutic methods derived from learning theories that increase self-efficacy:
Exposure treatment
* Similar in counter-conditioning phobic responses
* Patient exposed in one “swoop” of the phobia (no intermediate steps - rather “flooding” the patient with anxiety)
Modelling (mastery, coping, participant)
3 therapeutic methods derived from learning theories that increase self-efficacy:
- Tie to observational learning
- Mastery: patient observes therapist who is fearless
- Coping: patient observes a model who engages with the phobic stimulus, expressing initial fear like the patient
- After working with the stimulus, works through strategies and coping, and patient watches
- Participant modelling: have patient mimic/imitate therapist behaviour
