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Year 12 Psychology > Learning theories > Flashcards

Learning theories Flashcards

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1
Q

claim of classical conditioning

A

behaviour is learnt through stimulus association

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2
Q

define unconditioned stimulus

A

causes an automatic or reflex response

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3
Q

define unconditioned response

A

automatic reflex response to an unconditioned response

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4
Q

define neutral stimulus

A

causes no natural reflex response

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5
Q

define conditioned stimulus

A

stimulus after being paired with an unconditioned stylus, causes a learnt conditioned response

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6
Q

define conditioned response

A

learnt reflex response to a conditioned response

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7
Q

define extinction

A

over time, the conditioned response is no longer seen to previously feared stimuli

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8
Q

define spontaneous recovery

A

where out of the blue the neutral stimulus triggers the conditioned response

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9
Q

define stimulus generalisation

A

sometimes the conditioned response will appear in response to other stimuli

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10
Q

supporting evidence for classical conditioning

A

pavlov- found that pairing a tuning fork to food made dogs salivate to the sound of the fork

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11
Q

opposing evidence for classical conditioning

A

based on animal evidence- have much simpler cognitive processes

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12
Q

different theory for classical conditioning

A

social learning theory- learning could be learnt through observation

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13
Q

application for classical conditioning

A

aversion therapy- helps alcoholics not drink alcohol

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14
Q

aim of pavlov

A

see if associating a unconditioned response with a neutral stimulus causes a conditioned response

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15
Q

procedure of pavlov

A

35 dogs

placed in soundproof chambers

wore harnesses

dogs were presented with food, salivated

dogs were presented with the tuning fork noise, didn’t salivate

pavlov paired the noise with the food

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16
Q

results of pavlov

A

11 drops of saliva produced after 45 seconds

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17
Q

conclusion of pavlov

A

if a neutral stimulus is repeatedly paired with an unconditioned stimuli, a conditioned response will be produced

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18
Q

generalisability of pavlov

A

animals have simpler cognitive processes, can’t generalise to humans as we are more complex

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19
Q

reliability of pavlov

A

all dogs placed in harnesses

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20
Q

application of pavlov

A

aversion therapy, helps alcoholics not drink

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21
Q

validity of pavlov

A

extraneous variables controlled in lab setting as they were put in soundproof chamber

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22
Q

ethics of pavlov

A

may have caused distress

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23
Q

claim of operant conditioning

A

behaviour is learnt through consequence

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24
Q

what is positive reinforcement

A

adding something desired to encourage behaviour

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25
Q

what is negative reinforcement

A

taking something undesired away to encourage behaviour

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26
Q

what is positive punishment

A

adds something undesired to discourage behaviour

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27
Q

what is negative punishment

A

takes something desired to discourage behaviour

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28
Q

what is primary reinforcement

A

things we need e.g. food

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29
Q

what is secondary reinforcement

A

something we value e.g. money

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30
Q

what is fixed interval

A

reward seen in regular intervals

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31
Q

what is variable interval

A

reward seen at unpredictable intervals

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32
Q

what is fixed ratio

A

reward seen at regular times in relation to behaviour e.g. after 10 repetitions

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33
Q

what is variable ratio

A

reward seen randomly in relation to behaviour

34
Q

supporting evidence for operant

A

skinners box- rats would learn to press a lever if positively reinforced by getting food or negatively reinforced by removal of electric floor

35
Q

opposing evidence for operant

A

animal evidence- can’t rely on it as we are much more cognitively complex

36
Q

different theory for operant

A

SLT- we learn through imitation

37
Q

application for operant

A

token economy programmes- when desired behaviour is seen, they get a token that they can exchange for something they want

38
Q

claim of social learning theory

A

behaviour is learnt through the imitation of role models

39
Q

four stages to SLT

A

modelling

identification

observation

imitation

40
Q

define modelling in SLT

A

behaviour is modelled by a role model e.g.parent

41
Q

define identification in SLT

A

observer needs to identify with the role model e.g. same sex

42
Q

define observation in SLT

A

behaviour needs to be observed and paid attention to

43
Q

define imitation in SLT

A

behaviour is imitated and then is learnt. behaviour will be repeated depending on reinforcement

44
Q

four stages of observation is SLT

A

attention

retention

reproduction

motivation

45
Q

define vicarious reinforcement

A

role model gets rewarded for a behaviour and this makes the observer more likely to imitate their behaviour

46
Q

define vicarious punishment

A

when a role model gets punished for their behaviour and makes observer less likely to imitate

47
Q

supporting evidence for SLT

A

bandura- children would imitate aggression they had watched

48
Q

opposing evidence for SLT

A

artificial evidence- takes place in lab settings, findings might not generalise to normal settings

49
Q

different theory for SLT

A

classical- learning is caused by stimulus association

50
Q

application for SLT

A

watershed at 9pm to stop children imitating violent behaviours

51
Q

supporting evidence for ‘can learning theories explain phobias’

A

cook and mineka- monkeys feared a toy snake when they watched other monkey’s being scared of it on film, explains that phobias are imitated

52
Q

opposing evidence for ‘can learning theories explain phobias’

A

not all phobias are caused by pairing stimuli, reinforcement or imitation, meaning theories are reductionist

53
Q

different theory for ‘can learning theories explain phobias’

A

evolution theory- maybe we have evolved to be fearful of certain stimuli. this serves as an evolutionary benefit. e.g. fear of tigers

54
Q

application for ‘can learning theories explain phobias’

A

modelling- SLT suggests that we see role models being calm around feared stimuli, this behaviour will be repeated

55
Q

claim of systematic desensitisation

A

phobias are caused by classical conditioning and therefore aims to treat phobias by pairing relaxation with feared stimuli

56
Q

define counter-conditioning

A

learning to associate feared stimulus with relaxation

57
Q

what is graduated exposure

A

introducing the feared stimuli in gradual stages, increasing in intensity

58
Q

supporting evidence for systematic desensitisation

A

capafons- SD was used to treat a fear of flying and 90% of ppts reduced their fear of flying

59
Q

opposing evidence for systematic desensitisation

A

some phobias are based on concepts, therefore SD can’t be used e.g. fear of aliens

60
Q

different theory for systematic desensitisation

A

modelling- models calm response to feared stimuli may help to reduce fear by imitating this behaviour

61
Q

claim of modelling

A

phobias are caused by social learning theory and aims to treat phobias by modelling calm responses to feared stimuli

62
Q

supporting evidence for modelling

A

little peter- 3 yrs old and scared of rabbits. he saw other children playing with the rabbits and after watching he let the rabbit nibble his fingers

63
Q

opposing evidence for modelling

A

depends on the type of phobias, its not practical to use for fears of concepts

64
Q

aim of Watson and Rayner

A

to see if this learnt fear could be generalised to other stimuli

65
Q

procedure of Watson and Rayner

A

Albert chosen as he ‘practically never cried’

no fear response to white rat/rabbit

metal pole hit- made him cry after 3rd hit

every time he touched white rat- metal bar hit- made him cry

at sight of rat- he cried and crawled away

17 days after conditioning- stimulus generalisation occurred. cried when saw a rabbit

31 days into experiment- alberts mother withdrew him

66
Q

results of Watson and Rayner

A

alberts fear response lasted 31 days, but became weaker towards the end

67
Q

conclusion of Watson and Rayner

A

it is necessary to repeat pairing process, some extinction of the learnt response can be seen over time

68
Q

generalisability of Watson and Rayner

A

only 1 ppt- he had hydrocephalus- water on brain- and was an unemotional child

69
Q

reliability of Watson and Rayner

A

standardised procedure- took place for 31 days, and times of day conditioning took place at

70
Q

application of Watson and Rayner

A

therapies such as systematic desensitisation- pairs fear with relaxation

71
Q

validity of Watson and Rayner

A

high level of control- Watson hid behind a curtain when hitting metal bar so Albert wasn’t scared of Watson and only the rat

72
Q

ethics of Watson and Rayner

A

psychological harm- researchers purposely induced phobia- caused distressed.

Albert was never deconditioned as his mum withdrew him.

73
Q

aim of capafons

A

investigate the effectiveness of systematic desensitisation as a treatment for a fear of flying

74
Q

procedure of capafons

A

41 ppts recruited via media campaign

20 ppts in treatment group

21 ppts in control group

diagnostic scales- psychological measures e.g. heart rate and palm temp

EPAV scales- catastrophic thoughts e.g. wing falling off

treatment condition- 12-15 one hour SD sessions

created stimulation hierarchy

ppts taught breathing techniques

75
Q

results of capafons

A

in control- no reduction in fear

2 ppts in treatment group showed no reduction in fear

76
Q

conclusions of capafons

A

systematic desensitisation is effective for acrophobia

however, may not be effective for everyone e.g. 2 had no reduction in fear

77
Q

generalisability of capafons

A

small sample size of 20 in treatment condition with only 1 type of phobia

individual differences affect success e.g. 2 didn’t get any better with fear

78
Q

reliability of capafons

A

standardised measure of fear- psychological measures means can be easily replicated

79
Q

application of capafons

A

results show systematic desensitisation is effective to reduce anxiety with acrophobia

80
Q

validity of capafons

A

psychological measures were objective

use of control group helped establish cause and effect between fear reduction and SD treatment

81
Q

ethics of capafons

A

control group denied treatment, however they received therapy after study

could be very distressing by rising anxiety levels

Year 12 Psychology (17 decks)

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