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1
Q

Milgram AO1

A
  • 40 white men, newhaven 20-50 y/o
  • shock generator 15-450
  • mr wallace stuck to a script eg only screamed after 270v and silent at 310v
  • 4 prods - please → you have no choice
  • 100% up to 300v, 65% 450v
  • signs of tension - shaking, sweating, laughing
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2
Q

Milgram AO3

A
  • androcentric - higher empathy women? acc no variation 8
  • stand. proc but task validity
  • inf consent, justified
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3
Q

Variation 7 AO1

A
  • proximity
  • 40 white men from New Haven
  • initial face to face but other instructions given over phone
  • scripted telephone call
  • 22.5% obedience, some lied about voltage, just did 15v not increasing
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4
Q

Variation 7 AO3

A
  • generalisability - andro/ethno
  • stand.proc but task validity
  • RTW is seen by low obedience rate
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5
Q

Variation 10 AO1

A
  • location
  • 40 men from Bridgeport
  • Research associates of Bridgeport - fake name
  • 3 clean but sparsely furnished rooms
  • 48% obedience and 2 refusals
  • only variation to refuse
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6
Q

Variation 10 AO3

A
  • Generalisability andro/ethno
  • more valid because fake organisation
  • standard proc
  • task validity
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7
Q

Variation 13 AO1

A
  • 40 men from New Haven
  • 3 men, 2 confeds, learner and accomplice to note timings and sit at a desk
  • exp. didnt say shock level and had a staged call and left
  • accomplice suggests increasing shock level
  • 20% obedience and 16/20 stopped before max
  • accomplice had to really try to get the teacher to ↑ voltage
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8
Q

Variation 13 AO3

A
  • standardised proc but weak task validity
  • deception - accomplice but makes it more valid
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9
Q

Agency theory AO1

A
  • Agentic state
  • autonomous state
  • moral strain
  • socialised for society
  • develop defence mechanisms eg denial and repression
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10
Q

Agency theory AO3

A
  • sedekeides and jackson zookeeper+railings - better in uniform
  • rank and Jacobson - 16/18 nurses refused to give a lethal dose
  • App to Holocaust - soldiers questioning orders
  • individual differences - gender schema theory
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11
Q

SIT AO1

social impact theory

A
  • influences in general, not just obedience
  • targets and sources
  • strength, immediacy, number
  • multiplicative effects - more sources
  • divisional effects - more allies
  • law of diminishing returns - proportionally smaller gain in power for the number of increasing sources
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12
Q

SIT AO3

social impact theory

A
  • Milgrams rebels found a 10% obedience but mullen strength/immediacy only in self report
  • why we obey but better than alt theory agency theory
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13
Q

factors affecting obedience AO1

A
  • personality - empathic concern, auth personality, locus of control,
  • gender - gender role schema, men strong, women submissive,
  • Situation - proximity, momentum of compliance, location, status of person
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14
Q

personality affects obedience AO3

A
  • Elms and milgram high F scale pressed button longer, burger high empathy still obeys but protests
  • Milgram found 118 ppts, obedient blamed exp, disobedient blame self but holland repeated, no diff between LOC + obedience
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15
Q

gender affects obedience AO3

A
  • milgram 65% max with women, 27% stopped at 300v, more than men BUT empathy shown diff
  • sheridan and king puppy shocked rather than learner, women 100% compliant - 54% men
  • blass - no difference in gender across 10 studies
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16
Q

culture affects obedience AO1

A
  • learnt through environment
  • value deference - show respect, follow leaders, obey
  • value justice - if theyve signed a contract, obey, if they deserve it, obey
  • power distance - high- accept power is unequal, obey, low - less likely to obey
  • individualism vs collectivism - looking after self, behave as a collective group, need unquestioning loyalty to relatives etc
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17
Q

culture affects obedience AO3

A
  • ancona and pareyson - italy low power distance - 85% obedience - no BUT issues like max shock level 330 less dangerous and used students
  • australia repeated milgrams study and found 16% female obedience, 40% male BUT holland recreated and found a 92% obedience rate
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18
Q

situational factors of obedience AO3

A
  • milgrams variation 7 phone call - 22.5% obediece over the phone
  • location shown to have an effect by Milgram exp 10
  • Rank and Jacobson - 16/18 nurses refused doc giving too much
  • mullen immediacy only in self report data
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19
Q

SIT AO1

social identity theory

A
  • mere existence of 2 groups cause prejudice
  • categorisation - me/ not me
  • identification - norms, beliefs, badges
  • comparison to out group
  • in group favouritism, reasons: permeability, securtiy, relevance
  • out-group bias discrimination towards outgroup
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20
Q

SIT AO3

social identity theory

A
  • Lalonde hockey teams
  • Dobbs and crano split groups point system
  • applied to hooliganism
  • individual differences/ bio predisp.
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21
Q

RCT AO1

A
  • prejudiced caused by competition
  • negative interdependence situation - one winner
  • resources are finite eg power, land, territory,
  • zero sum fate; one group can only benefit at the others expense
  • superordinate goals reduce prejudice
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22
Q

RCT AO3

A
  • Sherif et al robbers cave but only young boys
  • application to workplace conflict but ind diffs/ genetic predisps
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23
Q

ind diffs in prejudice AO1

A
  • Conscientiousness causes suspicion of weird ppl so prej.
  • agreeableness - compassion, variety valued so no prej
  • Auth personality reflect heirarchies so prej to minorities
  • Dogmatism - intolerant of others beliefs so prej
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24
Q

Ind diffs in prejudice AO3

A
  • Cohs et al found a corrolation of 0.57 between conscientiousness, RWA and prejudice
  • unreliable as self-report data
  • Strickland and Weddell baptist ppts likely to be prej to minorities if high on D scale
  • Too close to F scale to be said to measure anything new
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25
Q

Sherif AO1

A
  • 22 boys 11-12 y/o from OK, USA, matched on IQ+ sport ability
  • competed for prizes like pocket knives
  • played games like tug of war, capture the flag and swimming races
  • groups treated diff - one picnic, one arrived late to cause frustration
  • stage 1 - 6.4% rattlers considered out-group as friends
  • stage 2 “stinkers and smart alecks”
  • unblocking water supply/ camp-over reduced prejudice
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26
Q

Sherif AO3

A
  • Androcentric
  • eco/task validity but stand.proc
  • both qual and quant data
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27
Q

Reicher and Haslam AO1

A

-15/322 men picked
- researchers informed ppts ab stress
- told promotion on day 3 but after, no movement
- guards no social identity, prisoners did, became cohesive after day 3, stormed the guards and took over

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28
Q

Reicher and Haslam AO3

A
  • Small sample but justified
  • poor task validity
  • informed consent, RTW any footage
  • demand characteristics of the guards
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29
Q

Social key question

what is the question

A

“How can the rise in hate crime following brexit be exaplined by social psychology”

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30
Q

social KQ structure

A
  • the fact
  • the theory
  • how it explains the fact
  • why its an issue for society
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31
Q

Social KQ full plan

A
  • 2 polish men killed →RCT states neg interdep. situation → may be why polish men killed→ issue as need EU workers
  • muslim woman said easy targets→ SIT social categorisation → identified by niquabs, burkas etc→ issue because if not leaving house, hospo money
  • muslim couple attacked with acid→SIT comparison → muslim couple categorised into outgroup → NHS spent treating acid victims
  • 23% rise in HC 11 months post-B→ superordinate goals → could reduce local prejudice→ less money spent by police for attacks

HC = hate crime B= Brexit

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32
Q

Baddeley AO1

A
  • 72 men and women from ARPU
  • 4 lists - Ac sim, B ac cont, C sem sim, D sem cont.
  • 10 1 syllable words presented on a slide show for 3s each
  • interference task (8 digit numbers read out at 1 digit per second, ppts 8 seconds to write it down, X6)
  • write down words in the correct order
  • did that 4 times, then a 15 min interference task then retest where words were visible
  • Results - no sig diff between A&B, D better recalled than C, recall poorer for sem sim words than dissim
  • Around 50% of semantically similar words were recalled in trial 4 compared to 85% of semantically dissimilar which was a significant difference
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33
Q

Baddeley AO3

A
  • generalisability poor because ethnocentric
  • standardised proc good
  • extraneous variables eg STM blocked equally good
  • reductionist so cannot be valid for all of memory
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34
Q

steyvers and hemmer AO1

A
  • initial testing - prior expectation and perception testing
  • 49 ppts, ppts shown 1 of 2 possible images of 5 scenes for either 10 or 2 seconds randomly allocated a time ordering
  • scenes inc urban, kitchen, dining room, hotel, office
  • results - 82% of low-probablility objects were correctly recalled
  • 91% correct recall of common objects
  • people stopped themselves when they werent sure - EWT?
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35
Q

Steyvers and Hemmer AO3

A
  • ungeneralisable small sample and ethnocentric - California
  • internal validity due to preliminary testing
  • Standardised procedure so reliable
  • Reductionist view of memory
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36
Q

MSM AO1

A
  • Sensory - 3-4s or 200-500ms - stored by modality
  • STM - 30s, 5-9 chunks, mostly acoustic, forgetting , overloading
  • LTM - 20m-forever, semantic, semantic search, forgetting lack of retrieval
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37
Q

WMM AO1

A
  • Heirarchal system
  • slave system
  • VSSP - 3/4 Corsi, right hemisphere
  • PL - 2s capacity word length effect
  • AL - sub-vocal rehearsal
  • PAS - auditory imagery
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38
Q

WMM AO3

A
  • Hunt CE psychomotor task intelligence task, limited capacity
  • Liebermann splitting VSSP
  • Application to revision
  • reductionist as only looks at WM, not LTM, sensory etc
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39
Q

Episodic and semantic AO1

A
  • Episodic - mental diary, T/P referencing, context encoded,
  • Semantic - encyclopedia, no T/P referencing, context not necessary, memory trace stronger
  • episodic more prone to transformation
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40
Q

Ep and Sem AO3

A
  • Clive Wearing - episodic memory but not semantic
  • Tulving - diff parts of the brain active
  • Squire and Zole - medial temp lobe both ep and sem
  • Bartlett better - schemas
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41
Q

Reconstructive AO1

A
  • memory not like a tape recorder
  • schemas - rationale - way to compare experiences
  • accomodate our memories by levelling and sharpening
  • omissions - irrelevant info forgotten
  • rationalisation - adding info to explain the event so it fits the schema
  • confabulation - using schemas to fill in missing parts of memory
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42
Q

Reconstructive AO3

A
  • Loftus and palmer - word affected speed
  • Wynn and Logie student event 1 year ago
  • application to EWT - cog interviews developped
  • Tulving memory explains LTM
43
Q

Developmental AO1

explain dyslexia and differences in memory

A
  • dyslexia affects recog and decoding words
  • 3-6% child pop
  • phonology difficult
  • reading relies on working memory- poor PL cant form words because cant keep sounds in for long enough
  • poor verbal STM so hard to repeat new verbal info
  • remembering the sounds, the order, the image of how its spelt causes overload
44
Q

Developmental AO3

explain dyslexia and differences in memory

A
  • Alloway - WMM program helped with working memory and language score
  • range of impairments eg light or sound sensitivity, hard to pinpoint role of WMM
  • application to intervention programs if deffo know that we can train them to be better via memory
  • Dyslexia is comorbid with ADHD so cant isolate phonological issues as the cause - could be due to a lack of focus
45
Q

Key question cognitive

A

how reliable is EWT?

46
Q

cognitive key question structure

A
  • AO1- facts and society bad why x 3
  • How EWT may be skewed
  • Theories or studies x 4 saying it is/ isnt reliable and problems for society
47
Q

cog key Q plan:

A
  • £40,000 pp py, 239 convictions wrong, Robert Cotton rapist, Weapon focus, recon mem, leading questions
    AO3:
  • Bartlett - unreliable
  • may be due to weird story so reliable
  • Loftus and palmer focus unreliable
  • Wynn and Logie - reliable
48
Q

cog key Q problems for society

A
  • prison budget could be spent elsewhere
  • perp free
  • innocent ppl in jail
  • jury time wasted
49
Q

Brain functioning AO1

aggression

A
  • PAG link amyg+hypothalamus
  • amyg- processing stimuli
  • PFC - acting ag, impulse control, inhibits amyg
  • hypothalamus maintain homeostasis, lat parts aggression
50
Q

Brain functioning AO3

aggression

A
  • Matthies 20 ppts 16-18% ↓ amyg vol. BUT brain damage mult areas
  • Zagrodzka cats pred aggression
    BUT pred aggro diff to rage aggro so ungeneralisable
51
Q

Evolution/ natural selection AO1

A
  • Evolution is … grad change
  • natural selection is
  • aggro became good trait because it allowed men to:
  • gain status, resources, territory
  • defend against attack
  • deter mates from infidelity to ensure paternal certainty
  • more desirable to women who need a caring provider
  • women less risks because they need the mans resources - verball aggression instead
52
Q

Evolution/ Natural Selection AO3

A
  • Daly and Wilson - betas are more likely to homicide ppl than married rich alpha males BUT not scientific as a theory as no empirical evidence
  • May be better than hormones as more holistic view of how aggression developped BUT doesnt explain adopted ppl
53
Q

Freud on aggression AO1

psychodynamic theory

A
  • Eros/thanatos
  • biologically intrinsic
  • death instinct expressed through aggro
  • coping techniques - sublim. displace. cath.
  • sublimation - playing rugby not hitting someone - changing anger EXPRESSION
  • Displacement - changing anger TARGET eg punch someone? no punch cat
  • catharsis - letting out the emotion by fantasising or watching/ playing aggressive sports
54
Q

aggression Freud AO3

A
  • feshback and singer - violent TV less aggro BUT freud theory lack of data to actually back it up
  • psychoanalysis application BUT alternative expl. brain damage more useful
55
Q

hormones AO1

A
  • used to regulate physiology
  • test - exposure in womb can cause sensitised amygdala
  • causes lower level of serotonin, causes ^ competitive responses in men and ^ amyg activity
  • cortisol - underaroused ANS need to be aggro to ^, also inhibits aggro and testosterone
  • oxytocin improves pro-social behaviour eg trust, social bonding and decreases aggro
56
Q

hormones AO3

A
  • Adelson - rats stim the aggro centre caused cort to spike BUT not generalisable
  • Lane et al higher oxytocin caused more trust in others, leaving open envelopes etc BUT refuted because researcher bias caused bias behaviour
57
Q

Raine et al AO1

A
  • 41 murderers NGRI + 41 non murderers
  • 6 SZ in control group
  • injected glucose tracer performed a CPT for 32mins
  • practised beforehand, and noone was on meds for 2 weeks before
  • NGRIs less PFC and corpus callosum, more amyg, more active right side associated with animal aggro
58
Q

Raine et al AO3

A
  • large sample of 82 ppts that were well-matched
  • standardised proc - easier to replicate
  • task validity may be poor
  • unethical because SZ need meds
59
Q

Li et al AO1

A
  • 29 chinese men, 14 addicts for an average of 89 months, 15 control group, all in detox stage
  • each ppt had 2 scans, 1 rest, 1 heroin reactivity task
  • saw 48 pics, 24 heroin related, 24 random, showing crosshair betwee images, FMRI 490 seconds
  • before craving was 2.23, after 3.21 with heroin addicts
  • addicts more PCC activity with heroin related images
60
Q

Li et al AO3

A
  • sample bias - heroin only, not even other drugs, all china
  • demand characteristics nullified bc bio data
  • application to treatments - move away etc
  • protection from harm - could relapse
61
Q

what did each questionnaire measure

ludeke et al

A
  • RWA measured conventionalism, authoritarian submission and aggression
  • conservatism - wilson patterson yes no ? scale on abortion capitalism and segregation
  • fundementalism - 12 true false christian belief questions
  • intelligence - weschler adult intelligence scale
62
Q

Adoption/ twin study AO1

A
  • 119 pairs of twins - minnesota twin register
  • 5 questionnaires - conservativism, RWA, religious fundamentalism, intelligence test, traditionalism - views on abortion
  • high corro between all for MZ twins, high corro for conservatism between DZ twins
  • corro of 0.53 between rel fund and conservativism
  • corro of 0.7 RWA and conserv.
63
Q

Adoption/ twin study AO3

A
  • generalisability - massive sample but all from minnesota
  • standardised procedure
  • not internally valid
64
Q

key question for bio is…

A

are anti-depressants an effective use of NHS money?

65
Q

AO1 why its relevant to society

bio key question

A
  • Drug treatment is becoming more popular. In 2019 spending on anti-depressants by the NHS was 202 million
  • 83.4 million pounds spent on anti-depressants between 2021-2022
  • In 2000 the total cost of adult depression was over £9 billion in lost working days
  • There were 2615 deaths and 109.7 lost working days
  • since the pandemic an estimated one in five people have depressive symptoms compared to one in ten before the pandemic
66
Q

Is ADs a good use of NHS money

A
  • bad because takes ages to kick in, means more time off work
  • good because Geddes et al found effective - 18,42, less money on relapse
  • good bc ADs supported by WHO well documented support, good for society because less suicides, HOWEVER piggott et al found publication bias for ADs which may mean NHS investing in an ineffective treatment, could be CBT
67
Q

Social learning theory AO1

A
  • learning needs both the person and environment
  • ARRM and vicarious reinforcement
  • inihibitory effect and disinhibitory effect
68
Q

Social learning theory AO3

A
  • takes thought processes into account BUT unfalsifiable so unscientific
  • Anderson and Dill violent game and punishing opponent for longer
  • Feshabck and singer - violent TV, less aggressive
69
Q

operant conditioning AO1

A
  • voluntary and complex behaviour
  • pos/neg reinforcement
  • pos/neg punishment
  • prim/ sec reinforcers
  • continuous/ partial
  • behaviour shaping - teach dog to do the macarena
70
Q

Operant conditioning AO3

A
  • Skinner rewarded pigeons at same time each day - superstition explained
  • alt theories suck
  • breland and breland pigs only similar behaviour to natural
  • ignores genetic predisposition to aggression/ behaviour
71
Q

classical conditioning AO1

A
  • reflexive actions paired with new stimulus to produce conditioned stimulus
  • UCS ==> UCR
  • UCS + NS ==> UCR
  • CS ==> CR
  • stim generalisation
  • extinction
  • spontaneous recovery
72
Q

classical conditioning AO3

A
  • Watson & Rayner Little Albert BUT issues with that
  • Pavlov salivation in dogs
  • limited as only reflexive behaviours, not complex
73
Q

Bandura 1961 measured…

A
  • real life aggressive models effect on aggression in kids towards a bobo doll
74
Q

Bandura 1961 AO1

A
  • 72 white middle class children 3-5 years old - 52 months avg
  • 8 experiment groups, 4 aggro, 4 non, model room - saw a RLAM play with doll,arousal room, then observation room - 10 mins free play, toys specific around the room.
  • results - M phys aggro MRM - 25.8, F phys aggro FRM 5.5, F higher verbal agg - 13.7 M = 12.7, control more male aggression (24.6) than girls (6.1)

M/F ARM - male/ female aggressive role model

75
Q

Bandura 1961 AO3

A
  • generalisability poor
  • standardised proc - replicable
  • validity - looked at both male and female role models for young kids
  • ethics - unethical to teach kids to be aggro
76
Q

What did Bandura 1963 measure?

A

the effect of TV models in comparison to real life aggressive models - cartoon and human film models used

77
Q

Bandura 1963 AO1

A
  • 96 white children between 3 and 5
  • RLAC - same as original
  • HFAC - taught to make potato prints whilst playing the filmon a projector
  • CFAC - role model was a cat with the voice of the female role model
  • then taken to the arousal room then observation room where they were observed for 20 mins
  • noted any behaviours every 5 seconds inc mallet aggression, imitive and non-imitative aggression
  • most agg acts by CFAC - 99, least in RLAM - 83 apart from control 54,
  • boys displayed more aggro behaviours, watching male model more likely to play with “aggressive gun play”

RLAC - real life agg. , HFAC - human film agg. CFAC - cartoon film agg

78
Q

Bandura 1963 AO3

A
  • generalisability poor
  • standardised procedure
  • looked at m/f models, cartoon models and TV models
  • but ethics - unethical to teach kids to be aggressive
79
Q

What did Bandura 1965 measure?

A

the effect of reinforcement on imitative aggression in children

80
Q

Bandura 1965 AO1

A
  • 66 children between 3 and 5
  • children told to wait in a room with the TV on whilst researcher did some work - TV - rocky attacks the bobo doll
  • AMR - Rocky called “strong champion”, given sweets and a soft drink
  • AMP - Adult shakes finger at Rocky, calls him a bully, spanks him with a rolled up newspaper
  • AMNC - nothing happens at the end of the film
  • 10 minute observation looking for imitative and non, verbal and phys aggro
  • brought juice and sticker books if they could imitate rocky
  • results - AMP - 0.5 mean actions for girls, model rewarded similar actions - boys mean 3.5 actions

AMR - ag model reward, AMP- agg model punish, AMNC - ag model no conseqs

81
Q

bandura 1961 results

A
  • 1961 - results - M phys aggro MRM - 25.8, F phys aggro FRM 5.5, F higher verbal agg - 13.7 M = 12.7, control more male aggression (24.6) than girls (6.1)
82
Q

bandura 1963 results

A
  • 1963 - RLA - 83, control 54, CA - 99, HFA - 92, boys in MRLAM highest aggro = 131.8, lowest FC - 36.4
83
Q

bandura 1965 results

A
  • 1965 - AMP - 0.5 mean actions for girls, AMR - boys mean 3.5 actions, boys were more likely to imitate behaviour when asked than girls regardless of punishment or praise, AMR and AMC showed similar levels of imitation, noone copied all aggressive acts
84
Q

Bandura 1965 AO3

A
  • generalisability poor
  • standardised proc
  • shows if parents punish children, reduces aggressive behaviour
  • ethics - causes them to be reinforced for aggressive behaviour
85
Q

Pavlov AO1

A
  • if a reflexive behaviour can be conditioned through learning
  • dogs placed in a closed off room - no senses to make the dogs salivate
  • checked dogs did not salivate to a metronome
  • 20 pairings dependent on attention of the dog to food
  • tried other stimuli eg a vanilla smell or a rotating disc
  • successful, dogs could discriminate between different tones of metronome but generalisation took place
86
Q

Pavlov AO3

A
  • generalisability poor
  • standardised procedure and careful documentation
  • applicable - Watson and Rayner was inspired by Pavlov
  • valid - weird setting for dogs and poor task validity so poor
87
Q

SD AO1

A
  • CC-based exposure therapy based on idea of reciprocal inhibition
  • functional analysis - what caused fear/ triggers
  • create heirarchy of fear
  • relaxation training
  • gradual exposure to each step
  • client does each step at own pace
88
Q

SD AO3

A
  • Capafons et al - fear of flying reduced by SD
  • better than flooding, more ethical
  • craske and barlow- 60-80% agoraphobics some improvement, not cured, relapse
  • less effective with survivalist phobias
89
Q

flooding AO1

A
  • CC-based exposure therapy based on the idea that biologically stress cant last forever
  • person will become calm and associate calm with the phobia
  • keeping the client in the most feared situation until theyre fine
  • cant be let out or phobia will be reinforced
  • client must have a thorough health check
  • implosion - thinking about the worst scenario
90
Q

Flooding AO3

A
  • gauthier and marshall - 16 phobics, flooding better than SD and lasted longer
  • Flooding is a lot quicker than other therapies
  • Mott et al found that implosion therapy caused veterans more trauma
  • more distressing - less able to withdraw from the therapy
91
Q

Watson and Rayner AO1

A
  • can fear be conditioned into a child
  • 11 month old baby called little albert - stoic, emotionless
  • 11 months and 3 days - 2 rat pairings
  • 11 months 10 days - 4 pairings, albert began to cry
  • transference tests on 11 and 15th day - dog, rabbit, fur coat, cotton wool etc
  • 20th day changed room
  • after a month reactions tested again, would only cry when touched rat, wouldnt touch any stimulus, fixated on dog then cried
92
Q

Watson and Rayner AO3

A
  • generalisability - baby and abnormal baby
  • standardised procedure
  • emotional carry over effects
  • unethical
93
Q

capafons AO1

A
  • does SD help a fear of flying
  • 41 ppts from a media campaign 20 treatment, 21 WLC
  • fear of flying scale EMV, expectation of danger EPAV-A EPAV-B
  • watched a video, measured physiological aspects
  • 12-15 1h sessions 2x per week of SD
  • used imagination and in vivo
  • post intervention measures same EPAV and EMV
  • sig diffs in before and after treatment measures
94
Q

Capafons AO3

A
  • relatively small sample
  • volunteer sample
  • standardised procedure
  • different baseline measures tested each session so gives ppts time to calm down so baselines are accurate
95
Q

key question for learning theories is…

A

can a fear of flying be treated using therapies based on learning theories?

96
Q

AO1 why its relevant

LT key question - fear of flying

A
  • 1/3 people feel uncomfortable flying - airlines deal with more people needing treatment/ reassurance
  • mostly due to having a crash or being hijacked
  • after 9/11 air miles dropped by 12-20%
  • led to 1595 deaths due to road accidents
  • by reducing number, airlines will get more money
  • they can see family and friends
  • tourism ^^ if less scared of flying
  • airline companies get more money if less scared
97
Q

can SD and flooding treat FOF?

A
  • yes SD can - capafons found it to be effective therefore it can treat FOFgauthier
  • No it cant - gauthier and marshall found flooding more effective
  • flooding can - marshall found complete therapy did sort it out
  • no it cant - just gave veterans more trauma rather than helping
98
Q

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100
Q

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Q

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