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A Level Psychology > 1.3.5 Conditioning Techniques To Control Children > Flashcards

1.3.5 Conditioning Techniques To Control Children Flashcards

1
Q

what is the debate?

A

use of conditioning techniques to control the behaviour of children

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2
Q

(Home - for) the supernanny team advocate the use of conditioning in the home to correct what?

A

inappropriate behaviour

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3
Q

(Home - for) the techniques the supernanny team uses are based upon the principles of what?

A

operant conditioning

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4
Q

(Home - for) what is the common parental reaction when a child does something naughty? and why is this wrong?

A

to shout
operant conditioning - shouting means you are giving the child attention, feeding the behaviour and encouraging more of it

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5
Q

(Home - for) according to operant conditioning what is a better way to deal with a naughty child and why?

A

ignoring them

not encouraging behaviour with attention

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6
Q

(Home - for) the idea behind ignoring the child is the theory behind what?

A

disengagement - the naughty step

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7
Q

(Home - for) what is the procedure of the naughty step?

A
  1. parent warns the child
  2. child placed on naughty step
  3. parent explains why the child is on the step
  4. left for a certain amount of time
  5. parent explains why they were on the step
  6. child can move after apologising
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8
Q

(Home - for) supernanny believe the technique is appropriate to use with children especially when?

A

used alongside parents rewarding their child for appropriate behaviour

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9
Q

(Home - for) the naughty step technique is more appropriate than what?

A

smacking the child

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10
Q

(Home - against) Morris said the naughty step may have a negative effect on the child’s what?

A

emotional development

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11
Q

(Home - against) Morris - why can the naughty step have a negative effect on emotional development?

A

children aren’t learning to control their own emotions - parents aren’t accepting their responsibility to teach them this instead just placing them on a step

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12
Q

(Home - against) for the naughty step to be effective what must the parents be when using it?

A

calm and consistent

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13
Q

(Home - against) in these situations parents aren’t likely to be what?

A

calm

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14
Q

(Home - against) why is it hard to be consistent?

A

if you aren’t at home or are in the middle of something important

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15
Q

(Home - for) parents can encourage good behaviour e.g. cleaning by what?

A

positive reinforcement - offering pocket money or sweets for completion of tasks

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16
Q

(Home - for) Gill - chore completion by payment of pocket money or postponement led to children doing what?

A

performing 20% of household chores suggesting it is successful in increasing positive behaviours

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17
Q

(Home - against) why do some believe pocket money for chore completion is inappropriate?

A

children should help around the house regardless of payment

you are putting a value on what should be co-operative family life

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18
Q

(school - for) education has been a major user of what?

A

operant conditioning techniques

praise is especially reinforcing

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19
Q

(school - for) McAllister et al - increase in teacher praise led to a decrease in what?

A

inappropriate talking in high school English classes

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20
Q

(school - for) what method did McAllister use?

A

experiment - possibly field by going into a school and having one teacher increase praise and one not

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21
Q

(school - against) some believe rewards and reinforcers are actually harmful, why?

A

they interfere with a child’s drive to learn

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22
Q

(school - against) children aren’t allowed to learn through own experience rather they are just controlled by what?

A

conditioning and reinforcement

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23
Q

(school - against) Montessori believed children educate themselves they have absorbent minds meaning what?

A

they are born to learn and best learn in an environment where they have the freedom to learn and absorb knowledge

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24
Q

(school - against) Montessori - using conditioning means children don’t have the freedom to do what?

A

learn themselves

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25
Q

(school - against) Lepper asked nursery children to draw a picture, when promised a reward what happened?

A

they spent half as much time drawing as the children not promised the reward

26
Q

(school - against) Lepper’sa findings suggest incentives interfere with what?

A

children’s internal drives to learn and complete activities

27
Q

(school - against) reward systems are not found where?

A

in all cultures

28
Q

(school - against) Lewis conducted observations of what and what did he find?

A

Japanese primary schools

praise and reward systems were rarely used but children were internally motivated to do well

29
Q

(school - against) rewards may create a learned what?

A

helplessness

30
Q

(school - against) Dweck - children praised for doing well on a maths test did what?

A

praised did worse on a later more difficult test than those told they were lazy

31
Q

(school - against) Dweck’s research suggests what is more motivating than reward?

A

punishment

32
Q

(school - for) Le Francois suggest teachers should maximise what in their classrooms? and why?

A

pleasant stimuli e.g. bright displays of work
cause the children to associate the room with positive things conditioning them to be happier and more motivated to work in the classroom

33
Q

(school - against) what is an issue of punishment e.g. detentions being used as a control technique in schools?

A

gives the teachers too much control

it is a parents responsibility to discipline their child

34
Q

(peers) children as young as what can be influenced by their peers and why?

A

as young as 4

children like to fit in, they also learn through imitation

35
Q

(peers- against) a child’s need for positive reinforcement may not always result in what?

A

appropriate behaviour

36
Q

(peers- against) why might a child behave badly?

A

to get attention from their peers
status or popularity in the group
may lead to antisocial behaviour or crime as they age

37
Q

(peers- for) how might peer group socialisation be desirable?

A

praise for positive behaviour
punishment for negative behaviour e.g. peers reacting with hostility or even arguing with the wrongdoer encouraging them to apologise

38
Q

(vulnerable children) who are vulnerable children?

A

those with disabilities, disorders or illnesses

39
Q

(vulnerable children - for) what did Lovaas develop for treating children with autism and is this treatment short or intensive?

A

ABA - applied behaviour analysis

intensive - 40 hours per week

40
Q

(vulnerable children - for) ABA uses the principles of positive reinforcement to bring about what?

A

positive changes in behaviour

building useful skills for those with autism

41
Q

(vulnerable children - for) where can ABA techniques be used?

A

at home, in school, in ABA sessions

42
Q

(vulnerable children - for) ABA principles help children with autism develop skills such as what?

A 
looking
listening
imitating
reading
conversing
understanding
43
Q

(vulnerable children - for) the Lovaas institute provides trained personnel to help develop what and discourage what?

A

develop language and social interactions

reduce tantrums

44
Q

(vulnerable children - for) how do ABA programs work?

A

assessing child’s skills, targeting certain areas using goals broken down into manageable steps, using positive reinforcers to improve communication, language and play

45
Q

(vulnerable children - against) the research ABA was based on was not well designed, why?

A

no random allocation

46
Q

(vulnerable children - against) what is an issue of conditioning children with mental illness with such an intensive therapy?

A

causing stress
changing the behaviours associated with autism teaches them to be ashamed of the condition, making them behave in a way unnatural to them

47
Q

(vulnerable children - against) another criticism is Lovaas experimentation with aversive techniques such as what?

A

electric shocks to decrease behaviours

slapping was still used until the 1980s

48
Q

(vulnerable children - for) Robinson used a token economy system with children with ADHD finding it led to what?

A

improved performance in reading and vocab related tasks amongst the children

49
Q

(vulnerable children - for) Chanley gave children with asthma what, and with what effect?

A

funhaler

after 2 weeks children had a more positive response to their treatment

50
Q

(vulnerable children - against) when the funhaler was removed what started to re-emerge?

A

undesirable behaviours

51
Q

(ethics) what are some ethical issues of using conditioning with vulnerable children?

A

removing behaviours associated with their disability teaches them it is something to be ashamed of
removes part of their identity
intensity can affect well being

52
Q

(ethics) what are some ethical issues of using conditioning in the home?

A

child doesn’t learn to control their behaviour
changing natural behaviour
bribery - use of pocket money
excessive punishment

53
Q

(ethics) what are some ethical issues of using conditioning in schools?

A

changing a child’s normal behaviour

teachers control

54
Q

(ethics) what are some ethical issues of using conditioning amongst peers?

A

may lead to negative behaviours e.g. crime

forcing people to do things they don’t want to do

55
Q

(social) what are some social strengths of conditioning in the family?

A

children learn how to interact in social situations meaning parents take responsibility for their child’s learning
children become functional members of society

56
Q

(economic) what are some economic effects of conditioning in the home?

A

gives children spending power- beneficial for the economy
educates children on controlling spending
costly to the parents

57
Q

(social) what are some social effects of using conditioning in schools?

A

children learn to interact with other children benefiting them in later social situations

58
Q

(economic) what are some economic effects of conditioning in schools?

A

costly to the school - to use pleasant stimuli, making displays

59
Q

(social) what are some social effects of using conditioning among peers?

A

develops a childs social skills teaching them the boundaries or behaviour and the implications of their actions

60
Q

(social) what are some social effects of conditioning vulnerable children?

A

helping them function in the real world - developing language and social skills

61
Q

(economic) what are some economic effects of conditioning vulnerable individuals?

A

need trained staff - costly
reward systems are costly
items such as the funhaler - expensive to design and produce

A Level Psychology (131 decks)

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