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1
Q

define unconditioned stimulus

A

evokes an automatic response without being learnt

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2
Q

define unconditioned response

A

behaviour that occurs naturally due to a given stimulus

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3
Q

define neutral stimulus

A

is a stimulus that initially provokes no response

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4
Q

define conditioned stimulus

A

the learned stimulus a previously neutral stimulus that after being associated with unconditioned stimulus eventually comes to trigger a conditioned response

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5
Q

define conditioned response

A

the learned response after association

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6
Q

explain stage 1 before conditioning (classical)

A

unconditioned stimulus produces an unconditioned response. a neutral stimulus produces no response

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7
Q

explain stage 2 during conditioning (classical)

A

Neutral stimulus is paired with the unconditioned stimulus. This creates the unconditioned response.

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8
Q

explain stage 3 after conditioning (classical)

A

The neutral stimulus becomes the conditioned stimulus. This creates a conditioned response.

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9
Q

give an of classical conditioning stages using harry and lightning

A

Five-year-old Harry is watching a storm from his window. A huge bolt of lightning is followed by a tremendous thunderclap and Harry jumps at the noise. This happens several more times. There is a brief lull and then another lightning bolt. Harry jumps in response to the bolt.

NS = lightning bolt + UCS = sound of thunder UCR = jumps

CS =lightning bolt CR =jumps

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10
Q

define one trial learning

A

Acquire a new behaviour in a single pairing of MS and UCS. Tends to happen if response is severe and failing to learn could be fatal.

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11
Q

define extinction and spontaneous recovery

A

If the CS is repeatedly presented in the absence of the UCS the strength of the CR gradually declines and eventually becomes extinct. However, if the pairing ever occurs again then the response reappears.

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12
Q

define generalisation

A

Stimuli which are like the CS can also trigger the CR

E.g., little albert scared of all things white and fluffy

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13
Q

define discrimination in terms of classical conditioning

A

Stimuli which are like the CS can also trigger the CR

E.g., little albert scared of all things white and fluffy

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14
Q

describe pavlovs dog experiment

A

Pavlov was researching salivation in dogs as response to being fed
he inserted test into dogs throat
he notice if he rang a bell when he fed them
whenever they heard bell they would salivate

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15
Q

SHOW 3 stages of classical conditioning with pavlovs dogs

A

Before conditioning
Food (UCS) = salivate (UCR)
Bell (sound) (NS)

During conditioning
Food (UCS) + Bell (sound) (NS)
Salivate (UCR)

After conditioning
Bell sound (CS) Salivate (CR)

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16
Q

participants in watson and rayners study

A

one baby boy-albert
aged 9 months
11 months when began
chosen as was healthy and fearless

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17
Q

Describe the procedure in Watson and Rayner’s little albert study

A

-9 months albert was tested with a white rat and cotton wool to see if there was a fear reaction
-he did not (NS)
-albert cried when tested with loud noise (UCS) crying (UCR)
-at 11 months albert was conditioned
-shown white rat 3x paired with iron bar
- now when rat present alone albert whimpered as well as other fluffy white things

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18
Q

results of Little albert study

A

now when NS is CS albert crying is CR

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19
Q

Conclusion of watsona and rayners study

A

human can sucessfully be conditioned

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20
Q

evaluation: generalizability of watson and raynors study

A

-low
-single male child androcentric
-believed albert had a disability
-died at 6 of hydrocephalus

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21
Q

evaluation: reliability of watson and raynors study

A

-high
-standardized
-documented
-could (but shouldnt) be replicated
-filmed

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22
Q

evaluation: applicability of watson and raynors study

A

-mainly applicable to other learning theorists who investigated phobias to greater depth
- led to flooding and systematic

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23
Q

evaluation: validity of watson and raynors study

A

-high
-controlled
-did control tests
-lack ecological validity
-has construct validity

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24
Q

evaluation: ethics of watson and raynors study

A

-unethical
-distress
- no protection from harm
-not informed consent

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25
what was operant conditioning orginally called
instrumental conditioning
26
who was operent conditioning deleveloped by
Thorndike and skinner
27
what is thorndikes law of effect
responses that produce satisfying respect are more likely to do again whereas discomforting we are less likely
28
describe skinners puzzle box experiment
-desgned a peice of apparatus that consists of a cotrolled enviroment where an animal can be placed -lever which delivers a food pellet if pressed or pecked - lever can also be connected to an electrified grid which turns on when lever pressed
29
define positive reinforcement
giving someone a reward to encourage a behaviour
30
define negative reinforcement
taking away something
31
positive punishment
adding an aversive stimulus that will reduce showing of the behaviour
32
negative punishment
the removal of a liked stimulus to reduce showing of behaviour
33
define primary reinforcers
these occur naturall to satisfy basic human needs eg food water and shelter
34
define secoundary reinforcers
associated with primary reinforcers and help to strenthen the behaviour
35
continous reinforcement
behaviour reinforced everytime its seen
36
partial reinforcement (lasts longer)
when a behaviour reinforced some of the time
37
4 types of partial reinforcement and described
1. fixed interval- after preset amount of time 2. variable interval- rewarding of first correct response after set amount time passed 3. fixed ratio- reinforced only after a specific number of responses 4. variable ratio- response reinforced after set number of correct responses given
38
behavior modification
-type of therapy -extinguish undesirable behavior -replace original behavior
39
behaviour shaping
once a desired behaviour has been seen the rewards are more selective
40
scalloping effect
found fixed interval dramatic drop in response from rat after given reinforcement
41
what is the main concept of social learning theory
learn through observing and imitating behaviour by role models
42
factors that effect imitation
-more likely if identify with them in some way - if similar age or same sex -celebrities
43
vicarious reinforcement
learning through observation of the consequences of actions of others
44
acronym for social learning stages
ARRM
45
describe 1st social learning stage attention
individual needs to pay attention to behaviour and its consequences
46
describe secound phrase of social learning theory retention
must remember what was seen
47
3rd stage SLT- reproduction describe
must be able to reproduce the behaviour must have abilities and skills
48
4th SLT stage- motivation
must expect to recieve the same positive reinforcement
49
what was aim of bobo doll study in 1960s by bandura
aim to see whether aggressive behavior could be acquired through observation of aggressive model
50
what was participants of bobo doll study in 1960s by bandura
-36 boys -36 girls -3-6years old -from stanford university nursery
51
what was the procedure of bobo doll study in 1960s by bandura
-matched pairs -children brought in and played with toys - children taken to another room deliberately frustrated 3. observed model 4. 3 observing conditions 5.agressive adult model, nice adult and no model
52
what was results of bobo doll study in 1960s by bandura
- children who saw agressive model showed agression - boys were more phsyical agression and girls verbal
53
what was the conclusion of bobo doll study in 1960s by bandura
social behaviour such as agression can be aquired by imitation qnd more likely to be imitated if gender typical
54
what was generalisabilty of bobo doll study in 1960s by bandura
large sample of boys and girls good but unrepresentative as all same nursery and can not generalise with adults
55
what was the reliabilty of bobo doll study in 1960s by bandura
can be replicated standardised high
56
what was applicability of bobo doll study in 1960s by bandura
applied parenting and teaching violent games and sports
57
what was the validity of bobo doll study in 1960s by bandura
low not common setting demand characteristics
58
what was the ethics of bobo doll study in 1960s by bandura
low harm cant give consent against guidlines normalising behaviour
59
what was aim of bobo doll study and vicarous reinforcement in 1965 by bandura
consider whether reinforcement and punishment of agressive models would influence the agression displayed by observers
60
what was participants of bobo doll study and vicarous reinforcement in 1965 by bandura
-33 boys -33 girls -same nursery -3-6 years
61
what was procedure of bobo doll study and vicarous reinforcement in 1965 by bandura
randomly allocated in one of three conditions all involved watvhing film of a adult 1. model-rewarded condition adult praised for agression 2. model- punished 3. no consequence children then placed in same setting
62
what was results of bobo doll study and vicarous reinforcement in 1965 by bandura
children in punished model less agressive vice versa
63
what was generalisability of bobo doll study and vicarous reinforcement in 1965 by bandura
large but can not gernalise with adults
64
what was reliabilty of bobo doll study and vicarous reinforcement in 1965 by bandura
standardised replicated filmed multiple observers
65
what was application of bobo doll study and vicarous reinforcement in 1965 by bandura
parenting censorship
66
what was validity of bobo doll study and vicarous reinforcement in 1965 by bandura
demand charcteristics
67
what was ethics of bobo doll study and vicarous reinforcement in 1965 by bandura
distressing presumptive consent
68
define a phobia
a phobia is an anxiety disorder which interferes with daily living
69
Classical conditioning explanation of phobias
bad experience has happened that caused you to fear it
70
operant conditioning explanation of phobias
-phobia is maintained -negative reinforcement -removal of symptoms leads to an increase in behaviour
71
SLT explanation of phobias
caused by observation and modelling of phobia
72
evidence for and against classical conditioning explanation of phobias
for little albert for flooding against evolution against cant explain phobias where not in contact
73
3 treatments of phobias
systematic desensitisation flooding modelling
74
describe flooding - phobias
immediate exposure to fear 2-3hour sessions
75
describe systematic desenitisation - phobias
exposure to fear based on can not be relaxed and anxious at same time exposed till no reaction
76
describe modelling - phobias
SLT individual observes a person acting calmly around phobia
77
name a strength and a weakness of modelling phobias
+ harm free -have to be a role model
78
name a strength and a weakness of flooding phobias
- unethical + fast
79
name a strength and a weakness of systematic desensitisation phobias
+ more likely to take part -time - need to be commited
80
supporting evidence of operant conditioning theory
STRENGTH skinners box counterargument animal study
81
application of operant conditioning theory
STRENGTH token economy counterarguement shirt term solution
82
complete explanation of operant conditioning theory
Weakness doesnt look at association and mental processes ignores nature
83
scientific explanation of operant conditioning theory
STRENGTH measured and controlled
84
supporting evidence of SLT
STRENGTH bandura
85
application of operant conditioning theory
therapies such as Systematic Desensitisation or Token Economies. STRENGTH
86
complete explantion SLT
- ALL nuture no mental processes
87
supporting evidence of classical conditioning
Pavlov (1927) and Watson & Rayner (1920)
88
application of classical conditioning
treating phobias

Psychology (7 decks)

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