LEARNING APPROACHES

Question 1

Outline the “focus on the environment” approach

Answer 1

• states that the environment shapes out behaviour
• we are born “tabula rasa” (blank state”
• not interested in biological explanations

Question 2

Outline the “focus of scientific methods” learning approach

Answer 2

• behaviour is studied in a scientific way, studying specific actions
• focus on observable effects
• uses scientific methods

Question 3

State the 2 forms of learning and the behaviourists that proposed them

Answer 3

1. Classical conditioning - Ivan Pavlov (1927)
2. Operant conditioning - B.F Skinner (1953)

Question 4

What is classical conditioning

Answer 4

• learning through association
• passive process

Question 5

Outline the process of classical conditioning

Answer 5

1. Unconditional stimulus (UCS) causes unconditional response (UCR)
2. Before conditioning, a neutral stimulus (NS) does not cause a response
3. During conditioning, the UCS and the NS are paired, causing an UCR
4. Over time, the NS becomes a Conditioned Stimulus (CS), causing a Conditioned Response (CR)

Question 6

Outline Pavlov’s dog experiment

Answer 6

1. Dog given food (UCS) , causing salivation (UCR)
2. Bell rung around the dog (NS), causing no response
3. Bell (NS) and food (UCS) paired, causing salivation (UCR)
4. Overtime, the bell becomes a CS (as it became associated with the UCS) causing salivation (CR)

Question 7

What is operant conditioning

Answer 7

• learning is an active process
• behaviour is shaped by consequences

Question 8

• what is the consequence of positive reinforcement
• strengthen or weaken target behaviour
• state an example

Answer 8

• something pleasant
• strengthens
• teacher praising student for bringing homework

Question 9

• what is the consequence of negative reinforcement
• strengthen or weaken target behaviour
• state an example

Answer 9

• removes something unpleasant
• strengthens
• taking a paracetamol to remove a headache

Question 10

• what is the consequence of positive punishment
• strengthen or weaken target behaviour
• state an example

Answer 10

• something unpleasant
• weakens
• being shouted at for not doing homework

Question 11

• what is the consequence of negative punishment
• strengthen or weaken target behaviour
• state an example

Answer 11

• removes something pleasant
• weakens
• confiscating phone for being late

Question 12

Define environmental determinism

Answer 12

Belief that behaviour is caused by environmental features (rewards and punishments), that we cannot control

Question 13

How is environmental determinism a limitation of the behaviourist approach?

Answer 13

• states that learning is solely due to environmental impacts, ignoring free will
• suggests that conscious decision making does not exist
• limits the behaviourist approach by excluding other factors

Question 14

Outline how ethical issues act as a limitation to the behaviourist approach

Answer 14

• although Skinner’s box allows for a high level of control to be maintained
• animals inside kept in cramped conditions
• rats deliberately underweight, keeping them always hungry
• weakness, as research may not be able to be fully replicated

Question 15

Outline how well-controlled research strengthens the behaviourist approach

Answer 15

-ex. Skinners box was a highly controlled environment
- removes extraneous variables, allowing for cause and effect relationship to be determined
- increases internal validity
- study can be replicated to improve reliability

Question 16

Outline a strength of the behaviourist approach (real life application)

Answer 16

• use of token systems, which use operant conditioning, in prisons + psych wards
• appropriate behaviour is rewarded with tokens, which can be exchanged for goods
• classical conditioning can also be used to treat phobias
• applications increase behaviourist approach’s value

Question 17

Outline a limitation of the behaviourist approach (simplistic)

Answer 17

• due to the highly controlled environments, learning process behaviours have been over-simplified
• ignored influence of human thought
• however other approaches draw attention to mental processes involved
• ignores mental processes in learning

Question 18

Who proposed Social Learning Theory and why

Answer 18

• Albert Bandura
• believed behaviourist view was too simplistic
• thought behaviour was not shaped only by rewards + punishments
• placed emphasis on cognitive processes in learning

Question 19

What is social learning theory

Answer 19

• learning approach
• process of how we learn through observation and imitation of role models
• suggests that learning happens directly (CC, OC) and indirectly

Question 20

Outline the 4 stages of observational learning

Answer 20

1. Modelling - role model models a behaviour
2. Identification - observer identifies with model
3. Observation - observer notes the behaviour
4. Imitation - observer tries behaviour (repeated depending on reinforcement)

Question 21

Outline vicarious reinforcement

Answer 21

• when a person learns behaviour by observing somebody else being rewarded for it, instead of experiencing the reward themselves
• key factor in imitation
• if model is punished, behaviour is less likely to be imitated

Question 22

Outline the mediational processes involved in social learning theory

Answer 22

1. Attention - extent to which we notice certain behaviours
2. Retention - how well behaviour is remembered
3. Reproduction - behaviour must be able to be reproduced
4. Motivation - will to perform the behaviour

Question 23

What makes someone more likely to identify with a role model

Answer 23

• similarities (age, gender etc)
• if they have a high status
• models behaviour is reinforced by rewards
• model is attractive or likeable

Question 24

Outline how the setting of Bandura’s study acts as a limitation

Answer 24

• lab study, lacks ecological validity so may not reflect real world behaviour
• it could make children behave differently to how they would in a natural environment
• IRL, aggression is determined by other factors not accounted for in a lab study (peer influence, etc)

Question 25

Outline a strength of social learning theory (vicarious reinforcement)

Answer 25

- recognises how learning can occur through role models, beyond learning through direct reinforcement (OC) and association (CC) - includes cognitive processes, not just automatic stimulus-response - vicarious reinforcement explains how learning can occur without directly experiencing reinforcement(punishment

Question 26

Outline a limitation of Social Learning Theory study (other factors)

Answer 26

- ignores biological factors - ignores environmental factors - Bandura’s study only a partial explanation for how aggressive is learned - only acknowledges identification and motivation as factors

Question 27

Outline a strength of social learning theory (less determinist view)

Answer 27

- allows for free will and personal agency - people are not just passive learners - realistic and flexible explanation - considers cognitive processes, completing it as a learning explanation

Question 28

Outline a strength of social learning theory (application)

Answer 28

- can be used in education, criminal rehab, parenting, media regulation - can help reduce anti -social behaviour by encouraging positive social interactions - society overall benefits

Question 30

Outline the aim of Bandura’s original study

Answer 30

- to see if children’s aggression changed after being exposed to an aggressive role model - to see if children are more likely to imitate a same sex role model

Question 31

Outline Bandura’s basic procedure

Answer 31

- matched boys + girls on aggression levels (5 point scale) - children played in a room and observed an adult “role model” - RM either attacked Bobo Doll or ignored it - children taken to arousal room, told that toys within it were for “other children” - all children frustrated - taken to observation room, observed based on how they play with aggressive or non aggressive toys - control group included

Question 32

Outline the key findings of Bandura’s original study

Answer 32

- those who saw the aggressive RM showed higher aggression - 70% who saw non aggressive RM had a score of 0 - male RM had greater influence than female RM

Question 33

Outline the aim of Bandura’s 1963 (2nd) variation

Answer 33

- see if aggression increases or decreases when exposed to a film or cartoon RM - if watching filmed aggression decreases anger (cathartic)

Question 34

How did Bandura’s 1963 (2nd) variation vary from the original

Answer 34

Added a condition where children watched a film with a female RM dressed as a cartoon cat

Question 35

Outline the key findings of Bandura’s 1963 (2nd) study

Answer 35

- no significant aggression difference between whether RM was live or filmed and cartoon - control = 1/2 as aggressive - watching filmed aggression isn’t cathartic

Question 36

Outline the aim of Bandura’s 1965 (3rd) variation

Answer 36

- see if observing vicarious reinforcement + punishment changes how children imitate - see if imitation changes if children are rewarded themselves