learning psychology in paper 1

Question 1

pavlov - experiment with dogs

what was the aim?

Answer 1

• to test whether a unconditioned response can be linked with a neutral stimulus therefore causing learning to take place and producing a conditioned response.

Question 2

pavlov - experiment with dogs

what was the procedure?

Answer 2

• To do this he set up an experiment where he placed a dog in a box where it couldn’t smell or hear anything to avoid extraneous variables.
• To measure the DV a tube was attached to its mouth to accurately measure saliva.
• During the conditioning the neutral stimulus (a metronome) was paired with food (UCS) about 20 times.
• During this pairing, the dog will salivate (UCR). After this the sound was presented without the food.

Question 3

pavlov - experiment with dogs

what were the results?

Answer 3

• The results showed that the dog started to salivate 9 seconds after hearing the metronome, and after 45 seconds had produced 11 drops of saliva.

Question 4

pavlov - experiment with dogs

what was concluded?

Answer 4

• that a neutral stimulus when paired with an unconditioned stimulus would turn conditioned and produce a conditioned response like the production of saliva.

Question 5

pavlov - experiment with dogs

what was a strength?

Answer 5

• Pavlov used carefully controlled experiments with the environment of the dogs controlled completely (external noise), except for the variables being tested (buzzer/food).
• He utilised a soundproof chamber to reduce the possibility of external sounds distracting the dogs or providing additional stimuli that could be the unintended NS.
• Also, the collected of the dog’s saliva in a cannula helped prevent the loss of saliva and provided and objective measurement of salivation.
• Therefore, the study has high internal validity, and a valid cause-effect relationship can be concluded about the dog salivating to the sound of the buzzer due to the association made.

Question 6

pavlov - experiment with dogs

what was a weakness?

Answer 6

• it was conducted on dogs, there are many issues with generalising the findings of animal studies onto humans, as different species have structurally different brains.
• Humans have a larger cerebral cortex than most species, which permits more complex cognitive processes and conscious choice. Whereas animals are driven more by instincts.
• Pavlov suggested his findings of learning can be generalised to humans, but this may not be entirely true due to the differences in our physiology, brains and thought processes compared to dogs

Question 7

classical conditioning

what is a UCS?

Answer 7

a stimulus that produces a natural response (no learning)

Question 8

classical conditioning

whats a UCR?

Answer 8

response that occurs without any learning or previous association

Question 9

classical conditioning

whats a NS?

Answer 9

an environmental stimulus that produces no response

Question 10

classical conditioning

whats a CS?

Answer 10

the NS that is associated with UCS to produce the same response it did

Question 11

classical conditioning

whats a CR?

Answer 11

a behavioural response that has been learnt in association with the CS

Question 12

classical conditioning

whats extinction?

Answer 12

When the conditioned stimulus is encountered without the unconditioned stimulus for a period of time, the conditioned response is extinguished CS stops producing CR.

Question 13

classical conditioning

whats spontaneous recovery?

Answer 13

• Spontaneous occurrence of an extinct response re-appearing (CS triggers CR again), but without any re-conditioning.
• Demonstrates that extinction does not mean you have unlearnt the responses the response may disappear, but will not always be completely eradicated.

Question 14

classical conditioning

whats stimulus generalisation?

Answer 14

• When the conditioned response is exhibited in reaction to other stimuli that are similar to conditioned stimulus, but have never been conditioned specifically.

Question 15

classical conditioning

whats a strength?

Answer 15

• Classical conditioning is supported by research. - Pavlov (1927) demonstrated it in dogs by associating a bell with food to elicit a salivation response.
• Watson and Rayner (1920) demonstrated it in a human baby by associating a rat with a loud bang to elicit a fear response.
• Overall, there are good controlled studies that demonstrate that both animals and human learn behaviours through classical conditioning, increasing the validity of classical conditioning as an explanation of learning.

Question 16

classical conditioning

whats a weakness?

Answer 16

• it can only **explain a small range of behaviours **that can be acquired.
• It** can explain salivation but can’t explain complex chains for learned behaviour. For example, it can explain why someone learns to fear a dog but does not explain how someone learns and maintains behaviours that they use to avoid dogs.
  As such, classical conditioning can only be a partial explanation of learning behaviours**, and other explanations, such as operant conditioning is needed to explain learning of complex behaviours.

Question 17

operant conditioning

what is operant conditioning?

Answer 17

• learning through the consequence of actions
• involves voluntary behaviour.

Question 18

operant conditioning

what is positive reinforcement?

Answer 18

• rewarding the subject by adding something that it likes.
• more likely to repeat the behaviour.

Question 19

operant conditioning

what is negative reinforcement?

Answer 19

• rewarding the subject by removing some painful stimulus.
• more likely to repeat the behaviour.

Question 20

operant conditioning

whats is positive punishment?

Answer 20

• punishing the subject by adding an unpleasant stimulus.
• less likely to repeat the behaviour.

Question 21

operant conditioning

what is negative punishment?

Answer 21

• punishing the subject by removing a liked stimulus.
• less likely to repeat the behaviour.

Question 22

operant conditioning

summarise the skinner box study

rat

Answer 22

the rat was conditioned to only press the lever when the light was on to get the food, otherwise it was faced with an electric shock.

Question 23

operant conditioning

what is a primary reinforcer?

Answer 23

• reinforcers that are rewarding as they have biological significance.
• they occur naturally and dont have to be learned i.e. food and water.

Question 24

operant conditioning

what is a secondary reinforcer?

Answer 24

• reinforcers that are rewarding due to their associations with primary reinforcers.
• they dont directly satisfy a survival need but may be the means to do so i.e. money

Question 25

# operant conditioning what is behaviour modification?

Answer 25

- a therapy that has its theoretical basis in operant conditioning and the experiments of BF skinner. - used to extinguish undesirable behaviour by removing the reinforcer and replace the original behaviour with a desirable behaviour and reinforce it.

Question 26

# operant conditioning whats is behaviour shaping?

Answer 26

- step by step process used to change behaviour. - i.e. skinner box - i.e. learning to write

Question 27

# operant conditioning whats is continous reinforcement?

Answer 27

- where the reinforcement is given every time the desired behaviour is completed. - once response is securely attached, reinforcement can be moved to a partial scheduele.

Question 28

# operant conditioning whats a fixed interval?

Answer 28

- where the first behaviour is rewarded only after a specified amount of time as elapsed. - i.e. child given money for chores at the end of the day.

Question 29

# operant conditioning what is variable interval?

Answer 29

- where a behaviour is rewarded after an specified amount of time has passed.

Question 30

# operant conditioning what is fixed ratio?

Answer 30

- where a behaviour is reinforced only after a specified number of times. - i.e. treat or treating

Question 31

# operant conditioning what is variable ratio?

Answer 31

- when a behaviour is reinforced after an unpredictable number of times. - i.e. gambling and the lottery

Question 32

# operant conditioning what is a strength?

Answer 32

- backed by research evidence - skinner box study, where a rodent learnt to push a lever in response to a light and to avoid electrocution, studies on humans have drawn similar concluscions. - this means theres firm evidence supporting the existence of operant conditioning in human and animal learning, a cause and effect relationship can be established.

Question 33

# operant conditioning what is a weakness?

Answer 33

- can only explain how existing behaviours are strengthened or weakened but not where it originates from. - can explain why the rat pulled the lever but doesnt explain how it learnt to do so. - showing that operant conditioning is still not a full explanation of behaviour.

Question 34

# classic study: watson and rayner what was the aim?

Answer 34

- aimed to see if its possible to induce fear in a human child of a previous neutral stimuli through classical conditioning and whether the fear will be transferred onto other similar objects.

Question 35

# classic study: watson and rayner what was the procedure?

Answer 35

- When Albert was 11 months old, the experiments started. - There were 5 sessions in total for conditioning, in the sessions, the loud noise was repeatedly paired with the white rat. - Session 1 – white rat was presented to Little Albert and when he reached towards the rat, the bar was struck loudly behind his head - Session 2 – one week later Albert returned and was exposed five times to the paired rat and loud noise. He was shown wooden blocks to which he showed no fear. - Session 3 – five days later Albert returned and his responses towards the rat and other objects such as the cotton balls, fur coat, rabbit, etc were measured. - Session 4 – five days after that Albert was taken to a different new environment, his responses to the rat and objects were again measured. - Session 5 - the final test was when Albert was 12 months old. The test included a Santa mask, a fur coat, the rat, a rabbit, and a dog.

Question 36

# classic study: watson and rayner what were the findings?

Answer 36

- In the baseline test, Albert displayed no fear of any of the objects but he did respond to the loud noise by crying. - By session 3, Albert would cry and rapidly crawl away from the rat even without the loud noise present. - In session 3 Albert also reacted to the white furry objects with fear. He displayed mild fear to the dog - In session 4-5 Albert’s fear to white furry objects remained but were less extreme when he was in a different environment.

Question 37

# classic study: watson and rayner what was concluded?

Answer 37

- The study confirmed that a phobia of an object that was not previously feared could be learned, which supported Watson and Rayner’s original aim - They also proposed that, because the fear response was evident a month after the initial conditioning took place, such conditioned emotional responses could last a long time.

Question 38

# classic study: watson and rayner what was a strength?

Answer 38

- had a standarised procedure. - albert was selected due to his emotional stability, making it less likely that an anxious temperant could affect the fear conditioning. - therefore making it more likely that the changes in alberts behaviour were due to the conditioning and learning by association.

Question 39

# classic study: watson and rayner what the weakness?

Answer 39

- not represenative of the true acquisition of phobias. - alberts fear was created in a controlled methodical way, but in real life, children would acquire fears more spontaneously. - meaning it isnt represenative of real life learning of fears and the development of phobias.

Question 40

# social learning theory what is it?

Answer 40

- behaviour can be learned by observing and imitating others

Question 41

# social learning theory what is modelling?

Answer 41

- from the role models perspective this is a demonstration of a specific behaviour. - i.e. a dad modelling caring behaviour by bringing flowers to mum.

Question 42

# social learning theory what is a role model?

Answer 42

a significant individual in a persons life

Question 43

# social learning theory what is imitation?

Answer 43

copying the observed behaviour.

Question 44

# social learning theory what is vicarious reinforcement?

Answer 44

learning through the consequences of another persons behaviour

Question 45

# social learning theory what is self-efficacy?

Answer 45

a person knowing their own ability to do something and being confident with it.

Question 46

# social learning theory what are the 4 stages of social learning?

Answer 46

- attention - retention - reproduction - motivation

Question 47

# social learning theory what is attention?

Answer 47

attention placed on the behaviour of the model.

Question 48

# social learning theory what is retention?

Answer 48

- main cognitive element of SLT. - observed behaviour stored in memory.

Question 49

# social learning theory what is reproduction?

Answer 49

- when the behaviour is replicated in the appropriate situation. - observer has to be able to replicate it.

Question 50

# social learning theory what is motivation?

Answer 50

- the thing that drives someone to repeat the behaviour is vicarious reinforcement/punishment. - learners must want to demonstrate what they have learned.

Question 51

# social learning theory whats is vicarious punishment?

Answer 51

- the observer sees the role model being punished for their behaviour. - observer less likely to show this behaviour in the future.

Question 52

# social learning theory what are intrinsic and extrinsic motivations?

Answer 52

- intrinsic = inherent satisfaction rather than physical outcome from modelling the behaviour i.e dads behaviour makes child feel good as they feel more like their dad - extrinsic = tangible outcome rather than a feeling i.e. trophy

Question 53

# social learning theory what is a strength?

Answer 53

- backed by research evidence - banduras study on children demonstrate that children were more likely to imitate an agressive model if they were the same sex. - supports banduras claims that behaviour can be acquired by observation and imitation.

Question 54

# social learning theory what is a weakness?

Answer 54

- evidence shows that genetic factors are important as well as environmental. - kendler et al, showed that identical twins are more similar in their levels of agression than non, suggesting that agressivness is mainly genetics rather than learnt through modelling. - therefore SLT is not a complete explanation for the acquisition of all types of behaviour.

Question 55

# bandura studies what was the aim?

Answer 55

to investigate whether agression can be acquired through observed behaviour

Question 56

# bandura studies what was the procedure?

Answer 56

- An independent groups design was used for the participants: - 36 boys and 36 girls aged 3-6 were selected from the Stanford University Nursery - Aggression was rated on 4 separate 5 point scales by observers. - Children were places into groups of threes of the same sex and were allocated to one of the following conditions: - Aggression group: Observed an aggressive adult punching, kicking and shouting at an inflatable “bobo” doll. - Non-aggression group: Observed a model who was just assembling a mechanical to. - Control group: No model was present when the children were playing. - Step 2: Children were taken to another room and were made frustrated, by being deliberately shown new toys and were told they were for “other children” - Step 3: After a period of 10 minutes, the participants were taken into a playroom with a range of toys, including the bobo doll. Their behaviour was covertly observed through a one-way mirror

Question 57

# bandura studies what were the findings?

Answer 57

categorised as: - Imitative aggression: sitting or hitting the bobo doll in a similar way as the model - Partially imitate: Using hitting toys aggressively on toys other than the bobo doll - Non imitative aggression: Aggression that was not similar to what the model did - Children who witnessed the aggressive model were more likely to completely or partially imitate aggression. - Children who observed non-aggressive behaviour were significantly less aggressive. - Boys were also overall more likely to imitate aggression from a same sex model

Question 58

# bandura studies what was concluded?

Answer 58

- Social behaviour such as aggression can be acquired by imitation of models. - Imitation is more likely when the modelled behaviour was gender.

Question 59

# bandura studies what was a strength?

Answer 59

- highly controlled - The children were matched based on existing aggression, reducing the potential effects of individual differences in aggression being an extraneous variable. The multiple conditions included a non-aggressive conditions, allowed the researchers to control for spontaneous aggression. - These levels of controls ensured the study has a high level of internal validity; therefore, we can be sure that the observed aggression was a result of the children observing the aggressive models.

Question 60

# bandura studies what was a weakness?

Answer 60

- lacks mundane realism. - The situation that Bandura used to measure learning of aggression, is different from typical situations in which children might have displayed aggressive behaviour towards people. - This means that we cannot be sure to what extent the findings of Bandura’s study showing that children learn to behave aggressively by observing adult role models, will apply to situations of learning behaviour in everyday settings.

Question 61

# bandura studies what was the aim of the bandura variation 1963 study?

Answer 61

- To investigate whether a filmed model would have the same effect as a live model on children’s aggression. - It was also to investigate whether cartoon aggression will have a similar impact to realistic filmed aggression

Question 62

# bandura study what was the procedure of the bandura variation 1963 study?

Answer 62

- The participant had 48 boys and 48 girls in an independent groups design. - They were 39-52 months old and were selected from the Stanford University nursery - Conditions: 1. Live aggression conditions: The children watched an adult act aggressive towards a Bobo Doll 2.Filmed realistic aggression: Watched the same aggressive behaviour but on a screen. 3.Cartoon aggression condition: Watched a TV model dressed as a cartoon cat perform the same aggressive behaviours 4.Control group: Did not watch aggression

Question 63

# bandura studies what were the findings of the bandura variation 1963 study?

Answer 63

- All the three experimental groups displayed increased aggression. The mean were the highest in the cartoon condition, then in the filmed condition, then in the live conditions. - These differences between the three experimental conditions were not significant. - But they were significant from the control condition, which had a lower mean aggression

Question 64

# bandura studies what was concluded from the bandura variation 1963 study?

Answer 64

- Exposure to live or filmed aggression increases the likelihood of aggression in response to frustration, even if the aggression is modelled by a cartoon figure

Question 65

# bandura studies what was the aim of the bandura variation 1965 study?

Answer 65

- To investigate whether reinforcement of the punishment of an aggressive model would influence the aggression displayed in children in response to frustration.

Question 66

# bandura studies what was the procedure of the bandura variation 1965 study?

Answer 66

- The participant had 33 boys and 33 girls in an independent groups design. - They were 42-71 months old and were selected from the Stanford University nursery - Conditions: Model reward condition: The children saw a second adult praise the model for their aggression with a drink and chocolate - Model punished condition: The second adult this time scolded the other adult and spanked them with a rolled-up newspaper - No consequence (control) condition: Model was neither reinforced or punished - the children followed the researcher into the room. While they waited, the watched some TV. One of three programmes would be shown, dependent on their condition. - Afterwards, the children were deliberately frustrated and taken into a playroom like the other two Bandura studies.

Question 67

# bandura studies what were the findings of the bandura variation 1965 study?

Answer 67

- Children in the model punished condition were less aggressive than the other two conditions. - But once the reward was offered to the children, the differences between the groups were wiped out. Increasing the aggressiveness scores in all three groups significantly.

Question 68

# bandura studies what was concluded from the bandura variation 1965 study?

Answer 68

- Vicarious punishment reduces imitated aggression. - But the promise of reinforcement is a more powerful influence on aggression

Question 69

# phobias: acquisition and maintenace what is the mower 2 process model?

Answer 69

that phobias are acquired through classical conditioning and are maintained through operant conditioning.

Question 70

# phobias: acquisition and maintenace what study shows how phobias are maintained?

Answer 70

- mower 1960 - demonstrated that rats would develop avoidance behaviours to escape electrical shocks. - a rat was placed in a cage where shocks were delivered, the rat could escape the shock by jumping over a barrier, this is negative reinforcement.

Question 71

# phobias: acquisition and maintenace what is another way phobias can be acquired?

Answer 71

- cook and mineka suggested that phobias can also be acquired through observational learning. - i.e attention - observing a parent fear the cat, retention - when she sees the cat she remembers the behaviour, reproduction - they repeat the behaviour, motivation - child may want to be like the parent or be comforted by them which is vicarious reinforcement.

Question 72

# phobias: acquisition and maintenace what was a strength?

Answer 72

- lots of supporting evidence - little albert where he learned to fear allw hite fluffy objects through classical conditioning. - mowers studies of rats also demonstrated that animals could avoidance behaviours towards adverse stimuli, as this would provide negative reinforcement when the anxiety is reduced. - suggesting that even though learning theories dont provide a full explanation of phobias, learning does take place in some cases.

Question 73

# phobias: acquisition and maintenace what was a weakness?

Answer 73

- cant explain some phenomena associated with the acquisition of phobias. - seligman found that we acquire certain phobias more easily than others like snakes more than cars. - suggesting that we are pre-programmed to acquire fears of things which were hazardous in our evolutionary past, therefore learning is an incomplete explantion for phobias due to an evolutionary component.

Question 74

# treatment of phobias what is flooding?

Answer 74

- a behavioural therapy in which a client is exposed to an extreme form of phobis stimulus in order to reduce anxiety triggered by that stimulus. - the individual is exposed repeatdely with no room to escape, overtime they learn the fear is harmless and the stimulus become extint. - or they become tired of their own fear response.

Question 75

# treatment of phobias what is a strength of flooding?

Answer 75

- supportive evidence - kaplan and tolin (2011), 65% of patients with specific phobia given a single session of flooding showed no symptoms of specific phobias 4 years later. - suggesting that rapid exposure to a fearful situation or stimulus via flooding can be an effective treatment.

Question 76

# treatment of phobias what is a weakness of flooding?

Answer 76

- not very effective in treating social phobias - most social phobias have a cognitive aspect, the patient usnt simply afriad or anxious but also have accompanying unpleasant thoughts or feelings. - therefore flooding can only be used for some phobias, only tackles behavioural aspects not cognitive.

Question 77

# treatment of phobias what is systematic desensitisation?

Answer 77

- enables individuals to overcome their anxieties by learning to relax in the prescence of stimuli. - process can be in vivo (exposure to a real object) or vitro (imagined situations) - patient is first taught relaxation techniques - they then go through a fear hierachy starting with something small like looking at a photo to somehing big like touching the spider.

Question 78

# treatment of phobias what is a strength of SD?

Answer 78

- supportive evidence - gilroy (2003), gave 42 patients 3 45 min sessions, patients were asssessed on the severity of their arachnophobia, they found that at both 3 months and 33 months the SD group were less fearful than the relaxation group. - therefore SD is an effective long term treatment for phobias.

Question 79

# contemporary study: becker et al what was the aim?

Answer 79

- to disover the impact of western attitudes on the eating behaviours and related attitudes of Fijian teenage girls - also to see the effect of the ideas communicated through television programmes would have on their body satisification and eating disorders.

Question 80

# contemporary study: becker et al what was the procedure?

Answer 80

- group 1: 63 17yrs from 2 schools in 1995 - group 2: 65 17yrs girls from 2 schools in 1998 - participants were asked to complete a modified version of the EAT-26 questionnaire, it investigated binging and purging behaviours. - a score above 20 is deemed high and indicates that the person may have negative views on their body. - everyone was asked to take part in a semi-structured interview, those who scored over 20 were asked to take part in further interviews. - participants in 1998 were also asked some more questions regarding body image, dieting and their parents concerns on diet and weight.

Question 81

# contemporary study: becker et al what were the findings?

Answer 81

- weight didnt differ but views did - television viewing did increase from 41% to 71% in 1998 - scores of dsyfunctional eating increased with 29.2% scoring over 20 in 1998 and only 12.7% in 1995. - 11.3% reported purging in 1998 compared to none in 1995. - 30% of girls considered TV characters to be role models. - in 1998, 74% said they felt too large and 69% had dieted which was alienated to their culture.

Question 82

# contemporary study: becker et al what was concluded?

Answer 82

- tv had an influenced changes in eating attitiude in women which was opposite to the traditional attitudes and norms towards eating and body image that had previously dominated the culture.

Question 83

# contemporary study: becker et al what was a strength?

Answer 83

- the qualitative and quantitative data both confirm the effects of TV models on the behaviour of girls. - 30% of girls considered TV characters to be role models and scores of dsyfunctional eating increased with 29.2% scoring over 20 on EAT-26 in 1998 compared to 12.7% in 1995. - highlighting the negative effect of TV models on the behaviour of young girls, they have learnt about beauty standards and have tried to change themselves.

Question 84

# contemporary study: becker et al what was a weakness?

Answer 84

- issues with self reporting data - the girls may not tell the complete truth or feel like they have to answer a certain way, decreasing the validity of the results. - therefore the data may not be applicable to the wider world, we cant really establish a cause and effect relationship.

Question 85

# key question what is the key question?

Answer 85

what are the implications for society if anorexia is a learned disorder?

Question 86

# key question what is the ao1?

Answer 86

- 90% of anorexia cases are females with an average onset age of 15 - 20% have 1 episode and recover completley while 60% follow an episodic pattern of relapsing - mortality rate is over 10% - has the highest mortality rate than any other MH disorder - pro-anna bloggers promote anoerxia, encouraging others to do the same, leading to people not asking for help. - 8% rise in hospital admissions for EDs in 2013, cosrs the NHS alot of money

Question 87

# key question what is the ao2?

Answer 87

**- social learning theory** . attention - followers pay attention to anorexic behaviours . retention - retain body images and behaviour . reproduction - try to reproduce same body type by copying pro-anna bloggerd like starving . motivation - praise for their body + attention **- operant conditioning** . when bloggers start blogging abt their journey they may recieve positive reinforcement from followers who give them likes . as they get thinner may recieve negative reinforcement as they may hate their body less

Question 88

# key question what can be concluded?

Answer 88

- only a small % of the world is anorexic which suggests that genetic factors may predispose some people to become anorexic - therefore if meausures are put in place to regulate media outlets, it may not work at reducing anorexia cases

Question 89

# research methods what is observational research?

Answer 89

- observing participant behaviour

Question 90

# research methods what is time sampling?

Answer 90

- recording an observation at certain time intervals - may not alwayss be representative as certain behaviours can be missed

Question 91

# research method whar is event sampling?

Answer 91

- recording a certain behaviour every time it happens - if too many instances of the behaviour happens at once, the reseacher may not be able to record all instances

Question 92

what are the 6 types of observations?

Answer 92

- structured - naturalistic - non participant - participant - covert - overt

Question 93

# research methods benefits and drawbacks of stuctured observations?

Answer 93

- high level of control over varaibles, easy to replicate + increased relaibility - low ecologival validity, environment is artificial so less likely to see natural behaviour

Question 94

# research methods benefits and drawbacks of naturalistic observation?

Answer 94

- high ecological validty, authentic behaviour more likely to be observed - lack of control over variables, difficult to replicate

Question 95

# research methods benefits and drawbacks of particpant observation?

Answer 95

- special insights from being part of the group - may loose objectivity as thry can be affected by being part of thr group, difficult to replicate

Question 96

# research methods benefits and drawbacks of non participant obseravtion

Answer 96

- ensures greater objectivity - looses sense of group dynamic

Question 97

# research methods benefits and drawbacks of covert observation?

Answer 97

- high internal validity, participants behave more naturally - ethical issues

Question 98

# research methods benefits and drawbacks of overt observations?

Answer 98

- anle to provide informed consent - low internal validity, participants likelyto change behaviour

Question 99

# research methods what is content analysis?

Answer 99

- a method used to analyse qualitative data - types are manifest which anlayses what the text seems to be about and latent which interprets what the text really means - first u choose your artefact i.e. mens magazines - then break down the info i.e driving the car + looking at the car - then tally the amount of times each behaviour is shown

Question 100

# research methods strengths of animal research

Answer 100

- mice and rats breed quickly, can create large samples of participant and easily investigate the heritability of conditions - more practical to use in experiments, behaviour can be monitored closely over long periods of time, reducing extraneous variables

Question 101

# research methods weaknesses of animal research

Answer 101

- considerbale differences between physiology of humans and other animals, cant easily gernalise results - only human participants can provide qualitiative data, animals studies information is limited

Question 102

# research methods what are the 3 Rs in animal research?

Answer 102

- replacing animals with alternatives - reducing the number of animals used - refining procedures to minimise suffering - researchers required to have a personal license and a project license

Question 103

# research methods define falsifability

Answer 103

- notion that scientific theories can potentially be disproved by evidence i.e. bandura made clear predicitions about behaviour which can be tested and potentially disproved

Question 104

# research methods define objectivity

Answer 104

- ensuring research findings are based on observable and meausrable data, reducing bias - i.e. skinner operant conditions were coontrolled