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Year 12 Psychology > Learning theories > Flashcards

Learning theories Flashcards

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1
Q

claim of classical conditioning

A

behaviour is learnt through stimulus association

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2
Q

define unconditioned stimulus

A

causes an automatic or reflex response

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3
Q

define unconditioned response

A

automatic reflex response to an unconditioned response

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4
Q

define neutral stimulus

A

causes no natural reflex response

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5
Q

define conditioned stimulus

A

stimulus after being paired with an unconditioned stylus, causes a learnt conditioned response

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6
Q

define conditioned response

A

learnt reflex response to a conditioned response

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7
Q

define extinction

A

over time, the conditioned response is no longer seen to previously feared stimuli

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8
Q

define spontaneous recovery

A

where out of the blue the neutral stimulus triggers the conditioned response

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9
Q

define stimulus generalisation

A

sometimes the conditioned response will appear in response to other stimuli

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10
Q

supporting evidence for classical conditioning

A

pavlov- found that pairing a tuning fork to food made dogs salivate to the sound of the fork

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11
Q

opposing evidence for classical conditioning

A

based on animal evidence- have much simpler cognitive processes

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12
Q

different theory for classical conditioning

A

social learning theory- learning could be learnt through observation

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13
Q

application for classical conditioning

A

aversion therapy- helps alcoholics not drink alcohol

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14
Q

aim of pavlov

A

see if associating a unconditioned response with a neutral stimulus causes a conditioned response

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15
Q

procedure of pavlov

A

35 dogs

placed in soundproof chambers

wore harnesses

dogs were presented with food, salivated

dogs were presented with the tuning fork noise, didn’t salivate

pavlov paired the noise with the food

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16
Q

results of pavlov

A

11 drops of saliva produced after 45 seconds

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17
Q

conclusion of pavlov

A

if a neutral stimulus is repeatedly paired with an unconditioned stimuli, a conditioned response will be produced

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18
Q

generalisability of pavlov

A

animals have simpler cognitive processes, can’t generalise to humans as we are more complex

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19
Q

reliability of pavlov

A

all dogs placed in harnesses

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20
Q

application of pavlov

A

aversion therapy, helps alcoholics not drink

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21
Q

validity of pavlov

A

extraneous variables controlled in lab setting as they were put in soundproof chamber

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22
Q

ethics of pavlov

A

may have caused distress

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23
Q

claim of operant conditioning

A

behaviour is learnt through consequence

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24
Q

what is positive reinforcement

A

adding something desired to encourage behaviour

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25
what is negative reinforcement
taking something undesired away to encourage behaviour
26
what is positive punishment
adds something undesired to discourage behaviour
27
what is negative punishment
takes something desired to discourage behaviour
28
what is primary reinforcement
things we need e.g. food
29
what is secondary reinforcement
something we value e.g. money
30
what is fixed interval
reward seen in regular intervals
31
what is variable interval
reward seen at unpredictable intervals
32
what is fixed ratio
reward seen at regular times in relation to behaviour e.g. after 10 repetitions
33
what is variable ratio
reward seen randomly in relation to behaviour
34
supporting evidence for operant
skinners box- rats would learn to press a lever if positively reinforced by getting food or negatively reinforced by removal of electric floor
35
opposing evidence for operant
animal evidence- can't rely on it as we are much more cognitively complex
36
different theory for operant
SLT- we learn through imitation
37
application for operant
token economy programmes- when desired behaviour is seen, they get a token that they can exchange for something they want
38
claim of social learning theory
behaviour is learnt through the imitation of role models
39
four stages to SLT
modelling identification observation imitation
40
define modelling in SLT
behaviour is modelled by a role model e.g.parent
41
define identification in SLT
observer needs to identify with the role model e.g. same sex
42
define observation in SLT
behaviour needs to be observed and paid attention to
43
define imitation in SLT
behaviour is imitated and then is learnt. behaviour will be repeated depending on reinforcement
44
four stages of observation is SLT
attention retention reproduction motivation
45
define vicarious reinforcement
role model gets rewarded for a behaviour and this makes the observer more likely to imitate their behaviour
46
define vicarious punishment
when a role model gets punished for their behaviour and makes observer less likely to imitate
47
supporting evidence for SLT
bandura- children would imitate aggression they had watched
48
opposing evidence for SLT
artificial evidence- takes place in lab settings, findings might not generalise to normal settings
49
different theory for SLT
classical- learning is caused by stimulus association
50
application for SLT
watershed at 9pm to stop children imitating violent behaviours
51
supporting evidence for 'can learning theories explain phobias'
cook and mineka- monkeys feared a toy snake when they watched other monkey's being scared of it on film, explains that phobias are imitated
52
opposing evidence for 'can learning theories explain phobias'
not all phobias are caused by pairing stimuli, reinforcement or imitation, meaning theories are reductionist
53
different theory for 'can learning theories explain phobias'
evolution theory- maybe we have evolved to be fearful of certain stimuli. this serves as an evolutionary benefit. e.g. fear of tigers
54
application for 'can learning theories explain phobias'
modelling- SLT suggests that we see role models being calm around feared stimuli, this behaviour will be repeated
55
claim of systematic desensitisation
phobias are caused by classical conditioning and therefore aims to treat phobias by pairing relaxation with feared stimuli
56
define counter-conditioning
learning to associate feared stimulus with relaxation
57
what is graduated exposure
introducing the feared stimuli in gradual stages, increasing in intensity
58
supporting evidence for systematic desensitisation
capafons- SD was used to treat a fear of flying and 90% of ppts reduced their fear of flying
59
opposing evidence for systematic desensitisation
some phobias are based on concepts, therefore SD can't be used e.g. fear of aliens
60
different theory for systematic desensitisation
modelling- models calm response to feared stimuli may help to reduce fear by imitating this behaviour
61
claim of modelling
phobias are caused by social learning theory and aims to treat phobias by modelling calm responses to feared stimuli
62
supporting evidence for modelling
little peter- 3 yrs old and scared of rabbits. he saw other children playing with the rabbits and after watching he let the rabbit nibble his fingers
63
opposing evidence for modelling
depends on the type of phobias, its not practical to use for fears of concepts
64
aim of Watson and Rayner
to see if this learnt fear could be generalised to other stimuli
65
procedure of Watson and Rayner
Albert chosen as he 'practically never cried' no fear response to white rat/rabbit metal pole hit- made him cry after 3rd hit every time he touched white rat- metal bar hit- made him cry at sight of rat- he cried and crawled away 17 days after conditioning- stimulus generalisation occurred. cried when saw a rabbit 31 days into experiment- alberts mother withdrew him
66
results of Watson and Rayner
alberts fear response lasted 31 days, but became weaker towards the end
67
conclusion of Watson and Rayner
it is necessary to repeat pairing process, some extinction of the learnt response can be seen over time
68
generalisability of Watson and Rayner
only 1 ppt- he had hydrocephalus- water on brain- and was an unemotional child
69
reliability of Watson and Rayner
standardised procedure- took place for 31 days, and times of day conditioning took place at
70
application of Watson and Rayner
therapies such as systematic desensitisation- pairs fear with relaxation
71
validity of Watson and Rayner
high level of control- Watson hid behind a curtain when hitting metal bar so Albert wasn't scared of Watson and only the rat
72
ethics of Watson and Rayner
psychological harm- researchers purposely induced phobia- caused distressed. Albert was never deconditioned as his mum withdrew him.
73
aim of capafons
investigate the effectiveness of systematic desensitisation as a treatment for a fear of flying
74
procedure of capafons
41 ppts recruited via media campaign 20 ppts in treatment group 21 ppts in control group diagnostic scales- psychological measures e.g. heart rate and palm temp EPAV scales- catastrophic thoughts e.g. wing falling off treatment condition- 12-15 one hour SD sessions created stimulation hierarchy ppts taught breathing techniques
75
results of capafons
in control- no reduction in fear 2 ppts in treatment group showed no reduction in fear
76
conclusions of capafons
systematic desensitisation is effective for acrophobia however, may not be effective for everyone e.g. 2 had no reduction in fear
77
generalisability of capafons
small sample size of 20 in treatment condition with only 1 type of phobia individual differences affect success e.g. 2 didn't get any better with fear
78
reliability of capafons
standardised measure of fear- psychological measures means can be easily replicated
79
application of capafons
results show systematic desensitisation is effective to reduce anxiety with acrophobia
80
validity of capafons
psychological measures were objective use of control group helped establish cause and effect between fear reduction and SD treatment
81
ethics of capafons
control group denied treatment, however they received therapy after study could be very distressing by rising anxiety levels

Year 12 Psychology (17 decks)

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