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Psychology - Behaviourist Approach > Summarisation- Behaviourist approach > Flashcards

Summarisation- Behaviourist approach Flashcards

1
Q

Effectiveness

A
  • Capafons
  • demonstrates positively effectiveness of SD
  • fear of flying
  • fewer psychological signs of fear in flight simulator
  • after 12-15 week treatment period
  • vivo + vitro used
  • STRENGTH
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2
Q

Side effects

A
  • Non invasive therapy
  • No physical side effects
  • No risk of addiction, changes in personality
  • STRENGTH
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3
Q

Cause or symptom?

A
  • Removed symptoms
  • Not treated ‘root’
  • Symptom substitution
  • decreases effectiveness
  • WEAKNESS
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4
Q

Appropriateness

A
  • Works better for some phobias
  • Less effective- general phobias
  • Not effective with ‘ancient fears’
  • Less likely to fear modern day
  • Reduces effectiveness
  • Limited
  • WEAKNESS
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5
Q

Patient involvement

A
  • Low level of patient involvement
  • Not require homework
  • Unlike REBT
  • Amount of sessions= Type of phobia, How well patient responds
  • Not required - vast amount of time, effort outside
  • STRENGTH
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6
Q

ETHICAL ISSUES

A

Anxiety controlled+
Informed consent+
Failure to protect participants from harm-

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7
Q

Anxiety controlled

A
  • More ethical than flooding
  • Client contentment is central to therapy
    ++++++
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8
Q

Informed consent

A
  • Able to provide full informed consent
  • Unlike schizophrenia
  • Take part= own free will
  • Can leave at any point
    ++++++++
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9
Q

However… (ethical sd)

A
  • situation causes fear + anxiety
  • some argue element of failure to protect participants from
    harm
    ——————
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10
Q

Behaviour learned through conditioning (RELATIONSHIPS)

A
  • Reinforcement models of attraction
  • more likely= form relationships with ppl who reinforce us
  • Byrne developed reinforcement Affect model
  • we like animals/ppl who are there when we are reinforced
  • Seek relationships with rewarding stimuli
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11
Q

Operant (RELATIONSHIPS)

A
  • Rewarding animal for good behaviour
  • Positive experience= rewarding interaction
  • Owner happy= animal happy
  • Increasing time spent
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12
Q

Classical (RELATIONSHIPS)

A
  • Owning pet brings person happy feelings
  • Per associated with feeling happy
  • Pet owners= less likely suffer depression
  • Lower blood pressure than non pet owners
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13
Q

N (1)

A

Cause for normal behaviour
- Underlying cause of normal bhvr through learning
- Classical= associations
- Operant= reinforcement

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14
Q

A(2)

A

Cause of abnormal behaviour
- Result faulty learning
- Classically conditioned= associate fear-flying
- person avoids trigger
- feel better
- actually process of reinforcement
-confronted with trigger again=phobic response heightened

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15
Q

A(3)

A

Aim of therapy (based on belief about cause of abnormal behaviour)
- Objective of SD=relearn more functional response instead of stimulus

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16
Q

N(4)

A

Procedure of therapy to re-establish normal behaviour again
- Gradually+systematically breaks down down faulty association
- Replace with more functional response
- ^counter conditioning
- Client progresses through desensitisation hierarchy
- SD based on conditioning
- psychologist from behaviourist= consider appropriate

17
Q

Procedure session 1

A
  • Returned to lab
  • presented with white rat
  • Albert reached
  • Bar struck behind head
18
Q

Procedure session 2

A
  • Shown rat (no sound)
  • After exposed 5 times with ‘joint stimulation’
19
Q

Procedure session 3

A
  • Testing generalisation
  • presented with rat, wooden blocks, rabbit, dog, seal fur coat
20
Q

Procedure session 4

A
  • New environment
  • Large well lit lecture room
  • 4 people
  • Placed on table in centre
21
Q

Procedure session 5

A
  • Last time
  • Presented with santa mask, fur coat, rabbit, dog, blocks
22
Q

Findings session 1

A
  • Bar struck= Albert jumped & fell forward, burying head, no cry
  • Second time struck= Fell forward whimpering
23
Q

Findings session 2

A
  • Stared at rat, did not reach
    -Rat brought closer, reached but withdrew hand when rat started to nuzzle hand
  • Blocks played with happily
  • Cautious response just for rat
  • After further joint stimulation, Albert= distressed, trying to crawl away
24
Q

Findings session 3

A
  • Blocks fine
  • Rat fear
  • rabbit as extreme as rat
  • played with cotton wool in package, not touching cotton at first
  • Watson hair= no fear response
25
Q

Findings session 4

A
  • Responses less extreme
  • more joint stimulation= rat fear stronger
  • rat fear different to playing with blocks
  • furry objects= distress/whimper
26
Q

Findings session 5

A
  • blocks remained happy
  • furry objects= fear
  • not so extreme over time but would avoid, at times cry
27
Q

This study demonstrates

A

just how easy it is to create fear response

28
Q

Conclusion to wayne and rayner

A
  • First week= two joint stimulation needed to create sufficient conditioned emotional response, seven to create complete fear reaction
  • Study showed how easy fears generalise
  • Persistence of early conditioned responses will be found in people ‘constitutionally inferior’
29
Q

Controlled study

A
  • Environment= able to control for extraneous variables
  • a baseline condition= ‘pre-manipulation’ bhvr judged to establish if fearful child before study
  • blocks showed fear exclusively for furry
  • films used so others could confirm
  • STRENGTH
30
Q

The sample (evaluation of methodology & procedures)

A
  • intended repeat with more
  • personal reasons, watson and rayner asked to leave uni
  • emotional stable child
  • if research continued, would fear intensify?
  • No comparisons,
    WEAKNESS
31
Q

Could phobias have a biological cause?

A
  • Learning cannot account for all phobias
  • Phobias could be result of biological preparedness
  • Seligman
  • ANCIENT FEARS
  • WEAKNESS
32
Q

Ethical issues (W&R)

A

Creating a fear
More psychological harm
Lasting effects

33
Q

Creating a fear

A
  • Albert experiencing anxiety as result of experiment
  • Delayed tests for week
  • Question should they have continued
  • Psychologists avoid creating situation where more stress in study than everyday life
  • Researchers justified arguing Albert would’ve exposed to such stressors IRL
    + Hospital environment protected him
34
Q

More psychological harm

A
  • Induced fear in young child
  • Guilty of intensifying stres
  • Removed thumb from mouth
35
Q

Lasting effects

A
  • Intention to remove learner conditioned behaviour
  • Sudden removal from hospital= not achieved
  • Continue fear
  • Researchers had duty unconditioning
36
Q

Social implications

A

Vunerable children
In education
Naughty step

37
Q

Vulnerable children

A
  • Autism benefit from conditioning techniques
  • Helping integrate into society
  • Can participate in societty fully
  • Robinson token economies improved performance reading+ vocabulary related tasks in children with hyperactivity issues
  • Howveer only treats symptoms
  • Undesirable behaviour could return when reinforcement stops
38
Q

In education

A
  • Montessori education
  • Conditioning of bhvr interfere with child internal drive to learn
  • Levitt
    -Chicago school offered money
  • Money=If improved=Modest gains in performance
  • School leavers-=better educated
  • Gneezy
  • Money used elsewhere
39
Q

Naughty step

A
  • Shouting= positively inforcing
  • Morris claim long term emotional effects
  • Children can’t reflect on emotions or behaviour and verbalise feelings once on naughty step
  • To be impactful, needs to be implemented consistently
  • Busy life

Psychology - Behaviourist Approach (2 decks)

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