The Behaviourist Approach

Question 1

Assumptions of the behaviourist approach:

Answer 1

• all behaviour is learned from experience and therefore can be changed
• genetics do not have any influence on behaviour as humans are born ‘tabula rasa’ (blank slate)

Question 2

Classical conditioning

Answer 2

Learning through association - when two stimuli are paired to produce the same response.

Question 3

There are three stages of classical conditioning consisting of

Answer 3

‘before learning’, ‘during learning’, ‘after learning’.

Question 4

Before conditioning:

Answer 4

An unconditioned stimulus (e.g, pain) produces a reflex response called an unconditioned response (e.g, fear)

Question 5

During conditioning:

Answer 5

A neutral stimulus (e.g injection) is paired with an unconditional stimulus and are presented together repeatedly: forming an association

Question 6

After conditioning:

Answer 6

The neutral stimulus elicits the same response (e.g fear) called the conditional response (e.g, fear of injections)

Question 7

Operant Conditioning

Answer 7

Learning through consequence.

Question 8

There are three ways by which operant conditioning occurs:

Answer 8

Positive reinforcement, negative reinforcement, punishment

Question 9

Positive reinforcement:

Answer 9

Receiving a PLEASANT CONSEQUENCE in RESPONSE to performing a DESIRED BEHAVIOUR - INCREASES the FREQUENCY of a given behaviour. (e.g a sweet for doing homework)

Question 10

Negative reinforcement

Answer 10

the REMOVAL of an UNPLEASANT EXPERIENCE in RESPONSE to performing a DESIRED BEHAVIOUR - INCREASES the FREQUENCY of the behaviour. (e.g getting to leave detention when homework is complete)

Question 11

Punishment

Answer 11

Receiving an UNPLEASANT CONSEQUENCE in RESPONSE to performing an UNDESIRED BEHAVIOUR - REDUCES the FREQUENCY of the given behaviour. E.g giving a student detention because they forget to hand in their homework so they will avoid forgetting again.

Question 12

Pavlov’s study of dogs:

Answer 12

Through the learning of ‘association’ between two stimuli (NC + UCS) a CONDITIONED RESPONSE is produced, leading to the theory of CLASSICAL CONDITIONING.
Digestion in dogs - designed apparatus which measured saliva. He rang a bell at the same time as presenting food to the dog. The dog would salivate in response to food, and after repeated pairings of the bell and food, the dog would salivate at the sound of the bell even if no food was present.

Question 13

Skinner’s study of rats:

Answer 13

Skinner invented the ‘Skinner Box’.
1. Positive reinforcement: if the rats pulled the lever while the light was on, they would receive a food pellet as reward - more likely to pull the lever when the light was on in the future because of this.
2. Negative reinforcement: rats were given mild electric shocks until they pulled the lever. Since the pulling of the lever removed the unpleasant experience of being shocked, this increased the likelihood of the rats pulling the lever in the future.

Question 14

Pavlov

Answer 14

Classical

Question 15

Skinner

Answer 15

Operant

Question 16

Extinction: + example

Answer 16

when a CS is no longer presented alongside UCS, overtime we stop producing a CR in response to the CS. E.g. Pavlov stopped presenting food at the sound of the bell, the dogs eventually stopped salivating at the bell sound.

Question 17

Spontaneous recovery: + example

Answer 17

The immediate return of a Conditioned response when the CS is presented alongside the UCS after a period of extinction. E.g after extinction, dogs immediately restart salivating to the bell when Pavlov presents food following the bell.

Question 18

Generalisation: + example

Answer 18

When a CR is demonstrated in response to a stimulus that is similar to the CS. Eg. Pavlov’s dogs produced the CR (salvation) in response to a stimulus such as a bicycle bell which sounds similar to the sound of a bell.

Question 19

Describe and evaluate the behaviourist approach (12)

Answer 19

• Assumption: we are all born “tabula rasa” and behaviour is a product of learning and experiences
• Classical Conditioning (before: UCS=UCR) (during: NS+UCS=UCR) (after: CS=CR) e.g, fear, pain, injection
• Operant Conditioning (positive and negative reinforcement and punishment) + examples
• Strength: many real life practical applications e.g operant conditioning such as positive reinforcement has created behaviour modification programmes such as token economy. (EXPLAIN TOKEK ECONOMY). This contribution to real life means the approach has a positive impact and is useful
• Strength: uses scientific methodology - free from researcher bias and is objective. Skinners box studies (operant conditioning) use highly controlled lab studies and is replicable. Results can be checked for consistency and reliability which is a strength because psych aims to understand human behaviour using scientific principles
• Weakness: extrapolates from animal research. Humans more cognitively and physically developed so isn’t applicable and therefore lacks validity (e.g skinner-rat, Pavlov- dog)

Question 20

Behaviour modification program

Answer 20

Token economy