Karteikarten
Week 2: Behaviourism
Karten in diesem Stapel (31)
- 1Behaviourism-The Learning Theory
-Classical conditioning
-Operant conditioning
-Social learning theory - 2key terms-Learning: relatively permanent change in behaviour due to experience
-Response: Any identifiable behaviour
Internal: increase in heartbeat (tachycardia)
Observable: eating, scratching, fear - 3basic assumptions-Parsimony: seeks the simplest explanation for any event
-Behavioural Change: the search for the conditions under which behaviour occurs.
-Behaviour can be understood in terms of interaction between stimulus and response - 4birth-We are all born ‘blank slates’, and so have the potential to become anything we want
- 5classical conditioningLearn to associate a stimulus with a response.
- 6watson & rayner-Demonstrates how a stimulus, which had no previous relationship within the individual, could become attached to a response
-no fear of rat, then fear of anything white - 7pavlovUnconditioned Stimulus (Food) > Unconditioned Response (Salivate)
-bell (neutral stimulus) - 8classical and personality-Extraverts: learnt to associate being loud and outgoing with being popular?
-Indeed, Watson believed that he could shape all of individuals’ behaviour - 9criticisms-Determinism versus free will (no role for genetics).
-Doesn’t take into account moods, thoughts and feelings (i.e. internal states).
-Doesn’t take into account other forms of learning (i.e. remembering news articles).
-People and animals can adapt to new behaviours, even when old behaviours have been learnt. - 10strengths-As we’ve seen, it’s been used in a variety of areas.
-Based on observable behaviours, so can be easily quantified (and therefore researched ‘scientifically’)
-Developed effective therapeutic techniques. - 11operant conditioning-Learning through punishment and reward / trial and error
- 12key terms: shapingShaping: reinforcement of successive approximations to a desired instrumental response (i.e. shaping behaviour)
- 13reinforcementReinforcement: is a consequence that causes a behaviour to occur with greater frequency.
- 14punishmentPunishment: a consequence that causes a behaviour to occur with less frequency.
- 15extinctionExtinction: is caused by the lack of any consequence following a behaviour.
- 16skinners rats-maze
-Learning was measured in two ways: (a) amount of time taken, and (b) number of mistakes
-lowered after a few trials - 17skinners box-Experimenter gave a few ‘free pellets’ to show the animal where food would come from/
Only give pellet when front legs near the lever.
-Means rat would spend more time close to the lever.
-Rat must make contact with lever (usually be accident at first) to get the food.
-Rat must now lower the lever fully to get food.
If rat regresses, the criterion for getting food can be decreased. - 18The Principle of Reinforcement-Positive reinforcement: increase frequency of behaviour by giving something as a consequence.
-Negative reinforcement: increase frequency of a behaviour by removing something as a consequence. - 19strengths: token economy-Operant conditioning can be used to explain a wide variety of behaviors,
-It also has practical application (such as token economy) which can be applied in classrooms, prisons and psychiatric hospitals. - 20howeverHowever, operant conditioning fails to take into account the role of inherited and cognitive factors in learning, and thus is an incomplete explanation of the learning process in humans and animals.
- 21dollard & miller stimulus response-Worked with rats, believing behaviour to be transferable across species.
However, humans also have higher intellect.
-Unconscious drives, mostly developed prior to being able to talk (and therefore not remember), also affect adult behaviour - 22continued-Development of personality is dependent on innate drives and responses:
-Primary drives: born with thirst, hunger, pain reduction, sleep.
-Secondary drives: behaviours which we undertake to help deal with primary drives. - 23Four types of conflict situation-Approach-approach conflict: have two positive goals which are incompatible.
-Avoidance-avoidance conflict: given two undesireable alternatives.
-Approach-avoidance conflict: is just one goal, but has both good and bad elements.
-Double approach-avoidance conflict: multiple goals in which some are desireable and some not. Positives and negatives need to be considered. - 24SLTA process in which individuals observe the behaviour of others and its consequences, and modify their own behaviour accordingly.
- 25bobo doll 136 boys and 36 girls from a nursery school.
Aged between 37 months- 69 months.
24 children were exposed to an aggressive model and 24 children were exposed to a non-aggressive model.
The two groups were then divided into males and females which ensured that half of the children were exposed to models of their own sex and the other half were exposed to models of the opposite sex.
The remaining 24 children were part of a control group. - 26bobo doll 2Each child was exposed to the scenario individually.
The first part of the experiment involved bringing a child and the adult model into a playroom.
The child was seated in one corner filled with appealing activities. The adult model was seated in another corner containing toys and an inflatable Bobo doll.
Before leaving the room, the experimenter explained to the child that the toys in the adult corner were only for the adult to play with.
During the aggressive model scenario, the adult would begin by playing with the toys for approximately one minute. After this time the adult would start to show aggression towards the Bobo doll - 27results from original study-Bandura found that the children exposed to the aggressive model were more likely to act in physically aggressive ways than those who were not exposed to the aggressive model.
-For those children exposed to the aggressive model, the number of imitative physical aggressions exhibited by the boys was 38.2 and 12.7 for the girls. - 28subsequent studyBandura ‘exposed’ children to different types of model (conditions)
Cartoon model = highest levels of total aggression.
Live model = second highest level.
Film model = third highest level.
Control = almost half the number of cartoon aggressives. - 29Behavioural Factors and Social Learning Theory-People reinforce others who copy their behaviour.
E.g. when I kick a football, my daughter does the same and I’ll congratulate her.
-Imitated behaviour leads to other people reinforcing copied behaviour.
When her grandparents see her playing football, she also gets reinforced.
-Behaviour is imitated subsequent to observations of its effect on others.
Students will engage in behaviours that are observed to achieve desired outcomes. - 30Problems with a strictly behavioural analysis of social learning theoryBehaviours emerge complete, whole, without any shaping
Behaviours emerge without ever having been directly reinforced. Simply watching others is enough. - 31—
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- Beschreibung
- PS4003 (Personality) Karteikarten am Week 2: Behaviourism, erstellt von Veton Vishka2 am 05/11/2017.
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- Veton Vishka2
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