Psychology: Learning approach

Psychology: Learning approach

1. Assumptions

   • Assumption 1: Behaviour learned response to environmental stimuli which means when you have learnt to do or not do something
   • Assumption 2: Classical conditioning
     • Before conditioning: The UCS triggers an unlearned response
       • During conditioning: The individual experiences the UCS and NS close together, which is known as pairing
         • After conditioning: After enough pairing the NS produces the same response as the UNS
   • Strength: Classical conditioning is the basis of a therapy used to treat disorders, this is useful to reduce suffering and improve life
   • Weakness: Classical conditioning only explains a limited range of behaviour, this means it is only partial explained

2. Operant conditioning: Forming a link between the behaviour (operant) and its consequences

   • Reinforcement
     • Positive: When a behaviour is followed by a positive consequence
     • Negative: When a behaviour is followed by the removal of something unpleasant
   • Punishment
     • Positive: When a behaviour is followed by an unpleasant consequence
     • Negative: When a behaviour is followed by the removal of something pleasant
   • Strength: Supported evidence, Skinner’s study shows how operant conditioning works in various species.
   • Weakness: Operant conditioning can only explain existing behaviours, meaning it is an incomplete theory

3. Social learning theory: Learning through observation, imitation, modelling and vicarious learning

   • Modelling: When you imitate an individual’s behaviour
   • Learning through observation: Watching how the model’s behaviour is done which has to be retained in the memory
   • Imitation: The observer may imitate the model (identify with them) which can happen in two ways
     • 1) The observer perceives the model to be similar to themselves e.g. age, gender, etc.
     • 2) They value or admire the model e.g. they have a social status
   • Vicarious learning: A behaviour is imitated if the learner is motivated to do so e.g. a reward has been given or praised
   • Strength: Research supports, Bandura’s study supports this (Bobo doll) which supports the view that SLT is learnt
   • Weakness: SLT cannot explain the role of genetic factors, this suggests it is an incomplete theory

4. Extrinsic motivation: Motivated to preform a behaviour to earn a reward or avoid punishment

   • Incentive theory: Rewards that make you want to do something e.g. Gaining esteem from teachers for work done
   • Importance of incentives: It is only valued with an external reward that the individual wants

5. Intrinsic motivation: Engaging with a behaviour because you find it rewarding

   • Perspectives on rewards: If you give a reward for something the individual enjoys, it will put them off

6. Gender

   • Operant conditioning: When a child behaves in an appropriate way, they are rewarded and punished for acting in an atypical way.
   • Direct reinforcement: Parents praise with smiles to children when they act in a gender appropriate way
   • Modelling: Parents encourage their children to model them e.g. a mother and daughter
   • Vicarious learning: Children observe consequences for behaviour, both negative and positive
   • Identification: The process of social learning is more powerful when a child identifies with a model
   • Strength: Studies support, Smith & Lloyd (1978) study on dressing babies in ‘the wrong gender’s clothes’ showed that gender is reinforced differently
   • Weakness: There is little evidence, Lytton & Romney (1991) study on parenting showed the way we reinforce gender has not changed over time
   • The media: We are more exposed to platforms encouraging non traditional gender roles, yet in the past they were promoted

7. Aggression

   • Hostile aggression: The use of verbal or physical aggression e,g, increase in heart rate
   • Instrumental aggression: Using aggression to get what you want e.g. bullying
   • Relational aggression: Spreading false information to undermine an individual e.g. negative texts
   • Variable interval reinforcement: Reinforcements are not always given but they still can be meaning aggression isn’t a pattern but can be powerful
   • Types of rewards
     • Tangible: Money, sex, food.
     • Social status: How popular you are
   • SLT: A person can observe how aggressive behaviour is preformed but doesn’t always mean they will behave aggressively
   • Self-efficacy: A person’s confidence in their ability to achieve rewards through behaving aggressive
   • Vicarious learning & Media: Bandura believed aggression was most learnt through modelling yet also did a study which proved violent media increases aggression
   • Strength: Strong evidence that children learn aggression, Poulin & Bolvin (2000) study showed aggression was developed through SLT
   • Weakness: Trouble explaining hostile aggression meaning alternative explanations are more useful e.g biological or social

8. Consumer behaviour

   • Classical conditioning (association): Assosiating brands with emotions such as happiness so they are associated with one another
   • Operant conditioning (use of rewards): Such as discounts or deal are used to gain sells as buyers are spending less
   • Social learning (use of models): Many adverts show a model enjoying the product, causing imitation
   • Use of celebrities: Imitation is more likely if the person identifies with the model based on admiration, status, wealth, etc.
   • Strength: Research supports, Stuart et al (1987) study on brands associated with emotions explains classical conditioning
   • Weakness: Conditioning is more than an explanation, as it is a process and effect. This means it is not a powerful explanation