a full and detailed summary of learning theories for edexcel AS psychology, covering every single part of the specification , with everything needed for the exam
Answer: when and how many times a certain behaviour occurs
2.
time sampling
Answer: observations at different times intervals
3.
time sampling weaknesses
Answer: not representative of true frequency of behaviour : certain behaviours may be missed if only some behaviours occur at certain times
4.
event sampling
Answer: record behaviour every time it occurs
5.
event sampling weaknesses
Answer: too many instances of behaviour happen at once :cannot record all instances of that behaviour
6.
naturalistic observations
Answer: happens within the participants\' own natural environment
7.
naturalistic observations strengths
Answer: gain real insight into natural behaviour
8.
structured observations
Answer: staged observations within an environment that researcher has more control over
9.
strengths of structured observations
Answer: gain numerical and objectuve data.
behaviour is naturally-occurring.
more reliable as coding systems can be made which increases replicability.
10.
weakness of structured observations
Answer: hard to ensure all observers interpret the same behaviour in the same way
Content preview
LEARNING THEORIES
● Humans born a “blank state” (tabula rasa)
● All behaviour is a response to to a stimulus in the environment, not taking
into account cognitions
CLASSICAL CONDITIONING
LEARNING BY ASSOCIATION
● Unconditioned stimulus (UCS) = Unconditioned response (UCR) based on
biology
● Neutral stimulus (NS) that normally doesn’t affect us, paired with
Unconditioned stimulus (UCS) = both become associated (conditioning)
● NS = Conditioned stimulus (UCS): produces SAME reaction of UCS
● Conditioned response (CR): artificial learned response to CS
● EXTINCTION: conditioned stimuli gradually lose their association with the
original unconditioned stimuli, so revert back to NS
Prevented : CS + old UCS again to strengthen association
● SPONTANEOUS RECOVERY: association never truly forgotten so CR can still
reappear
● STIMULUS GENERALISATION: tendency of CR to appear in response to
things not original CS (stimuli similar to CS produce CR)
Enables us to apply what we’ve learned in 1 context to other similar contexts
1
,Strengths
Theory only looks at behaviors : every step in conditioning process is observable
=scientific credibility
Challenging evidence
Generalising conclusions from animal research to humans learning isn’t so clear b/C
animals different anatomy + physiology and day-to-day experiences
Difficult to tell whether one learning theory is largely responsible when something
is learned
E.g. even when associations are formed, person is being rewarded / punished at
the same time
Reductionist: reduces ALL behavior to learning through association
2
,Underestimate role of biological factors e.g. genetic differences + instincts
Focuses on nurture but some may be born with predispositions towards
behaviours rather than learning them through conditioning
Ignores cognitions (personality, willpower + motivation) = simplistic and not
complete explanation of why some behave the way they do
Use of laboratory experiments with animals: caused unnecessary suffering to dogs
Weighed against benefits of research & whether ends justify means by furthering
understanding of behaviour
Other explanations
Freud : most of self-destructive behavior comes from hidden thought-processes in
unconscious mind so are not learned + un-learnt easily
Usefulness
Therapy to treat “irrational / instinctive” phobias + addictions
Aversion therapy associates dysfunctional behaviour with a UCR (e.g. nausea) = new
CS that produces nauseous CR with NS leading to that behaviour
in relaxing + safe environment = stop associating fear with spider which goes back
to being NS producing no reaction (extinction)
PAVLOV (1927) study into salivation in dogs
3
, Aim: if a reflexive behaviour can be produced in new situations through learning (if
associating reflex with neutral stimulus like sound = learning, producing
conditioned reflex)
IV: dogs' natural reflexive behaviour (salivating when food is in their mouths);
dogs' behaviour after they have been conditioned to associate food with a
different stimulus
DV: how many drops of saliva the dog produced
Sample: 35 dogs of various breeds
Procedure: (repeated measures design)
Placed dog in sealed room : can’t see, smell or hear anything outside, preventing
other stimuli (extraneous variables)
Dog strapped into a harness to stop it moving and its mouth was linked to a tube
that drained saliva away into a measuring bottle
Control condition: dog was presented with food (meat powder) through a hatch=
dog salivated
Experimental control: dog was presented with neutral stimulus sound (tuning fork,
an electric buzzer or a metronome (a machine producing regular ticking)
=dog didn’t salivate
To condition dog: sound was paired with presentation of food
After conditioning: dog was presented with sound but no meat
Results: conditioned dog salivated 9 seconds after hearing the sound
By 45 seconds: 11 drops of saliva.
4
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