ACING THE NMAT: A REVIEW ON THE

Social Sciences
SESSION 3
RECAP!
What did we learn last time?
POP QUIZ!
The following philosophers are known for setting the foundation
for what is called early psychology today, except for one. Identify
the odd one out.
a. Plato
b. Kohlberg
c. Descartes
d. Aristotle
POP QUIZ!
The following philosophers are known for setting the foundation
for what is called early psychology today, except for one. Identify
the odd one out.
a. Plato
b. Kohlberg
c. Descartes
d. Aristotle
POP QUIZ!
He is considered the first person to use the scientific method in studying
the mind, marking the official separation of psychology from philosophy.
Who is this person also known as the first ever psychologist?

a. Edward Titchener
b. Sigmund Freud
c. Wilhelm Wundt
d. Ivan Pavlov
POP QUIZ!
He is considered the first person to use the scientific method in studying
the mind, marking the official separation of psychology from philosophy.
Who is this person also known as the first ever psychologist?

a. Edward Titchener
b. Sigmund Freud
c. Wilhelm Wundt
d. Ivan Pavlov
 elements

purpose Structuralism holistic approaches

Functionalism Humanism

SCHOOLS OF THOUGHT
Gestalt Psych Cognitivism
IN PSYCHOLOGY
whole>sum of parts mental processes

Psychoanalysis Behaviorism
unconscious mind observable behavior
Guess the
SCHOOL OF THOUGHT
3.25/7
DONE!
Session Outline
1 Freud’s Psychoanalytic Theory*

2 Erikson’s Psychosocial Theory

3 Pavlov’s Classical Conditioning

4 Skinner’s Operant Conditioning

5 Bandura’s Social Learning Theory

 PSYCHOANALYSIS
What makes up the unconscious mind and how does it affect us?
PSYCHOANALYTIC THEORY

KEY COMPONENTS
Model of the Mind
Defense Mechanisms
Psychosexual Stages of
Development
Defense Mechanisms
REPRESSION
Withdrawal from consciousness of an
unwanted idea, effect, or desire by
pushing it down, or repressing it, into
the unconscious part of the mind
Defense Mechanisms
REACTION FORMATION
Fixation in consciousness of an idea,
effect, or desire that is opposite to a
feared unconscious impulse
Defense Mechanisms
PROJECTION
Attributing one's own unacceptable
thoughts, feelings, or impulses onto
others
Defense Mechanisms
DISPLACEMENT
Redirection of an impulse (usually
aggression) from a more risky onto a
safer substitute target
Defense Mechanisms
REGRESSION
Return to earlier stages of development
and abandoned forms of gratification
belonging to them, prompted by dangers
or conflicts arising at one of the later
stages
Defense Mechanisms
SUBLIMATION
Channeling unwanted or unacceptable
urges into a productive or admissible
outlet
Defense Mechanisms

DENIAL
Conscious refusal to perceive
painful facts that exist
Defense Mechanisms
RATIONALIZATION
Cognitive distortion of the facts
to make an event or an impulse
less threatening
PSYCHOSEXUAL STAGES OF DEVELOPMENT
Five Stages of Human Development according to Freud
ID AGE STAGE PLEASURE POINT

0-1 yo ORAL Mouth FREUD’S

PSYCHOSEXUAL
1-3 yo ANAL Anus STAGES OF
EGO

DEVELOPMENT
3-6 yo PHALLIC Genital
Mnemonic:
6-12 yo LATENT Old-Age Parrots Love Grapes
SUPEREGO

12+ GENITAL Genital

PSYCHOSEXUAL STAGES
PSYCHOSEXUAL STAGES
PSYCHOSEXUAL STAGES
 DEFENSE MECHANISMS (EGO PROTECTOR)

Neurotic Realistic Moral

FREUD’S
Anxiety Anxiety Anxiety PSYCHOANALYTIC
THEORY

IN A NUTSHELL
ID EGO SUPEREGO
Model of the Mind
ORAL ANAL PHALLIC LATENT GENITAL
Defense Mechanisms
Psychosexual Stages of
0-1 yo 1-3 yo 3-6 yo 6-12 yo 12+
Development
3.5/7
DONE!
 PSYCHOSOCIAL THEORY
A look into Erikson’s contribution to Psychoanalysis
 PSYCHOSOCIAL THEORY

ERIK ERIKSON
A follower of Freud, hence built on his theory

Personality development is a lifelong process

through eight stages.

The outcome of each stage is dependent on the

outcome of the previous stage.
 NEGATIVE
AGE CRISIS VIRTUE
OUTCOME

Infant Trust vs. Mistrust Hope Fear

Toddler Autonomy vs. Shame Will Self-doubt

Preschool Initiative vs. Guilt Purpose Inadequacy

Grade school Industry vs. Inferiority Competence Inferiority

ERIKSON’S
Adolescent Identity vs. Confusion Fidelity Rebellion PSYCHOSOCIAL
Young adult Intimacy vs. Isolation Love Isolation THEORY
Middle-age adult Generativity vs. Stagnation Care Unproductiveness

Older adult Integrity vs. Despair Wisdom Dissatisfaction

 PSYCHOSOCIAL THEORY

MNEMONIC FOR CRISES

“Baby Bots Building Buckets for

Blue Bored Blessed Bears”
 PSYCHOSOCIAL THEORY

Baby Bots Building Buckets for Blue Bored Blessed Bears

TRUST vs. MISTRUST

Rationalization: Babies, when they enter the world,

need a caregiver they can trust
 PSYCHOSOCIAL THEORY

Baby Bots Building Buckets for Blue Bored Blessed Bears

AUTONOMY vs. SHAME

Rationalization: roBOTS are autonomous

 PSYCHOSOCIAL THEORY

Baby Bots Building Buckets for Blue Bored Blessed Bears

INITIATIVE vs. GUILT

Rationalization: When you want to build something,

you need initiative
 PSYCHOSOCIAL THEORY

Baby Bots Building Buckets for Blue Bored Blessed Bears

INDUSTRY vs. INFERIORITY

Rationalization: Buckets are mass-produced in an industry

 PSYCHOSOCIAL THEORY

Baby Bots Building Buckets for Blue Bored Blessed Bears

INDENTITY vs. CONFUSION

Rationalization: Blue, as an adjective, is an identifier

 PSYCHOSOCIAL THEORY

Baby Bots Building Buckets for Blue Bored Blessed Bears

INTIMACY vs. ISOLATION

Rationalization: If you are bored, that’s probably because

you are isolated
 PSYCHOSOCIAL THEORY

Baby Bots Building Buckets for Blue Bored Blessed Bears

GENERATIVITY vs. STAGNATION

Rationalization: Blessed people are generous

 PSYCHOSOCIAL THEORY

Baby Bots Building Buckets for Blue Bored Blessed Bears

INTEGRITY vs. DESPAIR

Rationalization: Bear rhymes with despair

 NEGATIVE
AGE CRISIS VIRTUE
OUTCOME

Infant Trust vs. Mistrust Hope Fear

Toddler Autonomy vs. Shame Will Self-doubt

Preschool Initiative vs. Guilt Purpose Inadequacy

ERIKSON’S
Grade school Industry vs. Inferiority Competence Inferiority
PSYCHOSOCIAL
Adolescent Identity vs. Confusion Fidelity Rebellion THEORY
Young adult Intimacy vs. Isolation Love Isolation
Baby Bots Building
Buckets for
Middle-age adult Generativity vs. Stagnation Care Unproductiveness Blue Bored
Blessed
Older adult Integrity vs. Despair Wisdom Dissatisfaction Bears
4/7
DONE!
 BEHAVIORISM
What if we only focus on something we can observe?
 BEHAVIORISM
Key Persons: John Watson, Ivan Pavlov, B.F.
Skinner

emerged as a response to claims that

psychology is a pseudoscience; only
observable behavior must be studied

all behaviors are learned through

interactions with the environment
Key theories: Classical Conditioning,
Operant Conditioning
BEHAVIORISM
 AREA OF
DISAGREEMENT PSYCHOANALYSIS BEHAVIORISM

Emphasizes the power of the

Unconscious A destructive fiction that can keep
unconscious, which a person is
Mind people from changing
unaware of

A symptom of a problem; the Focuses on observable behavior—

Observable
bigger part of the problem is not on what a person thinks, feels,
Behavior
submerged or imagines

Critical even if a person does not Early habits and patterns can be
Importance of
remember it; affects later life unlearned with proper
Childhood
stages punishments & reinforcements

Believes that most aspects of Proud to be a science; dependent

Scientific Status human development beyond reach on verifiable data & carefully
of scientific experiment controlled experiments
CLASSICAL CONDITIONING
Learning through associations
 BEHAVIORISM

CLASSICAL CONDITIONING
Proponent: Ivan Pavlov

a type of learning that occurs when a neutral

stimulus becomes associated with a
meaningful stimulus and acquires the
capacity to elicit a similar response.
CLASSICAL CONDITIONING

dog food salivation

Some dogs start to

salivate as soon as they
bell no response
hear a ringing bell before
they even see the food.

Why?
bell dog food salivation

bell salivation
CLASSICAL CONDITIONING

dog food salivation

Some dogs start to

salivate as soon as they
bell no response
hear a ringing bell before
they even see the food.

Why?
bell dog food salivation

bell salivation
CLASSICAL CONDITIONING

dog food salivation

Some dogs start to

salivate as soon as they
bell no response
hear a ringing bell before
they even see the food.

Why?
bell dog food salivation

bell salivation
CLASSICAL CONDITIONING

dog food salivation

Some dogs start to

salivate as soon as they
bell no response
hear a ringing bell before
they even see the food.

Why?
bell dog food salivation

bell salivation
CLASSICAL CONDITIONING

dog food salivation

Some dogs start to

salivate as soon as they
bell no response
hear a ringing bell before
they even see the food.

Why?
bell dog food salivation

bell salivation
CLASSICAL CONDITIONING

dog food salivation

Some dogs start to

salivate as soon as they
bell no response
hear a ringing bell before
they even see the food.

Why?
bell dog food salivation

bell salivation
CLASSICAL CONDITIONING

dog food salivation

Some dogs start to

salivate as soon as they
bell no response
hear a ringing bell before
they even see the food.

Why?
bell dog food salivation

bell salivation
CLASSICAL CONDITIONING

dog food salivation

Some dogs start to

salivate as soon as they
bell no response
hear a ringing bell before
they even see the food.

Why?
bell dog food salivation

bell salivation
CLASSICAL CONDITIONING

Key Terms

Unconditioned Stimulus (UCS): A

stimulus that naturally triggers a
response.

Unconditioned Response (UCR):

The automatic response to the UCS.

Conditioned Stimulus (CS): Initially

neutral, but becomes associated
with the UCS to trigger a similar
response.

Conditioned Response (CR): The

learned response to the CS.
CLASSICAL CONDITIONING

Key Terms

Unconditioned Stimulus (UCS): A

stimulus that naturally triggers a
response.

Unconditioned Response (UCR):

The automatic response to the UCS.

Conditioned Stimulus (CS): Initially

neutral, but becomes associated
with the UCS to trigger a similar
response.

Conditioned Response (CR): The

learned response to the CS.
CLASSICAL CONDITIONING

Key Terms

Unconditioned Stimulus (UCS): A

stimulus that naturally triggers a
response.

Unconditioned Response (UCR):

The automatic response to the UCS.

Conditioned Stimulus (CS): Initially

neutral, but becomes associated
with the UCS to trigger a similar
response.

Conditioned Response (CR): The

learned response to the CS.
CLASSICAL CONDITIONING

Key Terms

Unconditioned Stimulus (UCS): A

stimulus that naturally triggers a
response.

Unconditioned Response (UCR):

The automatic response to the UCS.

Conditioned Stimulus (CS): Initially

neutral, but becomes associated
with the UCS to trigger a similar
response.

Conditioned Response (CR): The

learned response to the CS.
CLASSICAL CONDITIONING

Key Terms

Unconditioned Stimulus (UCS): A

stimulus that naturally triggers a
response.

Unconditioned Response (UCR):

The automatic response to the UCS.

Conditioned Stimulus (CS): Initially

neutral, but becomes associated
with the UCS to trigger a similar
response.

Conditioned Response (CR): The

learned response to the CS.
CLASSICAL CONDITIONING
SHORTCUT

Note that the UR and the

CR are the same behavior
—in this case salivation—
but they are only given
different names because
they are produced by
different stimuli:

Unconditioned - BEFORE
(what is natural?)

Conditioned – AFTER
(what was learned?)
CLASSICAL CONDITIONING
SHORTCUT

Note that the UR and the

CR are the same behavior
—in this case salivation—
but they are only given
different names because
they are produced by
different stimuli:

Unconditioned - BEFORE
(what is natural?)

Conditioned – AFTER
(what was learned?)
CLASSICAL CONDITIONING
SHORTCUT

Note that the UR and the

CR are the same behavior
—in this case salivation—
but they are only given
different names because
they are produced by
different stimuli:

Unconditioned - BEFORE
(what is natural?)

Conditioned – AFTER
(what was learned?)
CLASSICAL CONDITIONING
SHORTCUT

Note that the UR and the

CR are the same behavior
—in this case salivation—
but they are only given
different names because
they are produced by
different stimuli:

Unconditioned - BEFORE
(what is natural?)

Conditioned – AFTER
(what was learned?)
How is this a form of
classical conditioning?
CLASSICAL CONDITIONING

telling horror stories frightened

doing makeup no response

telling horror
doing makeup frightened
stories

How is this a form of

classical conditioning?
doing makeup frightened
CLASSICAL CONDITIONING

telling horror stories frightened

doing makeup no response

telling horror
doing makeup frightened
stories

How is this a form of

classical conditioning?
doing makeup frightened
CLASSICAL CONDITIONING

telling horror stories frightened

doing makeup no response

telling horror
doing makeup frightened
stories

How is this a form of

classical conditioning?
doing makeup frightened
CLASSICAL CONDITIONING

telling horror stories frightened

doing makeup no response

telling horror
doing makeup frightened
stories

How is this a form of

classical conditioning?
doing makeup frightened
CLASSICAL CONDITIONING

telling horror stories frightened

doing makeup no response

telling horror
doing makeup frightened
stories

How is this a form of

classical conditioning?
doing makeup frightened
CLASSICAL CONDITIONING

telling horror stories frightened

doing makeup no response

telling horror
doing makeup frightened
stories

How is this a form of

classical conditioning?
doing makeup frightened
CLASSICAL CONDITIONING

telling horror stories frightened

doing makeup no response

telling horror
doing makeup frightened
stories

How is this a form of

classical conditioning?
doing makeup frightened
CLASSICAL CONDITIONING

Key Terms

Unconditioned Stimulus (UCS): A

stimulus that naturally triggers a
response.

Unconditioned Response (UCR):

The automatic response to the UCS.

Conditioned Stimulus (CS): Initially

neutral, but becomes associated
with the UCS to trigger a similar
response.

Conditioned Response (CR): The

learned response to the CS.
CLASSICAL CONDITIONING
SHORTCUT

Note that the UR and the

CR are the same behavior
—in this case salivation—
but they are only given
different names because
they are produced by
different stimuli:

Unconditioned - BEFORE
(what is natural?)

Conditioned – AFTER
(what was learned?)
CLASSICAL CONDITIONING
SHORTCUT

Note that the UR and the

CR are the same behavior
—in this case salivation—
but they are only given
different names because
they are produced by
different stimuli:

Unconditioned - BEFORE
(what is natural?)

Conditioned – AFTER
(what was learned?)
CLASSICAL CONDITIONING
SHORTCUT

Note that the UR and the

CR are the same behavior
—in this case salivation—
but they are only given
different names because
they are produced by
different stimuli:

Unconditioned - BEFORE
(what is natural?)

Conditioned – AFTER
(what was learned?)
CLASSICAL CONDITIONING

loud noise frightened Key Terms

Unconditioned Stimulus (UCS):

loud noise caused by the hammer

rat no response Unconditioned Response (UCR):

being frightened by the loud noise

Conditioned Stimulus (CS):

rat
rat loud noise frightened
Conditioned Response (CR):
being frightened by the rat

rat frightened
CLASSICAL CONDITIONING

loud noise frightened Key Terms

Unconditioned Stimulus (UCS):

loud noise caused by the hammer

rat no response Unconditioned Response (UCR):

being frightened by the loud noise

Conditioned Stimulus (CS):

rat
rat loud noise frightened
Conditioned Response (CR):
being frightened by the rat

rat frightened
CLASSICAL CONDITIONING

loud noise frightened Key Terms

Unconditioned Stimulus (UCS):

loud noise caused by the hammer

rat no response Unconditioned Response (UCR):

being frightened by the loud noise

Conditioned Stimulus (CS):

rat
rat loud noise frightened
Conditioned Response (CR):
being frightened by the rat

rat frightened
CLASSICAL CONDITIONING

loud noise frightened Key Terms

Unconditioned Stimulus (UCS):

loud noise caused by the hammer

rat no response Unconditioned Response (UCR):

being frightened by the loud noise

Conditioned Stimulus (CS):

rat
rat loud noise frightened
Conditioned Response (CR):
being frightened by the rat

rat frightened
CLASSICAL CONDITIONING

loud noise frightened Key Terms

Unconditioned Stimulus (UCS):

loud noise caused by the hammer

rat no response Unconditioned Response (UCR):

being frightened by the loud noise

Conditioned Stimulus (CS):

rat
rat loud noise frightened
Conditioned Response (CR):
being frightened by the rat

rat frightened
CLASSICAL CONDITIONING

loud noise frightened Key Terms

Unconditioned Stimulus (UCS):

loud noise caused by the hammer

rat no response Unconditioned Response (UCR):

being frightened by the loud noise

Conditioned Stimulus (CS):

rat
rat loud noise frightened
Conditioned Response (CR):
being frightened by the rat

rat frightened
CLASSICAL CONDITIONING

loud noise frightened Key Terms

Unconditioned Stimulus (UCS):

loud noise caused by the hammer

rat no response Unconditioned Response (UCR):

being frightened by the loud noise

Conditioned Stimulus (CS):

rat
rat loud noise frightened
Conditioned Response (CR):
being frightened by the rat

rat frightened
CLASSICAL CONDITIONING

Key Terms

Unconditioned Stimulus (UCS): A

stimulus that naturally triggers a
response.

Unconditioned Response (UCR):

The automatic response to the UCS.

Conditioned Stimulus (CS): Initially

neutral, but becomes associated
with the UCS to trigger a similar
response.

Conditioned Response (CR): The

learned response to the CS.
CLASSICAL CONDITIONING
SHORTCUT

Note that the UR and the

CR are the same behavior
—in this case salivation—
but they are only given
different names because
they are produced by
different stimuli:

Unconditioned - BEFORE
(what is natural?)

Conditioned – AFTER
(what was learned?)
CLASSICAL CONDITIONING
SHORTCUT

Note that the UR and the

CR are the same behavior
—in this case salivation—
but they are only given
different names because
they are produced by
different stimuli:

Unconditioned - BEFORE
(what is natural?)

Conditioned – AFTER
(what was learned?)
CLASSICAL CONDITIONING
SHORTCUT

Note that the UR and the

CR are the same behavior
—in this case salivation—
but they are only given
different names because
they are produced by
different stimuli:

Unconditioned - BEFORE
(what is natural?)

Conditioned – AFTER
(what was learned?)
CLASSICAL CONDITIONING

LITTLE ALBERT EXPERIMENT

BY JOHN WATSON
Behaviorism posits that we
acquire phobias through
classical conditioning.
OTHER EXAMPLES OF CLASSICAL CONDITIONING
OTHER EXAMPLES OF CLASSICAL CONDITIONING
OTHER EXAMPLES OF CLASSICAL CONDITIONING
OTHER EXAMPLES OF CLASSICAL CONDITIONING
CAN YOU THINK OF OTHER DAY TO
DAY EXAMPLES THAT MAKE USE OF
CLASSICAL CONDITIONING?
4.5/7
DONE!
 OPERANT CONDITIONING
Learning through reinforcements & punishments
 BEHAVIORISM

OPERANT CONDITIONING
Proponent: B.F. Skinner

a type of learning in which behavior is

strengthened or weakened by its
consequences.
 Reinforcement
Consequence that aims to
increase the likelihood of a
behavior occurring again in the
future.
Punishment
Consequence that aims to
decrease the likelihood of a
behavior occurring again in the
future.
 Reinforcement
Consequence that aims to
increase the likelihood of a
behavior occurring again in the
future.
Punishment
Consequence that aims to
decrease the likelihood of a
behavior occurring again in the
future.

Positive Negative Positive Negative

addition removal addition removal
of a stimulus of a stimulus of a stimulus of a stimulus
 Increase Behavior Reduce Behavior

Add Stimulus

Positive Reinforcement Positive Punishment

OPERANT
CONDITIONING
QUADRANT
Remove Stimulus

Negative Reinforcement Negative Punishment

 Increase Behavior Reduce Behavior

Positive Reinforcement
OPERANT
CONDITIONING
Add Stimulus

POSITIVE REINFORCEMENT
Giving a treat to a dog for
sitting on command. Giving a treat to a dog is a positive
reinforcement because it involves
presenting a pleasant stimulus (the
treat) after a behavior (sitting on
Remove Stimulus

command), which aims to increase

the likelihood of the behavior being
Negative Punishment
repeated in the future.
Negative Reinforcement
 Increase Behavior
Positive Reinforcement
Add Stimulus
Giving a treat to a dog for
sitting on command.
Remove Stimulus
Negative Reinforcement
Reduce Behavior
Positive Punishment OPERANT
CONDITIONING
Key Terms
POSITIVE PUNISHMENT
Scolding a child for
drawing on the walls. Scolding a child is a positive
punishment because it involves
presenting an unpleasant stimulus
(the scolding) after a behavior
(misbehaving), which aims to
decrease the likelihood of the
Negative Punishment
behavior being repeated in the
future.
 Increase Behavior
Positive Reinforcement
Add Stimulus
Giving a treat to a dog for
sitting on command.
Negative Reinforcement
Remove Stimulus
Negative Reinforcement
Not giving homework as a
reward for behaving well.
Reduce Behavior
Positive Punishment OPERANT
CONDITIONING
NEGATIVE REINFORCEMENT
Scolding a child for
drawing on the walls. Not giving homework as a reward for
behaving well is an example of negative
reinforcement because it involves
removing an unpleasant task
(homework) after a behavior (behaving
well), which aims to increase the
Negative Punishment
likelihood of the behavior being
repeated in the future.
 Increase Behavior
Positive Reinforcement
Add Stimulus
Giving a treat to a dog for
sitting on command.
Negative Reinforcement
Remove Stimulus
Negative Reinforcement
Not giving homework as a
reward for behaving well.
Reduce Behavior
Positive Punishment OPERANT
CONDITIONING
NEGATIVE PUNISHMENT
Scolding a child for
drawing on the walls. Taking away a teenager's phone for
breaking curfew is an example of
Negative Punishment negative punishment because it
involves removing a desired item
(the phone) after a behavior (breaking
curfew), which aims to decrease the
Negative Punishment
likelihood of the behavior being
repeated in the future.
Taking away a teenager's
phone for breaking curfew.
 Increase Behavior Reduce Behavior

Positive Reinforcement Positive Punishment OPERANT

CONDITIONING
Add Stimulus

Key Terms

Positive Reinforcement (+R): Adding a

Giving a treat to a dog for Scolding a child for
sitting on command. drawing on the walls. pleasant stimulus to strengthen a behavior.

Negative Reinforcement (-R): Removing an

Negative Reinforcement Negative Punishment unpleasant stimulus to strengthen a behavior.
Remove Stimulus

Positive Punishment (+P): Adding an

unpleasant stimulus to weaken a behavior.

Negative Reinforcement Negative Punishment Negative Punishment (-P): Removing a

pleasant stimulus to weaken a behavior.
Not giving homework as a Taking away a teenager's
reward for behaving well. phone for breaking curfew.
 Increase Behavior Reduce Behavior

Positive Reinforcement Positive Punishment OPERANT

CONDITIONING
Add Stimulus

Key Terms

Positive Reinforcement (+R): Adding a

Giving a treat to a dog for Scolding a child for
sitting on command. drawing on the walls. pleasant stimulus to strengthen a behavior.

Negative Reinforcement (-R): Removing an

Negative Reinforcement Negative Punishment unpleasant stimulus to strengthen a behavior.
Remove Stimulus

Positive Punishment (+P): Adding an

unpleasant stimulus to weaken a behavior.

Negative Reinforcement Negative Punishment Negative Punishment (-P): Removing a

pleasant stimulus to weaken a behavior.
Not giving homework as a Taking away a teenager's
reward for behaving well. phone for breaking curfew.
 OPERANT CONDITIONING FLOWCHART
was something POSITIVE
added? REINFORCEMENT
to increase behavior:

REINFORCEMENT
was something NEGATIVE
removed? REINFORCEMENT
What’s the What’s the
BEHAVIOR? OBJECTIVE?
was something POSITIVE
to decrease behavior: added? PUNISHMENT

PUNISHMENT

was something NEGATIVE

removed? PUNISHMENT
 OPERANT CONDITIONING FLOWCHART
was something POSITIVE
added? REINFORCEMENT
behavior was increased:

REINFORCEMENT
was something NEGATIVE
removed? REINFORCEMENT
What’s the What’s the
BEHAVIOR? OUTCOME?
was something POSITIVE
behavior was decreased: added? PUNISHMENT

PUNISHMENT

was something NEGATIVE

removed? PUNISHMENT
Sample Problem #1
Jason, a salesperson,
LET’S APPLY IT!
consistently fails to meet What’s the
BEHAVIOR? was something
added?
POSITIVE
REINFORCEMENT
to increase behavior:
his sales targets. As a REINFORCEMENT
consequence, his manager was something
removed?
NEGATIVE
REINFORCEMENT
What’s the
reduces his commission OBJECTIVE?
was something POSITIVE
percentage. Which type of to decrease behavior: added? PUNISHMENT

PUNISHMENT
operant conditioning was was something NEGATIVE

used by Jason’s manager?

removed? PUNISHMENT
Sample Problem #1
Jason, a salesperson,
LET’S APPLY IT!
consistently fails to meet What’s the
BEHAVIOR? was something
added?
POSITIVE
REINFORCEMENT
to increase behavior:
his sales targets. As a REINFORCEMENT
consequence, his manager was something
removed?
NEGATIVE
REINFORCEMENT
What’s the
reduces his commission OBJECTIVE?
was something POSITIVE
percentage. Which type of to decrease behavior: added? PUNISHMENT

PUNISHMENT
operant conditioning was was something NEGATIVE

used by Jason’s manager?

removed? PUNISHMENT
Sample Problem #1
Jason, a salesperson,
LET’S APPLY IT!
consistently fails to meet What’s the
BEHAVIOR? was something
added?
POSITIVE
REINFORCEMENT
to increase behavior:
his sales targets. As a REINFORCEMENT
consequence, his manager was something
removed?
NEGATIVE
REINFORCEMENT
What’s the
reduces his commission OBJECTIVE?
was something POSITIVE
percentage. Which type of to decrease behavior: added? PUNISHMENT

PUNISHMENT
operant conditioning was was something NEGATIVE

used by Jason’s manager?

removed? PUNISHMENT
Sample Problem #1
Jason, a salesperson,
LET’S APPLY IT!
consistently fails to meet What’s the
BEHAVIOR? was something
added?
POSITIVE
REINFORCEMENT
to increase behavior:
his sales targets. As a REINFORCEMENT
consequence, his manager was something
removed?
NEGATIVE
REINFORCEMENT
What’s the
reduces his commission OBJECTIVE?
was something POSITIVE
percentage. Which type of to decrease behavior: added? PUNISHMENT

PUNISHMENT
operant conditioning was was something NEGATIVE

used by Jason’s manager?

removed? PUNISHMENT
Sample Problem #1
Jason, a salesperson,
LET’S APPLY IT!
consistently fails to meet What’s the
BEHAVIOR? was something
added?
POSITIVE
REINFORCEMENT
to increase behavior:
his sales targets. As a REINFORCEMENT
consequence, his manager was something
removed?
NEGATIVE
REINFORCEMENT
What’s the
reduces his commission OBJECTIVE?
was something POSITIVE
percentage. Which type of to decrease behavior: added? PUNISHMENT

PUNISHMENT
operant conditioning was was something NEGATIVE
Answer:
used by Jason’s manager?
removed? PUNISHMENT
Negative Punishment
Sample Problem #2
Every time Emma completes
LET’S APPLY IT!
her household chores on time, What’s the
BEHAVIOR? was something POSITIVE

her parents stop nagging her behavior was increased:

added? REINFORCEMENT

about them. As a result, Emma REINFORCEMENT

was something NEGATIVE
begins to complete her chores What’s the
removed? REINFORCEMENT

promptly to avoid the nagging. OUTCOME?

was something POSITIVE
What type of operant behavior was decreased: added? PUNISHMENT

conditioning is being used in PUNISHMENT

this situation? was something

removed?
NEGATIVE
PUNISHMENT
Sample Problem #2
Every time Emma completes
LET’S APPLY IT!
her household chores on time, What’s the
BEHAVIOR? was something POSITIVE

her parents stop nagging her behavior was increased:

added? REINFORCEMENT

about them. As a result, Emma REINFORCEMENT

was something NEGATIVE
begins to complete her chores What’s the
removed? REINFORCEMENT

promptly to avoid the nagging. OUTCOME?

was something POSITIVE
What type of operant behavior was decreased: added? PUNISHMENT

conditioning is being used in PUNISHMENT

this situation? was something

removed?
NEGATIVE
PUNISHMENT
Sample Problem #2
Every time Emma completes
LET’S APPLY IT!
her household chores on time, What’s the
BEHAVIOR? was something POSITIVE

her parents stop nagging her behavior was increased:

added? REINFORCEMENT

about them. As a result, Emma REINFORCEMENT

was something NEGATIVE
begins to complete her chores What’s the
removed? REINFORCEMENT

promptly to avoid the nagging. OUTCOME?

was something POSITIVE
What type of operant behavior was decreased: added? PUNISHMENT

conditioning is being used in PUNISHMENT

this situation? was something

removed?
NEGATIVE
PUNISHMENT
Sample Problem #2
Every time Emma completes
LET’S APPLY IT!
her household chores on time, What’s the
BEHAVIOR? was something POSITIVE

her parents stop nagging her behavior was increased:

added? REINFORCEMENT

about them. As a result, Emma REINFORCEMENT

was something NEGATIVE
begins to complete her chores What’s the
removed? REINFORCEMENT

promptly to avoid the nagging. OUTCOME?

was something POSITIVE
What type of operant behavior was decreased: added? PUNISHMENT

conditioning is being used in PUNISHMENT

this situation? was something

removed?
NEGATIVE
PUNISHMENT
Sample Problem #2
Every time Emma completes
LET’S APPLY IT!
her household chores on time, What’s the
BEHAVIOR? was something POSITIVE

her parents stop nagging her behavior was increased:

added? REINFORCEMENT

about them. As a result, Emma REINFORCEMENT

was something NEGATIVE
begins to complete her chores What’s the
removed? REINFORCEMENT

promptly to avoid the nagging. OUTCOME?

was something POSITIVE
What type of operant behavior was decreased: added? PUNISHMENT

conditioning is being used in PUNISHMENT

this situation? Answer:

was something
removed?
NEGATIVE
PUNISHMENT
Negative Reinforcement
Sample Problem #3
Sarah is afraid of public speaking
LET’S APPLY IT!
and experiences high levels of What’s the
BEHAVIOR? was something
anxiety whenever she has to give a
POSITIVE
added? REINFORCEMENT
behavior was increased:
presentation in class. To cope with
REINFORCEMENT
her anxiety, she starts attending was something NEGATIVE
removed?
public speaking workshops where
REINFORCEMENT
What’s the
she learns relaxation techniques. OUTCOME?
was something POSITIVE
Over time, she finds that her behavior was decreased: added? PUNISHMENT

anxiety decreases during PUNISHMENT

presentations. What type of was something NEGATIVE
operant conditioning is evident removed? PUNISHMENT

in Sarah's situation?
Sample Problem #3
Sarah is afraid of public speaking
LET’S APPLY IT!
and experiences high levels of What’s the
BEHAVIOR? was something
anxiety whenever she has to give a
POSITIVE
added? REINFORCEMENT
behavior was increased:
presentation in class. To cope with
REINFORCEMENT
her anxiety, she starts attending was something NEGATIVE
removed?
public speaking workshops where
REINFORCEMENT
What’s the
she learns relaxation techniques. OUTCOME?
was something POSITIVE
Over time, she finds that her behavior was decreased: added? PUNISHMENT

anxiety decreases during PUNISHMENT

presentations. What type of was something NEGATIVE
operant conditioning is evident removed? PUNISHMENT

in Sarah's situation?
Sample Problem #3
Sarah is afraid of public speaking
LET’S APPLY IT!
and experiences high levels of What’s the
BEHAVIOR? was something
anxiety whenever she has to give a
POSITIVE
added? REINFORCEMENT
behavior was increased:
presentation in class. To cope with
REINFORCEMENT
her anxiety, she starts attending was something NEGATIVE
removed?
public speaking workshops where
REINFORCEMENT
What’s the
she learns relaxation techniques. OUTCOME?
was something POSITIVE
Over time, she finds that her behavior was decreased: added? PUNISHMENT

anxiety decreases during PUNISHMENT

presentations. What type of was something NEGATIVE
operant conditioning is evident removed? PUNISHMENT

in Sarah's situation?
Sample Problem #3
Sarah is afraid of public speaking
LET’S APPLY IT!
and experiences high levels of What’s the
BEHAVIOR? was something
anxiety whenever she has to give a
POSITIVE
added? REINFORCEMENT
behavior was increased:
presentation in class. To cope with
REINFORCEMENT
her anxiety, she starts attending was something NEGATIVE
removed?
public speaking workshops where
REINFORCEMENT
What’s the
she learns relaxation techniques. OUTCOME?
was something POSITIVE
Over time, she finds that her behavior was decreased: added? PUNISHMENT

anxiety decreases during PUNISHMENT

presentations. What type of was something NEGATIVE
operant conditioning is evident removed? PUNISHMENT

in Sarah's situation?
Sample Problem #3
Sarah is afraid of public speaking
LET’S APPLY IT!
and experiences high levels of What’s the
BEHAVIOR? was something
anxiety whenever she has to give a
POSITIVE
added? REINFORCEMENT
behavior was increased:
presentation in class. To cope with
REINFORCEMENT
her anxiety, she starts attending was something NEGATIVE
removed?
public speaking workshops where
REINFORCEMENT
What’s the
she learns relaxation techniques. OUTCOME?
was something POSITIVE
Over time, she finds that her behavior was decreased: added? PUNISHMENT

anxiety decreases during PUNISHMENT

presentations. What type of was something NEGATIVE
operant conditioning is evident Answer: removed? PUNISHMENT
Negative Reinforcement
in Sarah's situation?
Sample Problem #4
Every time Tom gets into his
LET’S APPLY IT!
car, he immediately buckles What’s the
BEHAVIOR? was something POSITIVE

his seatbelt to stop the

added? REINFORCEMENT
behavior was increased:

annoying beeping sound. As REINFORCEMENT

was something NEGATIVE

a result, he finds himself

removed? REINFORCEMENT
What’s the
OUTCOME?
consistently buckling up was something POSITIVE
behavior was decreased:
whenever he drives. What added? PUNISHMENT

PUNISHMENT
type of operant conditioning
was something NEGATIVE
is evident in Tom's behavior? removed? PUNISHMENT
Sample Problem #4
Every time Tom gets into his
LET’S APPLY IT!
car, he immediately buckles What’s the
BEHAVIOR? was something POSITIVE

his seatbelt to stop the

added? REINFORCEMENT
behavior was increased:

annoying beeping sound. As REINFORCEMENT

was something NEGATIVE

a result, he finds himself

removed? REINFORCEMENT
What’s the
OUTCOME?
consistently buckling up was something POSITIVE
behavior was decreased:
whenever he drives. What added? PUNISHMENT

PUNISHMENT
type of operant conditioning
was something NEGATIVE
is evident in Tom's behavior? removed? PUNISHMENT
Sample Problem #4
Every time Tom gets into his
LET’S APPLY IT!
car, he immediately buckles What’s the
BEHAVIOR? was something POSITIVE

his seatbelt to stop the

added? REINFORCEMENT
behavior was increased:

annoying beeping sound. As REINFORCEMENT

was something NEGATIVE

a result, he finds himself

removed? REINFORCEMENT
What’s the
OUTCOME?
consistently buckling up was something POSITIVE
behavior was decreased:
whenever he drives. What added? PUNISHMENT

PUNISHMENT
type of operant conditioning
was something NEGATIVE
is evident in Tom's behavior? removed? PUNISHMENT
Sample Problem #4
Every time Tom gets into his
LET’S APPLY IT!
car, he immediately buckles What’s the
BEHAVIOR? was something POSITIVE

his seatbelt to stop the

added? REINFORCEMENT
behavior was increased:

annoying beeping sound. As REINFORCEMENT

was something NEGATIVE

a result, he finds himself

removed? REINFORCEMENT
What’s the
OUTCOME?
consistently buckling up was something POSITIVE
behavior was decreased:
whenever he drives. What added? PUNISHMENT

PUNISHMENT
type of operant conditioning
was something NEGATIVE
is evident in Tom's behavior? removed? PUNISHMENT
Sample Problem #4
Every time Tom gets into his
LET’S APPLY IT!
car, he immediately buckles What’s the
BEHAVIOR? was something POSITIVE

his seatbelt to stop the

added? REINFORCEMENT
behavior was increased:

annoying beeping sound. As REINFORCEMENT

was something NEGATIVE

a result, he finds himself

removed? REINFORCEMENT
What’s the
OUTCOME?
consistently buckling up was something POSITIVE
behavior was decreased:
whenever he drives. What added? PUNISHMENT

PUNISHMENT
type of operant conditioning
was something NEGATIVE
is evident in Tom's behavior? Answer: removed? PUNISHMENT
Negative Reinforcement
Sample Problem #5
Every time Angel forgets to do
LET’S APPLY IT!
her chores, her parents assign What’s the
BEHAVIOR? was something POSITIVE
her additional household tasks behavior was increased:
added? REINFORCEMENT

as a consequence. As a result, REINFORCEMENT

was something NEGATIVE
Angel starts to remember her What’s the
removed? REINFORCEMENT

chores more consistently to OUTCOME?

was something POSITIVE
avoid the extra workload. What behavior was decreased: added? PUNISHMENT

type of operant conditioning is PUNISHMENT

evident in Emily's situation? was something

removed?
NEGATIVE
PUNISHMENT
Sample Problem #5
Every time Angel forgets to do
LET’S APPLY IT!
her chores, her parents assign What’s the
BEHAVIOR? was something POSITIVE
her additional household tasks behavior was increased:
added? REINFORCEMENT

as a consequence. As a result, REINFORCEMENT

was something NEGATIVE
Angel starts to remember her What’s the
removed? REINFORCEMENT

chores more consistently to OUTCOME?

was something POSITIVE
avoid the extra workload. What behavior was decreased: added? PUNISHMENT

type of operant conditioning is PUNISHMENT

evident in Emily's situation? was something

removed?
NEGATIVE
PUNISHMENT
Sample Problem #5
Every time Angel forgets to do
LET’S APPLY IT!
her chores, her parents assign What’s the
BEHAVIOR? was something POSITIVE
her additional household tasks behavior was increased:
added? REINFORCEMENT

as a consequence. As a result, REINFORCEMENT

was something NEGATIVE
Angel starts to remember her What’s the
removed? REINFORCEMENT

chores more consistently to OUTCOME?

was something POSITIVE
avoid the extra workload. What behavior was decreased: added? PUNISHMENT

type of operant conditioning is PUNISHMENT

evident in Emily's situation? was something

removed?
NEGATIVE
PUNISHMENT
Sample Problem #5
Every time Angel forgets to do
LET’S APPLY IT!
her chores, her parents assign What’s the
BEHAVIOR? was something POSITIVE
her additional household tasks behavior was increased:
added? REINFORCEMENT

as a consequence. As a result, REINFORCEMENT

was something NEGATIVE
Angel starts to remember her What’s the
removed? REINFORCEMENT

chores more consistently to OUTCOME?

was something POSITIVE
avoid the extra workload. What behavior was decreased: added? PUNISHMENT

type of operant conditioning is PUNISHMENT

evident in Emily's situation? was something

removed?
NEGATIVE
PUNISHMENT
Sample Problem #5
Every time Angel forgets to do
LET’S APPLY IT!
her chores, her parents assign What’s the
BEHAVIOR? was something POSITIVE
her additional household tasks behavior was increased:
added? REINFORCEMENT

as a consequence. As a result, REINFORCEMENT

was something NEGATIVE
Angel starts to remember her What’s the
removed? REINFORCEMENT

chores more consistently to OUTCOME?

was something POSITIVE
avoid the extra workload. What behavior was decreased: added? PUNISHMENT

type of operant conditioning is PUNISHMENT

evident in Emily's situation? Answer:

was something
removed?
NEGATIVE
PUNISHMENT
Positive Punishment
NICE TO KNOW CONCEPTS
Reinforcers Punishers

Primary Secondary Primary Secondary

inherently learned inherently learned
rewarding association punishing association
 NICE TO KNOW CONCEPTS
Primary Reinforcers
Inherently rewarding things: their
value doesn't need to be learned as
they satisfy basic biological needs.
Examples include food, water, sleep,
shelter, and sex.
Secondary Reinforcers
Initially neutral, they gain their value
through association with primary
reinforcers that are inherently
satisfying. Examples include money,
trophies, and good grades
 NICE TO KNOW CONCEPTS
Primary Punishers Secondary Punishers

Naturally unpleasant or painful Unpleasant consequences learned

stimuli that directly discourage through association with primary
behavior. Examples include physical punishers. Examples include poor
pain, hunger, loud noises, extreme grades, penalties, loss of privileges,
temparatures, and bad odor. and negative facial expressions.
PRIMARY OR SECONDARY?
PRIMARY OR SECONDARY?
PRIMARY OR SECONDARY?
PRIMARY OR SECONDARY?
PRIMARY OR SECONDARY?
PRIMARY OR SECONDARY?
PRIMARY OR SECONDARY?
PRIMARY OR SECONDARY?
PRIMARY OR SECONDARY?
PRIMARY OR SECONDARY?
NICE TO KNOW CONCEPTS
Reinforcers Punishers

Primary Secondary Primary Secondary

inherently learned inherently learned
rewarding association punishing association
REFLECT ON THIS!
Albert sees Lucas get a gold star on his name tag for picking up trash in the
hallway. As a result, Albert starts picking up trash in the hallway in hopes
of also receiving a gold star. What kind of reinforcement is used?
5/7
DONE!
SOCIAL LEARNING THEORY
Learning through observation & imitation
WHAT CAN YOU NOTICE IN THESE PHOTOS?
 BEHAVIORISM/COGNITIVISM

SOCIAL LEARNING THEORY

Proponent: Albert Bandura

Claims that we can also learn by merely

observing; emerged as a response to
behaviorist beliefs that we can only learn
through reinforcements and punishments
FOR EXAMPLE!
Let's say you are Blue,
and your friend, Red,
has just graduated with
top honors in
psychology.

SOCIAL LEARNING THEORY

OBSERVATIONAL
LEARNING
individuals can learn simply by
observing others. Rather than
relying solely on direct experience,
people can acquire new
behaviors, attitudes, or emotional
reactions by watching others,
whether they are real or fictional
characters in media.

SOCIAL LEARNING THEORY

 I’m so proud
VICARIOUS of you, son!
REINFORCEMENT
Blue doesn’t need to experience
the reinforcement himself to be
inclined to do a certain behavior.
Witnessing the outcomes of that
behavior in others can be enough
for him to understand how it
might impact him, too.

SOCIAL LEARNING THEORY

 I’m so proud
of you, son!

MODELING
refers to the process of imitating
the behavior of others. People
are more likely to imitate models
who are perceived as similar to
themselves, credible, or in
positions of authority.

SOCIAL LEARNING THEORY

 I’m so proud
of you, son!
SELF-EFFICACY
an individual’s belief in
their capabilities to successfully
control actions or events in their
lives. These beliefs are based
on the individual feeling that they
possess the requisite cognitive
abilities, motivation, and
resources to complete
the task.

SOCIAL LEARNING THEORY

SOCIAL LEARNING THEORY

THE BOBO DOLL

EXPERIMENT
SOCIAL LEARNING THEORY

THIS IS A BOBO DOLL.

 SOCIAL LEARNING THEORY

THE BOBO DOLL

EXPERIMENT
Children aged 3 to 6 were individually
exposed to different adult behaviors
towards a Bobo doll. Some saw an adult
acting aggressively, while others witnessed
non-aggressive behavior or saw no adult
behavior.
 SOCIAL LEARNING THEORY

THE BOBO DOLL

EXPERIMENT
Those who observed aggression
were more likely to imitate it, displaying
hitting, kicking, and verbal aggression toward
the doll. In contrast, the non-aggressive and
control groups showed fewer aggressive
actions.
SOCIAL LEARNING THEORY

KEY IDEAS
Learning is a cognitive process that takes
place in a social setting.

Learning can occur by observing a

behavior and the consequences of such.

Learning can happen without an

observable change in behavior, because
we may learn without displaying what we
have learned.
5.1/7
DONE!
ANY QUESTIONS?
Recap
1 Freud’s Psychoanalytic Theory

2 Erikson’s Psychosocial Theory

3 Pavlov’s Classical Conditioning

4 Skinner’s Operant Conditioning

5 Bandura’s Social Learning Theory

Next Session
February 23, 2024

1 Piaget’s Cognitive Dev’t Theory

2 Vygotsky’s Sociocultural Theory

3 Kohlberg’s Moral Dev’t Theory

4 Maslow’s Hierarchy of Needs

5 Rogers’ People-Centered Therapy

Thank you!
SocSci Session 3