LEARNING TOPIC

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LEARNING RE-CAP
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CLASSICAL CONDITIONING

• Classical Conditioning is learning via …………………………………..

• In pairs use the classical conditioning equation to describe the Little Albert and Pavlov studies
Before Conditioning
UCS – UCR
NS
During Conditioning
UCS + NS = UCR
After Conditioning
CS – CR
LITTLE ALBERT

Before Conditioning
UCS – UCR
(Loud noise – Fear)
NS (Rats)
During Conditioning
UCS + NS = UCR
After Conditioning
CS – CR
(Rats – Fear )
PAVLOV

Before Conditioning
UCS – UCR
(Food – Salivation)
NS (Metronome, or any of the other stimuli used e.g. bell)
During Conditioning
UCS + NS = UCR
After Conditioning
CS – CR
(Metronome – Salivation )
CLASSICAL CONDITIONING

• Little Albert was not only afraid of rats but all fluffy white things. This was because ?

• Ava was afraid of dogs when she was 3. She is now 16 and wants a Pug for Christmas. She
is still, however frightened of Labradors. How could the learning topic area explain this set
of behaviours ?

• Priya was afraid of snakes but recently she was happy to go to the reptile room at Chester
zoo. How could the learning topic explain her change in behaviour?
CLASSICAL CONDITIONING

• Little Albert was not only afraid of rats but all fluffy white things. This was because ?
Generalisation
• Ava was afraid of dogs when she was 3. She is now 16 and wants a Pug for Christmas. She is still,
however frightened of Labradors. How could the learning topic area explain this set of behaviours ?
Discrimination
• Priya was afraid of snakes but recently she was happy to go to the reptile room at Chester zoo. How
could the learning topic explain her change in behaviour?
• Extinction - This is when the CS is no longer associated with the CR
 • A01 (Description)
Say what it is on the tin. If the word is complicated to describe make sure
that you give an example.
ASSESSMEN Give, identify, outline
T • A02 (This still requires AO1)

OBJECTIVES Explain (4- 6 marks): Every sentence must relate back to the scenario
and should be to more than just he/ she or the name of the individuals in
the stem.
Discuss (8 – 12) This should be an A01 then A02 structure. You can also
give an alternative explanation
• A03 (Evaluative but still requires A01)
Evaluate or Assess/ Analysis
Assess or analyse requires a conclusion even if that is through each
paragraph or at the end of the answer.

You cannot achieve top bandings individually!

STEM QUESTION: A02

• Plan the following question …

Eleanor is a nanny. She is concerned that the child she is looking after (Ethan) is becoming
naughty after watching episodes of Horrid Henry. Explain Eleanor’s concerns using social
learning theory (4)
ANSWER

• Elenor should be concerned that Ethan is watching Horrid Henry as he may imitate and
model the characters behaviour as Ethan is the same gender as Henry. He will pay
attention to the naughty behaviour demonstrated by Henry, he will then retain (creating a
mental representation) this information and reproduce if he is given the motivation. The
motivation is indirect and he may respond to the attention that Henry receives from his
fans. This observation of reward is an example of vicarious reinforcement. He may not
imitate behaviour if Henry is seen to be punished for his naughty behaviours.
A03

• Jemima is a primary school teacher. She has an unruly class. She has recently been
researching methods of behaviour management. Discuss how Jemima could use a
knowledge of operant conditioning to support her in her classroom (8)
 THE ANSWER ….

• Operant conditioning would suggest that Jemima could make her students learn by consequence.
If Jemima would like to increase the good behaviour she may use a positive reinforcement e.g. a
reward, such as golden time. If she wants to reduce negative behaviour, Jemima may use
punishment e.g. putting children in isolation.
• That said, Jemima could also use negative reinforcement whereby she may threaten isolation if
the children are being naughty. This would, therefore prevent bad behaviour and increase good
behaviour. Jemima can also use behaviour modification systems to manage behaviour e.g. she
may use secondary reinforcers e.g. a reward chart which then lead to golden time after a certain
number of stickers are gathered.
ANSWER CONTINUED….

This could be given at variable intervals e.g. an inconsistent times so that children do not guess the
when the reinforcement will be given rather than at fixed interval e.g. every time the children behave.
Jemima may need to consider the impact of individual differences in the development of behaviour. It
may be that the children have a strong internal locus of control may not respond to reinforcement and
they could, therefore continue to misbehave.

To conclude, an increased knowledge of operant conditioning will help Jemima improve the
behaviour of the majority of her class but, due to individual differences, she may have to use other
learning techniques with certain children.
 CAPAFONS (CONTEMPORARY STUDY)

• Create a flow chart for a participant in the treatment group

8 MARK EVALUATION

• Usually, A01 + A03

Evaluate one contemporary study from learning theories. (Capafons)

AO1 • The interval between pre- and post-test sessions was about
• The purpose of the study was to measure the effectiveness eight weeks. For the treatment group, this involved two one-
of systematic desensitisation as a treatment for a fear of hour sessions a week and 12 to 15 sessions in total. The
flying. session used traditional training techniques of breathing,
• A volunteer sample of 41 participants was allocated to each progressive muscle relaxation and imagination. After eight
condition using random sampling. 20 participants were weeks, the treatment and control group were invited back to
assigned to the treatment group who would receive the retake the questionnaire and simulated video test. The
systematic desensitisation, while 21 were assigned to the control group watched the video, but did not have systematic
control group which did not receive any therapy. desensitization therapy.
• A number of diagnostic scales were used, including Escala • The control group which did not have any form of
de Miedo a Volar (EMV), which measures degree of anxiety treatment showed no reduction in the participants'
perceived in relation to different flight situations. EPAV assessment of their own fear of flying or objective measures
scales were used to assess the occurrence of catastrophic of arousal.
thoughts, such as the wings falling off or the fear of the • There were no significant differences between the control
engine catching fire. group and treatment group prior to treatment. The treatment
• A video made from a subjective perspective group showed significant improvement in their fear
about a trip by plane was also used. Three minutes prior to compared with the control group, which suggests that it
the showing of the video, an interview was completed where could be an effective treatment for the fear of flying.
measurements were taken on the EPV, EPAV scale and heart
rate, temperature and muscular tension were measured.
AO3
• Strength of this study is its scientific method of assessment. Measures of fear and anxiety were achieved through
quantifiable data (such as the use of scales) and objective
measures (such as heart rate).
• The laboratory setting means that every participant experienced the initial stages of the experiment in the same way and
minimised extraneous variables.
• Results cannot be generalised to other fears and only apply to fear of flying which limits generalisability as does the
small and self-selected sample.
• Credibility was achieved through using a number of measures such as interviews and self-reports alongside a
control group that was carefully matched with the treatment group on factors such as age, gender and strength of fear for
the fear of flying.

To get the top banding you need to complete the so what.

METHODS

• Jacob wants to conduct an observation in a psychiatric institution to measure the

behaviours of staff and inmates.
Plan how Jacob might go about doing his observation.
BANDURA’S STUDIES ARE NAMED …..

• 1961 : Original (Gender and non violent v’s violent model)

• 1963: Film Mediated
• 1965: Vicarious Reinforcement

• If you get an 8 marker on this question e.g. Evaluate Bandura’s studies relating to
Social Learning Theory
• Describe and evaluate the original and show an understanding of the 1963 and 1965
 TREATMENTS OF PHOBIAS

• Person A: Systematic Desensitisation

• Person B: Flooding

Evaluating a treatment
Appropriateness
Practicality
Ethics
Effectiveness (Capafons)
 The treatment

1. Interviewed by researchers initially  Treatment took place at university

2. Self-report data provided using the  2 one hour sessions a week for the patient
scales (between 12 & 15 total over 8 weeks). Included
invivo and invitro methods

3. Physical measures taken whilst

watching a video of someone else  Treatment involved training in relaxation,
taking a flight imagination, breathing techniques and some
live elements

4. Further interview to explain moving

on to the treatment (therapy group) or  Also a techniques of ‘stop thinking’ and brief
for the next assessment session relaxation taught, to help in the actual phobic
(waiting control group) situation
 Issues and Debates

Section E: Paper 1

1 x 8 marker
1 x 12 marker

P1 (2019)

Assess how far research from social psychology and cognitive psychology could be considered to
be ethical (8)

To what extent is biological psychology scientific (12)

Paper 3: Q4 (16)

Evaluate the classic studies by Baddeley (1966b) and Watson and Rayner (1920) in terms of
reductionism. (16)
THE KEY TO • Theory
ISSUES AND • Classic Study
DEBATES • Method
 ISSUES AND DEBATES

Issue/ debate Little Albert

Science
Social Control
Social Sensitivity
Reductionism
Time
Gender and Culture
Nature V’s Nurture
Ethics
Practical Issues
 WHICH STATS TEST ….

What 3 pieces of information would you use to choose a Stats test ?

 THE PRACTICAL How could we plan this
study ?

Aim

The aim of this observation is to look at mobile phone usage in the street and factors such as age and
gender.

Quantitative Aim

To see whether age and gender is associated with the use of mobile phones.

Qualitative Aim

To observe the differences in mobile use in a group or not e.g. whether being alone meant you use phones
for recreational purposes in comparison to being in a group.
 SUMMER HOMEWORK

Summer homework :

Content Analysis
Issues and Debates
Individual differences

After the summer – Quick revision of the topic and then the social and learning practical