learning theories

• watson + rayner (1920) - classic 


  little albert -> conditioned emotional reactions
• W+R (1920) - aim

  explore how CC can be used to create phobias in humans

  2) generalisation -> is fear transferred

  3) effect of time on fear response

  4) how to eradicate fear in the lab
• W+R (1920) - procedure prior testing 


  tested US

  -> hit steal bar = crying + fear (UR)
• W+R (1920) - P session 1 


  ~ initial pairing

  ~ 11 months old -> gave him rat

  ~ reached for rat -> loud noise

  f -> albert jumped/ fell forward

  -> 2nd time whimpered
• W+R (1920) - P session 2 


  ~ 1 week later (strong association)

  ~ rat + noise 5x

  F -> crying and crawling away at rat alone
• W+R (1920) - P session 3

  ~ NS -> blocks -> tests responce due to conditioning

  ~generalisation -> rabbit, dog, cotton wool

  F -> blocks = :)

  -> other similar = crying/ crawling

  -> cotton wool = less afraid
• W+R (1920) - P session 4

  ~ 5 days later

  ~ rat alone

  ~ dog/ rabbit + loud noise

  ~ new location -> theater

  F -> animals = large fear

  -> blocks = :)

  -> theater = slight fear
• W+R (1920) - P session 5 


  ~ 1 month later

  ~ albert shown stimuli

  F-> varying degrees of fear
• W+R (1920) - AO3

  G - only 1 very young ppt -> unrepresentative

  R + standardied procedure -> easily replicable

  + well documeted -> films = inter obeserver reliability

  A + led to development of therapies -> eg SD
• W+R (1920) - AO3

  V + high internal -> controlled

  + prior tested NS+US

  + blocks decrease anxiety -> prove fear is specific

  + no extraneous variable

  - low ecological + mundane realism

  E - lack of informed consent

  - purposefully caused psychological harm
• becker (2002) - contemporary

  eating behaviours + attitudes following prolonged exposure to tv in ethnic Fijian adolescent girls
• B(2002) - aim 


  To investigate the effect of prolonged exposure of television on attitudes to eating and eating behaviours in Fijian adolescent girls.
• B(2002) - procedure

  ~ naturalistic experiment

  ~ Prospective design= study begins at the start of change + tracks

  development over time.

  ~ Multi wave = several different measurements used

  ~ Cross sectional = research that looks at a group of individuals

  within a set period of time.

  ~ two separate groups of adolescent girls from Nadroga Fiji.
• B(2002) - 1st sample

  63 girls in 1995 several weeks before the introduction

  of TV to Fiji.
• B(2002) - 2nd sample 


  ~ 65 girls

  ~ studied 3 years later in 1998.

  ~ quantitative + qualitative methods to investigate the impact of TV on

  the participants feelings + attitudes + eating behaviours
• B(2002) - procedure


  1. EAT-26 Survey -> investigate binging + purging behaviours

  2. Quantitative data -> 20 = high -> indicates a disordered attitude towards food

  3. Separate questions were asked about subjects such as household ownership and television viewing

  4. >20 on Eat-26 survey were in a semi-structured interview
• B(2002) - 2nd sample procedure (1998)

  1. Questions on body image + dieting as well as questions to determine any disparities between themselves + their parents concerning diet and weight

  2. A varied subset of 30 girls from the original 65 with a range of disordered eating habits and behaviours were followed up with an interview that included probing, open ended questions aimed at investigating practices concerning weight and diet
• B(2002) - results 


  ~ EAT-26 Score of more than 20 had doubled (growing from 12.7% to 29.2%)

  ~ self-induced vomiting as a means of weight control increased from 0% to 11.3%.
• CC - extinction 


  when CS is presented without US response conditioned decrease
• CC - spontaneous recovery

  reappearance of extinct CR
• CC - generalisation 


  things similar to CS produce same response
• CC - discrimination 


  ability to distinguish between CS + a similar one -> no response
• CC - strengths

  + supported by Pavlov's study -> dogs salivate through association

  + application to real life -> eg. therapies + treating phobias
• CC - weaknesses 


  ~ based on animal studies -> not generalisable

  ~ reductionist -> learning reduced to stimuli + response
• Pavlov's dogs (1927) - aim 


  study natural associations between stimuli + reflex responses in organisms
• P(1927)n - sample 


  35, immobilised dogs -> sound, smell + sight eliminated
• P(1927) - procedure 


  1) metronome + food (x20) -> salvation after 9s

  -> 11 drops in 45s

  2) metronome + buzzer

  3) buzzer before food -> forward conditioning

  4) buzzer after -> no backward conditioning
• p(1927) - conc 


  'signaliation' in brain links metronome with food -> trigger salvation
• b(1961) - Strengths

  • Based on lab research
  • Children likely to imitate aggressive behavior when they observe it compared to control
  • Validates theory as it supports what theory says about learning through observation
  • Significant contribution to aggression + phobia research
  • Useful practical application for reducing aggression
• Bandura Found


  Children likely to imitate aggressive behavior when they observe it compared to control
• Validates theory as it supports what it says about learning through observation
• Significant contribution to aggression + phobia research
• Useful practical application for reducing aggression
• SLT - Weaknesses

  • Simplifies behavior
  • Reductionist -> behaviour into 4 Stages
  • Conditioning as a method of learning
  • Only considers nurture + ignores Individual differences
  • Reductionist, ignores biological factors