Approaches

Define vicarious reinforcement

Is reinforcement that is not directly experienced by us but occurs through observing SOMEONE ELSE, bring reinforced or punished for a behavior

Define Operant conditioning

Learning through consequence

Define Classical conditioning

Learning through reinforcement

Outline how behaviourists explain learning through the process of operant conditioning.-AO1

In Operant Conditioning behaviour is shaped by its consequences. Learning is shaped (and maintained) by its consequences.

There are different types of reinforcement such as

positive reinforcement- receiving rewards when a certain behaviour is performed-

negative reinforment- when one avoids something unpleasant-.

Positive and negative reinforment increase the likely hood that behaviour is repeated.

TBC….

State one assumption of the cognitive approach - 2m

• internal mental processes can be studied

• mental processes can involve schema

• theoretical and computer models can be used

• it is possible to make inferences about mental processes (eg from models)

• neural mechanisms can be combined with cognitive processes in cognitive neuroscience

Outline and briefly discuss cognitive neuroscience.

• cognitive neuroscience aims to explore the neurobiological basis of thought processes and disorders

• cognitive neuroscience has emerged with improvements in technology such as fMRI and PET scans

• more scientific/objective in research study

• nature/nurture debate – cognitive neuroscience has demonstrated the brain’s plasticity(/ability to adapt) throughout life supporting the role of experience

• free will/determinism debate – cognitive neuroscience demonstrates the role of experience in shaping the brain showing biology is not destiny

• research studies identifying neurological basis of mental processes, eg Tulving (1994) PET scan study on memory

should be used to ensure the sample is representative • relevant strengths in comparison to other sampling methods

Explain how a sample of 20 participants could be selected for your study using either random or stratified sampling.

Outline one strength of the sampling method you have selected.

• identify the strata that make up the A-level psychology students. Work out the proportions needed for the sample of 20 to be representative. Use random sampling to select the participants that make up each stratum.

• should be used to ensure the sample is representative

• relevant strengths in comparison to other sampling methods

Briefly explain two reason why research should be peer reviewed.

(more to research flash card)

to reduce chances of flawed/unscientific research being published and therefore treated as ‘fact’ and misinforming the public

to improve quality of published reports by suggesting amendments or further control/extension work.

Identify two ethical issues in the design and conduct of psychological research. In each case, explain how the issue you have identified could be dealt with.- 6m

(more to research flash card)

• informed consent – participants should be given a consent form including all the details of the study so they can make an informed decision as to whether they wish to participate; for children under 16 years their parent/guardian needs to sign on their behalf; presumptive consent/retrospective consent

• deception – fully debrief participants at the end of the study and make aware of the true aims of the study; participants should be given the right to withdraw their data from the study

• protection from harm – reassurance provided about their behaviour/performance in the study (debrief); counselling provided if necessary; fully debrief participants at the end of the study and make aware of the true aims of the study; participants should be given the right to withdraw their data from the study

• privacy & confidentiality – protect any personal details collected; maintain anonymity by using pseudonyms/initials/numbers when referring to participants

What do social learning theorists mean by imitation? - 1m

Imitation means copying the behaviour of a role model

Mr Benson is a primary school teacher. He has noticed that some of the children in his class push to the front of the queue when it is time to leave the classroom.

Suggest how Mr Benson might use vicarious reinforcement to alter the behaviour of these children.

Explain your answer with reference to social learning theory. -3m

1 - positive consequences for the model(s) for performing the desired behaviour, eg allowing the children in the queue to exit first and / or praising them / giving them privileges / stars / edible rewards, in front of all the class, for their orderly conduct.

2- negative consequences for undesired behaviour eg show the class a video of children being punished for pushing to the front of the queue.

3- Behaviour seen to be rewarded / reinforced will be repeated; OR behavior seen to be punished will be avoided; child learns by observing a model and consequences for the model;

Explain one box strength and one limitation of using social learning theory to explain the different attitudes of Steph’s and Georgie’s daughters.

Possible strengths:

• SLT offers a positive approach to explaining behaviour as SLT suggests behaviour can be shaped by our environment, providing the opportunity for Georgie’s daughter’s attitude to schoolwork to be influenced through positive role modelling.

• SLT is an evidence-based approach – research evidence e.g., Bandura demonstrates that children are able to learn behaviour through observing the behaviour of an adult, therefore there is research evidence to suggest that Georgie and Steph’s daughters could have also learned their behaviour by observing the different attitudes of their mothers.

• SLT is a scientific approach with explanatory power – reduces self-blame and provides reasons why Georgie’s daughter has a negative attitude to her schoolwork/she is not just being lazy.

• SLT focuses on nurture, looking at how our environment and role models shape our behaviours, and therefore does not assign blame solely to their parents’ genes, reducing issues of guilt, suggesting Georgie’s daughter’s attitude to her schoolwork could be due to her peers, teachers, or other role models rather than blamed on her mother.

• SLT considers mediational processes so is less deterministic (soft determinism) than other approaches e.g., behaviourist approach, so Steph and Georgie’s daughters have an element of choice in whether they imitate the behaviour of their mothers.

Possible limitations:

• SLT is deterministic with behaviours being shaped by our environment and role models rather than empowering the individual with free will, suggesting that Steph’s and Georgie’s daughter’s behaviours are determined and thus they are not able to change their attitudes

• SLT focuses on nurture which may assign blame to role models, suggesting Georgie’s attitude may have shaped her daughter’s behaviour which could cause Georgie to feel guilty/assign guilt

• SLT is too simplistic, ignoring the influence of hormones or genetics on behaviour therefore time could be wasted trying to shape Georgie’s daughter’s attitude with positive role models (teachers/peers).

• The validity of the research supporting SLT can be questioned e.g., the artificial environment in Bandura’s research does not provide a relevant basis to explain Steph and Georgie’s daughter’s behaviour.

what are schema

• a mental framework of beliefs and expectations that influence cognitive processing.

• (they are developed from experience)

what is cognitive neuroscience

the scientific study of the influence of brain structures on mental processes