Study Notes for Chapter 4: Learning Approach
Chapter 4: Learning Approach
Learning Intentions
In this chapter, you will learn how to:
Describe and apply the concepts and terminology of the learning approach and its main assumptions.
Explain and apply the psychology being investigated in the learning approach.
Describe, evaluate and apply the three core studies from the learning approach.
Apply relevant research methods to the learning approach.
Consider issues and debates that are relevant to the learning approach.
Introduction
The aim of this chapter is to introduce you to the learning approach to psychology and to explore three studies that illustrate this approach:
Bandura et al. (aggression): Based on social learning theory; examines the effect of adult behavior on children, particularly aggression.
Fagen et al. (elephant learning): Explores positive reinforcement training in elephants to improve welfare.
Saavedra and Silverman (button phobia): A case study of a boy with a phobia of buttons, utilizing classical conditioning to reduce this fear.
Key Concepts in the Learning Approach
This approach is concerned with how humans and animals change and acquire behavior through different mechanisms, including:
Learning from others (social learning)
Learning by association (classical conditioning)
Learning from rewards and punishments (operant conditioning)
Learning is defined as new, permanent changes in behavior following experience.
The comparison of learning mechanisms in humans and animals highlights both similarities and differences in capabilities and learning processes.
Main Assumptions in Context
The following are the main assumptions of the learning approach:
Blank Slate: Each individual is born without mental content; knowledge is acquired from the environment.
Key Term: Blank slate: The idea that all individuals are born without any mental content, necessitating experience to form knowledge.
Learning Processes: Learning involves social learning, operant conditioning, and classical conditioning, where experiences shape behavior through stimulus-response interactions.
Definition by Kimble (1961): "Learning is defined as a relatively permanent change in behavioral potential which accompanies experience."
The definition has three parts:
Acquisition of new responses (relatively permanent change).
Learning can occur without demonstrated behavior (behavioral potential).
The environment provides opportunities and influences learning.
Consideration of repeated stimulus exposure, rewards, and role models as pivotal elements of the environment affecting behavior.
Core Study 1: Bandura et al. (Aggression)
Reference: Bandura, A., Ross, D., & Ross, S. A. (1961). "Transmission of aggression through imitation of aggressive models". Journal of abnormal and social psychology, 63(3), 575–582.
Psychology Being Investigated
The study focuses on children imitating adults, highlighting social settings as significant in behavior imitation. Important factors include:
Attention and retention by the observer (child) are critical to learning from models.
Expectation: Observing aggressive models leads to increased aggressive behavior and vice versa for non-aggressive models.
Keywords
Model: A person who inspires or encourages others to imitate behavior.
Social learning: Learning behavior by observing and later imitating a role model.
Aggression: Behavior aimed at harming others either physically or psychologically.
Aim and Hypotheses
The aim was to investigate whether children would learn aggression through observation and whether the sex of the model mattered.
Four hypotheses were proposed:
Children exposed to an aggressive model would exhibit more aggression than those exposed to a non-aggressive or control model.
Observed non-aggressive behavior would lead to less aggression compared to controls.
Children will imitate same-sex models more frequently.
Boys will copy aggressive behavior more than girls.
Issues and Debates
Nature vs. Nurture: The debate underscores the role of environment in shaping behavior, particularly how adults act as models and enforce rewards/punishments.
Methodology
Research Method: Laboratory experiment with independent measures design.
Sample: Seventy-two children aged 3-6 (36 boys and 36 girls) from Stanford University nursery school.
Procedure: Children were observed for aggression levels and subsequently assigned to groups based on aggression matching.
Dependent Variable: Observations of children’s behavior post-exposure were noted through controlled observation.
Results
Children exposed to aggressive models were significantly more aggressive compared to those in non-aggressive or control groups.
Gender differences in aggression levels were noted, with boys showing higher aggression levels than girls when exposed to male models.
Ethical Considerations
Ethical concerns arose from potential psychological harm and aggressive behavior learned by children. The study's potential impact on child psychology was highlighted.
Conclusion
Bandura et al.’s study demonstrates that observation and imitation play critical roles in learning behaviors, supported by the findings that aggression could be learned without reinforcement.
Core Study 2: Fagen et al. (Elephant Learning)
Reference: Fagen, A., Acharya, N., & Kaufman, G. E. (2014). "Positive reinforcement training for a trunk wash in Nepal's working elephants". Journal of applied animal welfare science, 17(2), 83-97.
Psychology Being Investigated
The study embodies operant conditioning, demonstrating learning based on the outcomes of behavior through reinforcement.
Positive reinforcement is emphasized, showcasing improvements in animal welfare.
Research Design
Controlled observation of elephants using behavioral checklists to gauge responses to training.
Positive reinforcement was coupled with secondary reinforcers (sounds) to train elephants for health management.
Results
Majority of juvenile elephants successfully learned the trunk wash behavior, while an adult elephant exhibited challenges, demonstrating individual variances in learning capacity.
Conclusion
The study confirmed that positive reinforcement can effectively train captive elephants and improve their welfare.
Core Study 3: Saavedra and Silverman (Button Phobia)
Reference: Saavedra, L. M., & Silverman, W. K. (2002). "Case study: disgust and a specific phobia of buttons". Journal of the American Academy of Child and Adolescent Psychiatry, 41(11), 1376-1379.
Psychology Being Investigated
This study integrates classical conditioning principles to understand the development of phobias and the role of disgust as a potential target for treatment.
Methodology
The study's aim was to evaluate the efficacy of positive reinforcement and imagery exposure in treating button phobia in the subject, a 9-year-old boy.
The clinical case study design allowed deep exploration of personal experiences and phobia treatment.
Results
Imagery exposure therapy proved effective in reducing the patient's disgust and fear, contrasting with the less effective outcomes of positive reinforcement.
Conclusion
The study indicates the significance of addressing both disgust and fear in phobia treatment and validates imagery techniques alongside traditional behavioral therapies.
Issues, Debates, and Applications of Learning Approach
Applications in everyday life can be seen in parental controls and media limitations to mitigate aggressive behaviors in children observed through Bandura et al.
Individual and situational factors matter within the learning environment, highlighting both innate and environmental influences.
Ethical considerations arise, especially with children and animals in research contexts, emphasizing the need for protective measures and informed consent.
Learning approaches underlie therapy methods utilizing conditioning, furthering practical applications in clinical psychology.