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Learning Theories: Individual Differences - Coggle Diagram
Learning Theories: Individual Differences
How CC explains it
Learning through
ASSOCIATION
E.g. PHOBIAS:
it makes sense why some ppl fear clowns, some don't.
the experience of CC will differ and so WHAT they learn will differ too.
Scenario 1: child is exposed to a clown (NS) and the sound of a loud balloon popping (UCS) and elicits fear (UCR). Over several pairings, the clown alone elicits fear so an association has been formed; Clown is now the CS and the fear is now the CR
Scenario 2: child is exposed to a clown (NS)
Supporting Evidence: Animal
Pavlov's Dogs
conditioned dogs to salivate at the sound of a bell
paired a NS (bell) and an UCS (food) multiple times
an association formed; NS-> CS (bell), UCR->CR (fear)
GRAVE
Supporting Evidence: Human
Little Albert
Evaluate - GRAVE
NOT GEN/REL
only uses 1 sample
deliberately chosen - emotionally stable
other children might have reacted diff to stimulus
therefore, results may not be REPRESENTATIVE of others.
artificially induced a child to fear a NS (white rat)
7 times (joint stimulation of white rat and hitting metal bar)
white rat became the CS and elicited fear alone
How OC explains it
Learning through
Reinforcement/Punishment
This theory would predict that patterns of reward can be used to shape differences in behaviour
Example: How OC TEPs might lead to people learning and behaving differently
TEPs
in a prison would have
diff
reward patterns for diff prisoners
depending on the circumstance;
one person gets rewarded for every day they don't fight
(so now their fighting reduces), whereas
another prisoner would get rewarded every day he makes his bed** (so now they make their bed everyday) - we can see the individual differences in behaviour; fighting less + making their bed!
How OC Explains Gender Differences in Learning
A son may imitate behaviour of their mother putting on make-up
this may be PUNISHED by the FATHER as it is not seen as gender appropriate behaviour
this would shape the son's behaviour
a daughter would be REINFORCED for this behaviour as it is gender appropriate
Supporting Evidence
Fagot (1978)
found that
boys = reinforced
for playing with
gender appropriate toys (e.g. bricks)
and
punished
for playing with playing with
gender inappropriate toys (e.g. dolls)
Girls = reinforced
for
staying close to a parent
and
punished
for
rough and tumble play
How SLT explains it
Learning through
OBSERVATION
observing a
ROLE MODEL
someone of high status e.g. parent and observer can identify with i.e same sex and therefore someone we aspire to
more likely to imitate of model is of same sex
Gender Behaviours and Gender Differences
can be learned through process of observational learning
children observe the ppl around them behaving in various ways , some of which relate to gender
they pay ATTENTION to these models and encode their behaviour
later, they imitate
they may do this regardless of whether the behaviour is 'gender appropriate'
(but there are a number of processes that make it more likely that a child will reproduce the behav. that its society deems appropriate for its sex)
Process Number 1
Child is
more likely to attend to, and imitate
those they perceive as
similar to them
Consequently, more likely to imitate behaviour modelled by ppl of the same sex
So a daughter may idolise her mother more than her father due to relating to her more so behaviours of the mother would be replicated more than behaviours of the father
Process Number 2
Reinforcement/Punishment
the child is
likely reinforced
for
acting in gender appropriate
ways or
punished or ignored
for
gender inappropriate
behaviours.
Process Number 3
Vicarious Reinforcement and Punishment
observing the CONSEQUENCES of other people's behaviour
motivated to imitate the behaviour it has seen reinforced
avoid imitating behaviour that they've seen punished
Supporting Evidence
Bandura (1961)
found that boys watching agg. male model imitated 25.8 actions
compared to girls watching agg. female model imitating 5.5 actions
ARRM
Attention
Retention
Reproduce
Motivation (internal/external/vicarious)
Main Idea: Individuals might be exposed to different models, modelling different behaviours - the different experiences of each individual could therefore explain individual differences in behaviour
Example: How a child might become a thief and another does not, based on SLT principles
A
: child may idolise a friend and pay ATTENTION to their behaviour
R
: child observes them stealing something with no consequence so RETAINS this information for later
R
: they REPRODUCE this behaviour if they have low self-esteem and high self-efficacy
M
: MOTIVATION may be internal (buzz- from not getting caught) or external (no consequence e.g. no +ve reinf. from friends or no punishment)