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Behaviourist Approach - Coggle Diagram
Behaviourist Approach
Evaluation
CC has been applied to therapy - led to development of systematic desensitisation as it implies phobias are learnt so can therefore be unlearnt.
CC only sometimes explanation - Seligman 1970 - concept of preparedness, animals learn associations significant to survival but are unprepared to learn non-significant things.
Generalisability - CC and OC used animal studies, basis of behaviour is similar to humans but humans are much more complex, humans have free will so unlike in Skinner's research they may not rely on positive or negative reinforcement although Skinner argues free will is an illusion and behaviour is actually a product of external influences.
SLT Application - used to increase understanding of criminal behaviour. Akers 1998 - probability of someone engaging in criminal activity increases when exposed to others committing crimes. Ulrich 2003 - importance of SLT supported in review of literature, strongest cause of delinquency was seeing violence modelled and rewarded.
Problem with causality - Siegel and McCormick 2006 - young people with deviant attitudes would seek out peers with similar behaviours as they are more fun to be with than less reckless peers. Cause of delinquency may not be SL from exposure to deviant models but possession of deviant attitudes.
Classical Conditioning
Assumption that we are born as a blank slate (tabula rasa - John Locke) so everything is learned, behaviourists reject the idea of introspection.
Classical Conditioning is learning through association. Theory was proposed through research from Pavlov's Dogs (1927)
Before - Bell (NS), Food (UCS), Salivation (UCR). During - Bell and Food, Bell (NS), Food (UCS), Salivation (UCR). After - Bell (CS), Salivation (CR)
Operant Conditioning
Operant conditioning is learning through consequences. Theory was a result of Skinner's Box research.
Rat is hungry and performs curious explanatory behaviours. A pellet of food appears by chance when a lever is pressed. The rat does this again to get more food.
Positive Reinforcement - increases likelihood of a behaviour occurring as it adds a consequence which is pleasant. Negative Reinforcement - increases likelihood of behaviour happening again by removing an unpleasant sensation. Schedules of reinforcements are how often behaviour is reinforced. Continuous - reinforced every time, strong effect. Partial - reinforced part of the time, weaker effect.
Social Learning Theory
Bandura 1961 - Bobo Doll study - children observed adult models interacting with a bobo doll, half observed aggressive behaviour and half observed non-aggressive behaviour, aggressive models showed acts such as striking with a mallet with verbal aggression. Following exposure to the model, children were frustrated with seeing attractive toys that they couldn't touch, they were taken to a room with other toys and a bobo doll. Findings - those who observed aggressive behaviour reproduced this at the bobo doll. Those who saw non-aggressive behaviour exhibited no aggression towards it. 1/3 of aggressive children repeated verbal aggression.
SLT - Learning through observing with three main factors. Modelling - someone (a role model) carries out the behaviour as the child watches. Imitation - the action is copied and reproduced. Identification - the extent an individual relates to the model and feels similar to them, a form of influence where the individual copies the behaviour so that they feel associated with the group or person.
Mediational Processes - observed behaviours can be stored and acted on later and MPs determine if that observed behaviour is actually imitated. There are 4 identified by Bandura.
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