1.1.2 Social learning theory including imitation, identification, modelling,
Origins of psychology vicarious reinforcement, the role of mediational processes and Bandura’s 1.4 The psycho
Wundt and introspection research and superego
• Wilhelm Wundt established the first psychology lab • Learning that occurs indirectly • Un
• Wundt pioneered the method of introspection Bandura = agreed with behaviourist, learning =
• Standardized procedures through experience
• Significance of Wundt’s work Learning occurs = social context – observation and
Emergence of psychology as a science imitation of others beh. • Trip
• 1900s Early behaviorists rejected introspection • Learning is related to consequences of behaviour; vicarious
• 1930s Behaviourist scientific approach dominated psychology reinforcement
• 1950s Cognitive approach used scientific procedures to study mental processes Observe and take note of the consequences
• 1990s The biological approach introduced technological advances Beh = rewarded (reinforced) = more likely to be
copied than beh that is punished
1.1.1 Learning approaches: the Behaviourist approach; including classical conditioning and • Mediational (cognitive) processes play a crucial role in learning
Pavlov’s research, operant conditioning, types of reinforcement and Skinner’s research Involved in learning • 5p
• Focus on observable behaviour only Involved in performance of behaviour
Born as a tabula rasa (blank slate) Learning and performance do not have to occur
Not concerned with mental processes of the mind together
Introspection; rejected as concepts = vague and difficult to measure Attention – whether beh is noticed
• Controlled lab studies Retention – whether beh is remembered
Maintain more control and objectivity within their research and relied Reproduction – being able to do it
on lab studies to achieve this Motivation – the will to perform the beh
• Use of non-human animals • Imitation of aggression; Bandura’s research
Processes which govern learning the same in all species, so non- Children watched either…
human animals can replace humans as experimental subjects An adult beh aggressively towards a bobo
Classical conditioning doll
• Pavlov’s research An adult behaving non-aggressively
Learning through association towards a bobo doll
Conditioning dogs to salivate when a bell rings When given their own doll, children = seen • Se
Before: aggression = more aggressive to doll
UCS causes UCR Children who saw adult
NS causes no response Rewarded
During: Punished
NS + UCS (occur at the same time) causing the UCR No consequence
After: Children = aggression rewarded – much
CS causes CR more aggressive themselves • Oe
Operant conditioning • Identification with role models is important
• Skinner’s research More likely to imitate the beh of people they identify
Used rats and pigeons in specifically designed cages with
Behaviour is shaped and maintained by its consequences Role models are similar to the observer
When a rat activated the level (pigeon pecked a disc) it was Usually attractive and have high status
rewarded with a food pellet • Children model aggressive behaviour
A desirable consequence led to the behaviour being repeated Bobo doll = suggest children more likely to imitate
If pressing level meant an animal avoided an electric shock, the acts of violence if they observe these in an adult role
behaviour would also be repeated model
Learning = an active process Case that modelling aggressive behaviour = more
• Three types of consequences of behaviour likely if such beh is seen to be rewarded (vicarious
Positive reinforcement – receiving a reward when behaviour is reinforcement)
performed • De
Negative reinforcement – When an animal or human produces
behaviour that voids something unpleasant
Punishment – an unpleasant consequence of behaviour
1.2.1 The cognitive approach: the study of internal mental processes, the role of the
schema, the use of theoretical and computer models to explain and make inferences
about mental processes. 1.3 The biological approach; the influence of genes, biological structures and
• Scientific study of mental processes neurochemistry on behavior. Genotype and phenotype, genetic basis of
Direct contrast = behaviourist approach behavior, evolution and behavior
Argues mental processes should be studied (e.g. memory and • Everything psychological is at first biological
perception) • Fully understand beh = must look at biological
• The role of inference in the study of mental processes structures within the body
Mental processes = private and cannot be observed • Genes, neurochemistry and the nervous system
Study indirectly through inferences on what is going on inside • Behaviour has a genetic and neurochemical basis
people’s heads on the basis of their beh. • Behaviours are inherited such as physical
• The use of theoretical models when describing and explaining mental characteristics e.g. height or eye colour
processes • 5HT1-D beta gene = OCD
Information flows through a sequence of stages • Neurochemistry; low levels of serotonin in OCD
Stages include input, storage and retrieval such as MSM of • The mind and body and the same
memory • The mind lives in the brain – all thoughts, feelings and
• The use of computer models when describing and explaining mental behaviour have a physical basis
processes • Twin studies are used to investigate the genetic basis of behaviour
Origins of psychology vicarious reinforcement, the role of mediational processes and Bandura’s 1.4 The psycho
Wundt and introspection research and superego
• Wilhelm Wundt established the first psychology lab • Learning that occurs indirectly • Un
• Wundt pioneered the method of introspection Bandura = agreed with behaviourist, learning =
• Standardized procedures through experience
• Significance of Wundt’s work Learning occurs = social context – observation and
Emergence of psychology as a science imitation of others beh. • Trip
• 1900s Early behaviorists rejected introspection • Learning is related to consequences of behaviour; vicarious
• 1930s Behaviourist scientific approach dominated psychology reinforcement
• 1950s Cognitive approach used scientific procedures to study mental processes Observe and take note of the consequences
• 1990s The biological approach introduced technological advances Beh = rewarded (reinforced) = more likely to be
copied than beh that is punished
1.1.1 Learning approaches: the Behaviourist approach; including classical conditioning and • Mediational (cognitive) processes play a crucial role in learning
Pavlov’s research, operant conditioning, types of reinforcement and Skinner’s research Involved in learning • 5p
• Focus on observable behaviour only Involved in performance of behaviour
Born as a tabula rasa (blank slate) Learning and performance do not have to occur
Not concerned with mental processes of the mind together
Introspection; rejected as concepts = vague and difficult to measure Attention – whether beh is noticed
• Controlled lab studies Retention – whether beh is remembered
Maintain more control and objectivity within their research and relied Reproduction – being able to do it
on lab studies to achieve this Motivation – the will to perform the beh
• Use of non-human animals • Imitation of aggression; Bandura’s research
Processes which govern learning the same in all species, so non- Children watched either…
human animals can replace humans as experimental subjects An adult beh aggressively towards a bobo
Classical conditioning doll
• Pavlov’s research An adult behaving non-aggressively
Learning through association towards a bobo doll
Conditioning dogs to salivate when a bell rings When given their own doll, children = seen • Se
Before: aggression = more aggressive to doll
UCS causes UCR Children who saw adult
NS causes no response Rewarded
During: Punished
NS + UCS (occur at the same time) causing the UCR No consequence
After: Children = aggression rewarded – much
CS causes CR more aggressive themselves • Oe
Operant conditioning • Identification with role models is important
• Skinner’s research More likely to imitate the beh of people they identify
Used rats and pigeons in specifically designed cages with
Behaviour is shaped and maintained by its consequences Role models are similar to the observer
When a rat activated the level (pigeon pecked a disc) it was Usually attractive and have high status
rewarded with a food pellet • Children model aggressive behaviour
A desirable consequence led to the behaviour being repeated Bobo doll = suggest children more likely to imitate
If pressing level meant an animal avoided an electric shock, the acts of violence if they observe these in an adult role
behaviour would also be repeated model
Learning = an active process Case that modelling aggressive behaviour = more
• Three types of consequences of behaviour likely if such beh is seen to be rewarded (vicarious
Positive reinforcement – receiving a reward when behaviour is reinforcement)
performed • De
Negative reinforcement – When an animal or human produces
behaviour that voids something unpleasant
Punishment – an unpleasant consequence of behaviour
1.2.1 The cognitive approach: the study of internal mental processes, the role of the
schema, the use of theoretical and computer models to explain and make inferences
about mental processes. 1.3 The biological approach; the influence of genes, biological structures and
• Scientific study of mental processes neurochemistry on behavior. Genotype and phenotype, genetic basis of
Direct contrast = behaviourist approach behavior, evolution and behavior
Argues mental processes should be studied (e.g. memory and • Everything psychological is at first biological
perception) • Fully understand beh = must look at biological
• The role of inference in the study of mental processes structures within the body
Mental processes = private and cannot be observed • Genes, neurochemistry and the nervous system
Study indirectly through inferences on what is going on inside • Behaviour has a genetic and neurochemical basis
people’s heads on the basis of their beh. • Behaviours are inherited such as physical
• The use of theoretical models when describing and explaining mental characteristics e.g. height or eye colour
processes • 5HT1-D beta gene = OCD
Information flows through a sequence of stages • Neurochemistry; low levels of serotonin in OCD
Stages include input, storage and retrieval such as MSM of • The mind and body and the same
memory • The mind lives in the brain – all thoughts, feelings and
• The use of computer models when describing and explaining mental behaviour have a physical basis
processes • Twin studies are used to investigate the genetic basis of behaviour
