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Learning Theories - Checklist
4.1.1
The main features of classical conditioning including: unconditioned stimulus (UCS); unconditioned
response (UCR);neutral stimulus (NS);conditioned stimulus (CS); conditioned response (CR);
extinction, spontaneous recovery and stimulus generalisation
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The Unconditioned Stimulus (UCS) – Is a stimulus that produces an unlearned response.
In Pavlov's the UCS was meat powder.
The Unconditioned Response (UCR) -- This is the response to the unconditioned stimulus
that the experimenter measures. In Pavlov's the UCR was salivation.
The Neutral Stimulus – Is a stimulus that initially does not elicit a response.
The Conditioned Stimulus (CS) -- This is the neutral stimulus after it has acquired the
ability, through conditioning, to elicit a response.
The Conditioned Response (CR) -- This is the response conditioned to the CS. In Pavlov's
experiment, the CR was salivation.
Extinction is the occurrences of a conditioned response disappearing. In classical
conditioning, this happens when a conditioned stimulus has not been paired with an
unconditioned stimulus, after a long period.
Sometimes a learned response can suddenly reemerge even after a period of
extinction. Spontaneous Recovery is the reappearance of the conditioned response after
a period of extinction.
Stimulus Generalisation is the tendency for a similar stimulus to the CS to evoke similar
response.
Extension: One trial learning
4.1.2 Pavlov (1927) experiment with dogs. (Either experiment one or two)
AO1
Define the above terms.
Describe the principles of Classical Conditioning.
Describe Pavlov’s (1927) experiment.
AO2
Sarah sneezes every time her mother buys red roses and bring them home. Her mother places
the red roses in a green vase. Now every time Sarah sees the green vase in the cupboard she
sneezes. A week later Sarah went to her grandmother’s house and her grandmother had a
similar vase in her cupboard but it was the colour red. Sarah sneezed when she saw the vase.
AO3
Evaluate the applicability of Classical Conditioning as an explanation that behaviour is learnt.
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Learning Theories - Checklist
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4.1.3
4.1.4
Operant Conditioning: Types of Reinforcement and Types of Punishment
The main features of Operant Conditioning
Types of Reinforcement: Positive and Negative
Types of Punishment: Positive and negative
Operant Conditioning: Schedules of Reinforcement, Primary and secondary reinforcers
Schedules of Reinforcement: Fixed-Ratio, Variable-Ratio, Fixed-Interval, Variable-Interval
4.1.5 Behaviour Modification: Shaping
Shaping: Token Economy and Language Acquisition
AO1
Define the terms above.
Outline the main principles of operant conditioning.
Describe what token economy is.
AO2
Explain how token economy can be used in a year 1 class to promote kind behaviour towards
others.
AO3
Evaluate to what extent operant conditioning can be an explanation of how behavior is learnt.
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Learning Theories - Checklist
4.1.6
4.1.7
The main features of the Social Learning Theory: Observation, imitation, modelling and vicarious
reinforcement
The stages of the Social Learning Theory: Attention, Retention, Reproduction, Motivation
4.1.8 Bandura (1961, 1963) Bobo Doll Experiments
4.1.9 Bandura (1965) Bobo Doll Experiment-With Vicarious Reinforcement
AO1
Describe the Social Learning Theory.
Define vicarious reinforcement.
Outline the sampling procedure of Bandura (1961) study of aggression.
Describe Bandura (1961) study of aggression.
Outline the experimental conditions of Bandura (1961).
Describe Bandura (1963) study of aggression.
Outline the experimental conditions of Bandura (1963).
Outline the sampling procedure of Bandura (1963) study of aggression.
Describe Bandura (1965) study of aggression.
Outline the experimental conditions of Bandura (1965).
Outline the sampling procedure of Bandura (1965) study of aggression.
AO2
Compare Bandura (1961) study of aggression to Bandura (1963) study of aggression.
AO3
To what extent does the Social Learning Theory provide an explanation for aggressive behavior?
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Learning Theories - Checklist
4.1.10
4.1.11
How Learning Theories can explain acquisition and maintenance of phobias.
Acquisition: CC and SLT
Maintenance: OC and SLT
Treatments for phobias based on theories of learning.
Flooding and Systematic desensitisation
AO1
Using the Learning Theories, describe how a fear of phobias can be acquired.
Using the Learning Theories, describe how a fear of phobias can be maintained.
Describe how flooding can be used to treat a phobia.
Describe how systematic desensitisation can be used treat a phobia.
AO2
Sally has a phobia of the dark. Using one of the treatments, you covered in your study of
learning theories explain how it can be used to help Sally overcome her phobia of the dark.
AO3
Evaluate the effectiveness of systematic desensitisation.
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Learning Theories - Checklist
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4.1.12 Individual differences
● How people differ because of different environment influences and experiences
Individual differences: everyone is unique and individual
Yes: Gender and motivation in SLT
No: People in the same environment will behave the same because of the environmental influences
(aggression)
AO1
CC & OC suggest we all respond to environmental stimuli in the same way
SLT can explain individual differences
AO2
Explain why Sarah may act aggressively and Isabel may not using the learning theories
AO3
To what extent does the learning theories take into account individual difference?
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Learning Theories - Checklist
Learning Theories - Checklist
4.1.13
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Developmental psychology
*The idea that development is through patterns of rewards and punishments.
* Social learning theory’s idea that development is through observation of others.
Development Psychology: behaviour grows and develops over time.
behaviour shaping/modification and SLT and aggression, CC
AO1
Describe how OC explains development (shaping)
Describe how SLT explains development (depends on self efficacy and vicarious reinforcement)
AO2
With reference to an example, explain how behaviour can be modified over time.
AO3
Evaluate how the Learning theories understanding of development in relation to aggressive behaviour
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Learning Theories - Checklist
4.2.1
Human Research
● The use of observational research in Psychology
●Types of observations
● Content analysis
Observational Research: qualitative and quantitative data, time and event sampling
Types of Observations: participant, non-participant, structured, naturalistic, overt, covert
AO1
Define the types of observations.
Define qualitative and quantitative data.
Define time and event sampling.
Define what content analysis is
AO2
Jenny wants to find out whether not there is a gender difference involving cleaning up rubbish in
a public space. Outline how Sally should conduct this piece of observational research.
AO3
Evaluate use of observations to collect data.
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Learning Theories - Checklist
4.2.2
Animal Research
●The use of animals in laboratory experiments where results can be related to humans.
●Ethical issues regarding the use of animals in laboratory experiments.
AO1
Describe a study that used animals in the learning Theories section of the course.
Outline 4 BPS guidelines researchers must follow when using animals in research.
Outline 2 documents where guidance is found for researchers when they use animals in
research.
AO2
Compare the usefulness of using animal studies to human research in psychology
AO3
Evaluate the use of animals in research. Refer to studies that you learnt in the Learning theories section of
the course.
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Learning Theories - Checklist
3.2.2
Analysis of data
● Inferential statistics: levels of measurement, reasons for choosing Chi- Squared, comparing
observed and critical values to judge significance, the chi-square test.
● Analysis of qualitative data: thematic analysis
AO1
Define nominal, ordinal and interval data.
Explain the difference between a critical and an observed value
Describe when you would use Chi-Squared
Describe what thematic analysis is.
AO2
How to calculate Chi-Squared.
Explain how you would conduct thematic analysis.
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Learning Theories - Checklist
4.2.4
Scientific status of Psychology
●Replicability, reliability, validity, reductionism, falsification, empiricism, hypothesis testing and
use of controls.
AO1
Define the terms above.
AO2
Discuss the scientific status of the learning theories as an explanation of learning.
AO3
Evaluate the scientific credibility Watson and Raynor (1920)
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Learning Theories - Checklist
Classic study
4.3.1
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Watson and Raynor (1920)
Little Albert: Conditioned emotional reactions.
AO1
Aim
Procedure
Sample
Results
Conclusions
AO3
Evaluate Watson and Raynor’s study.
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Learning Theories - Checklist
Contemporary study
4.3.2
Becker et al (2002)
Eating Behaviours and attitudes following prolonged exposure to television among Fijian
adolescent girls.
AO1
Aim
Procedure
Sample
Results
Conclusions
AO3
Evaluate Becker et al’s, 2002 study.
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Learning Theories - Checklist
4.4.1
4.4.2
Is the influence of role models and celebrities something that causes anorexia?
One key question of relevance to today’s society, discussed as a contemporary issue for society
rather than as an academic argument.
Concepts, theories and/or research (as appropriate to the chosen key question) drawn from
learning theories as used in this specification.
AO1
Describe your key question.
AO2
Justify why your key question is relevant to today’s society.
Using theories and concepts from the specification explain your key question.
AO3
Using research, assess how relative your key question is to today’s society.
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Learning Theories - Checklist
4.5.1 One practical research exercise to gather data relevant to topics covered in learning theories.
This practical research exercise must adhere to ethical principles in both content and intention.
In conducting the practical research exercise, students must:
● design and conduct an observation that collects both qualitative and quantitative data.
● include inferential statistical testing (Chi-Squared) and explain the significance of the result and the use of levels of
significance. Students must also be able to display their data on a bar chart to describe their data.
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Use thematic analysis to analyse the qualitative data
●produce an abstract of the research method and a discussion section that includes conclusions
● include research question/hypothesis; research method, sampling, ethical considerations, data-collection tools, data
analysis, results; discussion
● consider strengths and weaknesses of the correlational study and possible improvements.
Issues and Debates
Ethics: the ethical issues involved in using animals in studies.
Strengths: following the principles
Weakness: issue of responsibility when changing behaviour
Strengths: usefulness
Weakness: Respect and protection
Practical issues in the design and implementation of research (e.g. generalising from animal-study findings to
humans).
Strengths: only observable behaviour is measured
Weaknesses: isolating behaviour is not easy when humans are so complex
Reductionism in the way behaviourism reduces behaviour into parts to be studied
1. Example of reductionism – CC
2. Example of reductionism - OC
1. Example of holism – systematic desensitisation
2. Example of holism- SLT
Learning Theories - Checklist
Comparisons between ways of explaining behaviour using different themes ; different theories
Similarities between CC, OC and SLT
Differences between CC, OC and SLT
Psychology as a science in the methodology; in the explicit focus of behaviourism on the measurable
Identify and justify why aspects of Learning Theories can be considered to be scientific
1. Example of scientific element: controlled procedures
2. Example of scientific element: experimental methods concluding cause and effect
1. Example of scientific element: only studied measurable behaviour
2. Example of non-scientific element: cognitive element in SLT
Culture (e.g. relates to reinforcement patterns in learning theory as well as social learning theory and
what is modelled) and gender (e.g. if used in the practical research exercise, and in observational
learning issues).
Learn behaviour based on your culture through CC and OC
Examples of where aggression may be rewarded/punished?
Learn behaviour based on your culture through vicarious reinforcement
Boys learn best….
Girls learn best….
Nature-nurture (e.g. in the observations if looking at gender or age or characteristics as these can be
learned or biologically given).
Explain aggression using nurture:
Explain aggression using nature:
Explain phobias using nurture:
Explain phobias using nature:
Learning Theories - Checklist
An understanding of how psychological understanding has developed over time
(e.g. can come through choice of study, such as if looking at video game violence or through current
therapy practice)
Describe how psychology has developed over time with reference to examples (treatment of
phobia – flooding and its use now)
Describe how psychology has developed over time with reference to examples (Today’s
thoughts on behaviourism)
Issues of social control (e.g. use of learning theories in therapy can be social control, including issues of
power of the therapist).
Describe examples where psychological principles have been used in society to control and
influence the behaviour of individual (power of therapist in flooding compared to SD).
The use of psychological knowledge within society
(e.g. using patterns of reward to shape behaviour in schools or prisons).
Suggest ways in which the learning theories have been applied to society.
Merits/commendations in schools
Token economy in prisons
CC in phobia treatment
SLT impact on the 9 o’clock watershed and films are categorised
Issues related to socially sensitive research
(e.g. issues of the power of the therapist).
Token economy (shaping) taking away individuality – psychiatric wards and schools
SD and flooding – phobia difficult to study
Aggression – difficult to measure and study
Learning Theories - Checklist