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Foundations of Life and Social Sciences Lecture1 Principles of Behaviourism Lecture Outline for Psychology L1: Principles of Behaviourism L2: Psychodynamic Theory L3: Humanistic Psychology L4: Reflective Practice Hamilton: [email protected] 01698 283 100 ext 8620 Dumfries: [email protected] 0141 848 3259 Paisley & Ayr: [email protected] 01698 283 100 ext 8611 Aims of Lecture • Define Behaviourism as a school of thought within Psychology • Consider key theorists and theories within behaviourist tradition – Classical Conditioning – Operant Conditioning • Application of Behaviourism to Nursing – Emotional and Physical responses – Autism – Addiction What is behaviourism? John. B. Watson (1913) “Psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness.” (p. 158). Some Basic Principles • • • • All behaviour is learned from the environment Humans are born ‘tabula rasa’ (blank slates) At birth, all we have is the capacity to learn Only phenomena (behaviour) that is observable is of interest • Introspection should be abandoned as a technique Behaviourism and Learning • Principle: Behaviour is learned from the environment - ‘Nurture’ argument - Involves ‘some experience that results in a relatively permanent change in the state of the learner’ (Schacter, Gilbert and Wegner, 2012, p. 214.) - Learning theory Associative learning • Adam and Teri’s daughter, Carly was born on 11th September 2000. • Celebrated first birthday on 11th September, 2001. • One of her gifts was a small, yellow goal post that played several songs. • Turned out to be Carly’s favourite toy and she played with it many times. • But why did the song ‘Twinkle Twinkle, Little Star’ fill Carly’s parents with sadness, anxiety and dread? Associative learning Habituation: a simple form of associative learning – a general process in which repeated or prolonged exposure to a stimulus results in a gradual reduction in responding’ (Schacter, Gilbert and Wegner, 2012, p. 214). – Example: living near a noisy, busy road you eventually become habituated to the noise and no longer hear it. Learning: implicit and explicit • Implicit learning = little or no awareness of the learning process i.e. Carly’s toy associated with images of horror • Explicit learning = awareness of the learning process i.e. learning all of the capital cities in the world Some experiences start out explicit, then become implicit i.e. learning to drive attending to ‘mirror, signal, manoeuvre’….in time this becomes automatic. The Behaviourist Perspective Behaviourism is often referred to as‘Stimulus Response Psychology’ (S-R) STIMULUS Any change in the environment that an organism registers. RESPONSE: Any behaviour that the organism emits as a consequence of a stimulus. REFLEX: A consistent connection between a stimulus and a response. Behaviourism: SR Units (reflexes) S R Stimulus is detected by an organism Organism emits a response What are the responses? S R Classical Conditioning Watson (1878-1958) “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up and I'll guarantee to take any one at random and train him to become any type of specialist I might select-- doctor, lawyer, merchant-chief, and yes, even beggarman and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing it for many thousands of years.” (Watson, 1930, p.82.) Classical Conditioning Watson: Can behaviour in humans be modified? Are emotions learned behaviour? Watson & Rayner (1920) ‘Little Albert’study. Induced fear into Albert. ‘Stimulus generalisation’ Rayner went on to look at the removal of phobias with Jones (1924)‘Little Peter’, known as ‘Systematic Desensitisation’. Classical Conditioning Conditioned Reflex That’s a reflex! What’s going on? Dog sees the lab technician!? Before conditioning How does it work? Bell: Neutral stimulus (NS) Food: unconditioned stimulus (UCS) Salivation: unconditioned Response (UCR) During conditioning Pairing Bell: Neutral stimulus (NS) Food: unconditioned stimulus (UCS) Salivation: unconditioned Response (UCR) After conditioning Bell: Conditioned stimulus (CS) Salivation: Conditioned response (CR) Real world application Conditioned emotional responses Phobias Aggression Arousal Behaviour Therapies Aversion therapy Systematic desensitisation Flooding Real world application Conditioned physical responses Siegal (1976) basic principles of classical conditioning help understand why drug users overdose when outwith their familiar environment. Gerevich, Bacski, Fartas and Danics (2005) Autopsy of ‘overdose victim’ Dose no different to known usage Victim in strange environment when drug used Caused fatal complications as conditioned tolerance failed to operate Operant Conditioning Principles of Reinforcement 1. To increase (or strengthen) behaviour: Positive Reinforcement Application of a ‘reward’ or favourable consequence Negative Reinforcement Removal of a noxious or unpleasant consequence Principles of Reinforcement 2. To decrease (or weaken) behaviour: Positive Punishment Application of a noxious or unpleasant consequence Negative Punishment Removal of a ‘reward’ or favourable consequence Real world application Applied Behaviour Analysis (ABA): systematic application of learning theory to help influence behaviour. Addiction Contingency management - identifies level of drug use - POSITIVE reinforcement to increase abstention - NEGATIVE reinforcement or PUNISHMENT to decrease lapses in abstention Autism Controversial treatment, but can be successful - investigates antecedents - implements a treatment schedule to increase or decrease target behaviour Application to Nursing • Behaviourism looks at our ‘Associations’ with stimuli and those stimuli can be anything; for example products we buy, emotions we feel or people we know. • Understanding patients’ associations could help you understand all types of behaviours, reactions and responses. What kind of patient behaviours do you think you might be able to explain using Behaviourism? Post-lecture Study READ • Rana, D., & Upton, D. (2009 ). Principles of Behaviourist psychology. In Psychology for nurses (pp. 29-51). Harlow: Pearson Education. WATCH • B. F. Skinner – Learning and Behaviour (1959) https://www.youtube.com/watch?v=gVqq3z4w-Rc Suggestions for Further Study Any ‘Introductory Psychology’, or ‘Psychology for Nurses’ textbook with chapters on Behaviourism/Learning. Mills, J. A. (1998). Control: A History of Behavioural Psychology [UWS Electronic Book]. New York: University Press. Rachlin, H. (1991). Introduction to modern behaviourism. (3rd ed.). New York: Freeman. Watson, J.B. and Rayner, R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1–14. Available: http://psychclassics.yorku.ca/Watson/emotion.htm 26