KK3 AREA OF STUDY 2 - ACCELERATED LEVEL
KEY KNOWLEDGE:
STEP 1 - KEY VOCABULARY
Download the document below and define the key terms for this area of study
- Neural plasticity and changes to connections between neurons (including long-term potentiation and long-term depression) as the fundamental mechanisms of memory formation that leads to learning
- The role of neurotransmitters and neurohormones in the neural basis of memory and learning (including the role of glutamate in synaptic plasticity and the role of adrenaline in the consolidation of emotionally arousing experiences)
- Classical conditioning as a three-phase process (before conditioning, during conditioning and after conditioning) that results in the involuntary association between a neutral stimulus and unconditioned stimulus to produce a conditioned response, including stimulus generalisation, stimulus discrimination, extinction and spontaneous recovery
- The ‘Little Albert’ experiment as illustrating how classical conditioning can be used to condition an emotional response, including ethical implications of the experiment
- Operant conditioning as a three-phase model (antecedent, behaviour, consequence) involving reinforcers (positive and negative) and punishment (including response cost) that can be used to change voluntary behaviours, including stimulus generalisation, stimulus discrimination and spontaneous recovery (excluding schedules of reinforcement)
- Observational learning as a method of social learning, particularly in children, involving attention, retention, reproduction, motivation and reinforcement
STEP 1 - KEY VOCABULARY
Download the document below and define the key terms for this area of study
STEP TWO
Complete the following activities from your workbook ( I know it looks like a lot, but many are very short)
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STEP THREE
1)
Consider Skinner’s experiments with rats and answer the following questions.
Briefly outline a procedure for an experiment using a Skinner box to:
(a) operantly condition a rat to produce a particular response
(b) operantly condition a rat not to produce a particular response.
*n Skinner’s view, what are the main driving forces behind behaviour?
(a) Identify the operationalised independent and dependent variables in Skinner’s (1938) experiment with the hungry rat.
(b) Formulate a research hypothesis that would be supported by the results.
(c) Explain the rat’s learning through operant conditioning using the three-phase model of conditioning.
2)
(a) What do positive and negative reinforcers have in common in relation to their consequences?
(b) Identify three positive and negative reinforcers that you have observed teachers use in the classroom and three that you have observed in other real-life contexts.
(c) How are positive and negative reinforcers different?
(d) Distinguish between positive and negative punishment with reference to an example
3)
(a) What is response cost?
(b) Explain why it is a form of negative punishment with reference to an example not used in the text.
(c) ‘Time out’ involving removal of a child from a situation is sometimes used as a punisher by parents and teachers. Explain how it can be a form of response cost at home and in a classroom.
4)
How does punishment differ from negative reinforcement? Explain with reference to an example.
(a) Describe a situation in which a punisher might reinforce a behaviour rather than weaken it or reduce its frequency.
(b) Describe a situation where an effective punisher could reduce the incidence of behaviour recurring.
1)
Consider Skinner’s experiments with rats and answer the following questions.
Briefly outline a procedure for an experiment using a Skinner box to:
(a) operantly condition a rat to produce a particular response
(b) operantly condition a rat not to produce a particular response.
*n Skinner’s view, what are the main driving forces behind behaviour?
(a) Identify the operationalised independent and dependent variables in Skinner’s (1938) experiment with the hungry rat.
(b) Formulate a research hypothesis that would be supported by the results.
(c) Explain the rat’s learning through operant conditioning using the three-phase model of conditioning.
2)
(a) What do positive and negative reinforcers have in common in relation to their consequences?
(b) Identify three positive and negative reinforcers that you have observed teachers use in the classroom and three that you have observed in other real-life contexts.
(c) How are positive and negative reinforcers different?
(d) Distinguish between positive and negative punishment with reference to an example
3)
(a) What is response cost?
(b) Explain why it is a form of negative punishment with reference to an example not used in the text.
(c) ‘Time out’ involving removal of a child from a situation is sometimes used as a punisher by parents and teachers. Explain how it can be a form of response cost at home and in a classroom.
4)
How does punishment differ from negative reinforcement? Explain with reference to an example.
(a) Describe a situation in which a punisher might reinforce a behaviour rather than weaken it or reduce its frequency.
(b) Describe a situation where an effective punisher could reduce the incidence of behaviour recurring.