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Researchers: Sheila Ross
PURPOSE:
PROCEDURE: two groups of 24 boys and girls each were either exposed to an adult model (m or F) that espressed violent or nonviolent behavior
stage 2-  set up arousal give children toys and told them they were for other children

RESULTS: girls more likely to have verbal aggressions vs. boys with more physical aggression- boys were overall more aggressive than girls

ETHICAL- not ethical, kids were manipulated, they were not debriefed, not told violence or aggression is not okay, and

RESULTS: increased exposure to aggressive behavior = more likely to model aggressive behavior, aggression is more common with men

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...understand 5 schedules of reinforcement

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...understand 5 schedules of reinforcement

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continuous reinforcement: every instance of a behavior is reinforced
ratio schedules: reinforcement is based on the number of behaviors required
interval reinforcement: based on the passage of time

RATIO                         INTERVAL
FIXED      fixed ratio                  fixed interval

VARIABLE variable ratio variable interval

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Pur: classical conditioniong see effect of controllable vs uncontrollable shock on later ability oto learn how to avoid shocks
PRO: escape group and no escape grou each dog was plaved in harness panels placed on head to kep jead fowrars dogs were gaired togetehr ecape group could stop shock and no escae group had to endure
24 hoyrs larer dogs ewre given nore shocs
resutls: groups that were part of escape group eaiilsiy found escape route but no escape goroup eiher didn't find a way mout or took a long time
UNETHICAL: no debriefing, no consent, couldve' been done another way without harm, pain was unnecassaru, doesn't necasarrily translate to humans,
RELEVANCE: helps us understand how it translate to our behavior, can cause depression

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UCS=UCR

CS+ UCS= UCR

CS=CR

ex:
white rat= happy with rat

sound of bar + white rat = scared of rat

white rat = scared of rat without presence of loud noise

acquisition: developed conditioned response
extinction: ridding of conditioned response
spontaneous recovery: random recurrence of CR

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John Watson: Classical Conditioning Little Albert

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John Watson: Classical Conditioning Little Albert

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RESEARCHER(S): John Watson & Raynor

PURPOSE: To understand actions associated to automatic responses to a stimulus (classical conditioning)

PROCEDURE: 9 month old baby, Albert, presented with various objects and observed reaction(neutral stimuli), when he was exposed to white rat they would strike a metal bar behind his head, this became conditioned stimulus with conditioned response, they also added other conditioned stimulus such as rabbit, a furry dog, and Santa mask

RESULTS: Albert became terrified of the objects that were conditioned to him
emotional behavior-- conditioned through stimulus response techniques

ETHICS: unethical-- no debriefing, but there was no ethical standard back then, long term psychological damage, never reconditioned

RELEVANCE: behavior and emotions are taught... helped psychologists understand how behaviors are developed

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RESEARCHER: JOHN GARCIA

PROCEDURE:
control group: rats not given saccharin B4 exposure to x-irradiation
experimental group: rats given saccharin B4 exposure to x-irradiation
independent variable: wether or not they recieved the saccharine before exposure
dependent: whether or not rats would drink saccharine after the tests
rats would be given saccharine then 30 mins later be exposed to x-irradiation to become sick then 3 days later given saccharine again and results recorded as to if they would want to drink saccharine
same for control group except no saccharine

RESULTS: rats in E.G. associated the drink with illness didn't want to drink the sugar and rats in C.G. drank copious amount of drink because they didn't associate with sickness

ETHICS: maybe... rats were exposed to x iradiation, made them sick rats post experiemtn state was not stated
but the rats were fed and taken care of and conclusions of psychology were found from thisexperient

RELEVANCE: previously thought any neutral stimulus could develop a behavior but not everytime

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RESEARCHERS: B.F Skinner

PURPOSE: Wanted to understand of reward/ reinforcements on behavior wanted to focus on events following the situation (operant conditioning)
PROCEDURE:rats/pigeons were set to pull on a lever- the amount of times they pulled the lever the more reward they got
(operant stimulus is the pulling of the lever and the reward is the food)

RESULTS: rats would pull the lever to receive the reward and soon they would do it on their own

ETHICS: yes- animals never harmed and they were rewarded with food

RELEVANCE: psychologists and behaviorists can understand how behavior works and routes to change

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RESEARCHERS: Edward Thorndike & Robert Woodworth

PURPOSE: how associative learning is approached from animals and humans (associative learning) this is operant conditioning

PROCEDURE: animal placed in a small/uncomfy cageanimal would have to push a lever to open cage, after animal got out the animal was rewarded... after animal got out latency decreases because the animal starts to respond to stimulus quickly
Latency- delay from input to desired outcome in this situation its the cat delay of time from exiting the cage

RESULTS:
time toget find release button was decreasing over more time or trials (not expected)
- the cat's correct rsponde was rewarded by the cat escaping the boc and gettin ghte fish left outside the boc
-there was a practice makes habit (law of effect)
-if given a reward you are likely to repeat action prior to recieving award

ETHICS: no animals were harmed and the experiment was safe

RELEVANCE:
set basic foundation for learned behavior and mental association with certain tasks

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I would like to change my brothers behavior because he is very demanding and always tells me what to do. 

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I would like to change my brothers behavior because he is very demanding and always tells me what to do. 

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trial and error:

if at first you dont succeed

operant conditioning:

behavior has consequences

classical conditioning:

associative learning(someone sneezes you say bless you)

observant learning (modeling):

monkey see monkey do

POSITIVE  (add)

PP (slap for acting out)

PR (allowance for chores)

NEGATIVE  (subtract)

NP  (took away phone)

NR (teacher takes away hw for good behavior)