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Block 2 Unit 3 Learning Thoery of Personality - Pavlov and Skinner

1. Explain the important features of Pavlov’s theory.

Pavlov’s theory focuses on classical conditioning, emphasizing how associations between stimuli and responses can lead to learning.

2. What are the main characteristics of learning theory of personality?

Learning theory of personality emphasises observable behaviour, the relationship between stimuli and responses, and the impact of learning.

3. How does the learning theory of personality differ from the psychoanalytic theory of personality?

Learning theory emphasizes observable behavior and environmental influences, while psychoanalytic theory focuses on unconscious processes and early childhood experiences.

4. What are the main features of Behaviouristic theory of personality?

Behaviourism focuses on observable behaviour and how it is shaped through conditioning and learning principles. It minimises any unobservable processes such as emotions.

5. Describe the principles of classical conditioning, and discuss how it can be applied in explaining the development of personality.

Classical conditioning can explain how emotional responses and behaviours are learned through associations between stimuli.

6. Discuss the process of classical conditioning.

Classical conditioning is a type of learning where a neutral stimulus becomes associated with a stimulus that naturally produces a response, resulting in the neutral stimulus also producing a response.

The Process of Classical Conditioning:

• Unconditioned Stimulus (UCS): A stimulus that naturally and automatically triggers a response. In Pavlov's experiments, this was the meat powder.
• Unconditioned Response (UCR): The automatic response to the UCS. In Pavlov's experiments, this was the salivation in response to the meat powder.
• Neutral Stimulus (NS): A stimulus that initially does not produce a particular response. In Pavlov’s experiments, this was the bell.
• Conditioned Stimulus (CS): The previously neutral stimulus that, after being repeatedly paired with the UCS, comes to elicit a response.
• Conditioned Response (CR): The learned response to the CS. In Pavlov's experiments, this was the salivation in response to the bell.

The typical process involves:

1. Presenting a neutral stimulus (e.g., a bell) along with an unconditioned stimulus (e.g., meat powder) that automatically produces an unconditioned response (e.g., salivation).
2. Repeating this pairing of the neutral stimulus and the unconditioned stimulus multiple times.
3. The neutral stimulus becomes a conditioned stimulus, and it begins to elicit a conditioned response (e.g., salivation to the bell alone).

7. Describe the main principles of classical conditioning, and discuss their roles in the development of personality.

Main Principles of Classical Conditioning:

• Acquisition: The process during which the association between the conditioned stimulus and unconditioned stimulus is learned. The more pairings, the stronger the conditioned response. The strength of the response is measured by its magnitude, latency and probability of its occurrence.
• Generalisation: Once a conditioned response has been established, stimuli that are similar to the conditioned stimulus may also elicit a response. This plays an important adaptive role.
• Discrimination: The ability to distinguish between the conditioned stimulus and other stimuli, so that only the conditioned stimulus elicits the conditioned response. This happens when one of the two similar stimuli is consistently followed by an unconditioned stimulus while the other is not.
• Extinction: If the conditioned stimulus is repeatedly presented without the unconditioned stimulus, the conditioned response will weaken and eventually disappear. Extinction is important for the development of a normal personality, allowing us to get rid of useless reactions.
• Spontaneous recovery: After extinction, if a period of time passes, the conditioned response may reappear when the conditioned stimulus is presented again.

Role of Classical Conditioning in Personality Development:

• Acquisition of Emotional Responses: Classical conditioning can explain how emotional responses, such as fear or anxiety, become associated with certain stimuli or situations. This can contribute to the development of personality traits.
• Formation of Attitudes: Attitudes and preferences can develop through classical conditioning, where a neutral stimulus is paired with a positive or negative experience.
• Development of Phobias: Irrational fears can be acquired through classical conditioning, where a neutral stimulus becomes associated with a fear-inducing event.

8. The principles of classical conditioning have extensively been used in behaviour modification. Explain it.

Classical Conditioning and Behaviour Modification: The principles of classical conditioning are used in behaviour modification techniques, specifically for:

• Treatment of Phobias: Techniques such as systematic desensitisation and flooding use the principles of extinction to help individuals overcome their fears. For example, systematic desensitisation gradually exposes a person to their fear in a safe environment until they no longer respond to it with a fear response.
• Treatment of addictions: Classical conditioning can play a role in the development and maintenance of addictions and can therefore be addressed with behaviour modification.
• Eliminating Maladaptive Behaviours: By reinforcing the extinction of a symptom, psychopathological conditions can be eliminated.

9. Discuss the salient features of Skinner’s theory of personality.

Skinner’s Theory of Personality Skinner's theory is rooted in observable behaviour and the relationship between stimuli and responses. He focused on how consequences shape behaviour. Key features of Skinner's theory include:

• Rejection of Internal Causes: Skinner did not consider internal states such as thoughts or feelings as causes of behaviour. He focused on environmental factors.
• Emphasis on Learning: Skinner viewed personality as a collection of learned behaviour patterns, acquired through conditioning.
• Determinism: Skinner’s theory assumes that behaviour is lawful, predictable, and controllable.
• Focus on Individual Subjects: Skinner's principles of learning came from studies of individual subjects in controlled conditions, rather than groups.

10. Explain the procedures of operant conditioning.

Procedures of Operant Conditioning: Operant conditioning is a type of learning where behaviours are modified by their consequences. Skinner used the "Skinner box" to study operant conditioning in animals.

1. Reinforcement: A stimulus that increases the likelihood of a behaviour being repeated.
   • Positive Reinforcement: Adding a pleasant stimulus after a behaviour to increase its likelihood (e.g., giving food pellets when a rat presses a lever).
   • Negative Reinforcement: Removing an unpleasant stimulus after a behaviour to increase its likelihood (e.g., turning off a loud noise when a rat presses a lever).
2. Punishment: A stimulus that decreases the likelihood of a behaviour being repeated.
3. Extinction: When a behaviour is no longer followed by a reinforcing stimulus it results in a decreased probability of that behaviour occurring in the future.
4. Shaping: Complex behaviours are learned by reinforcing successive approximations of the desired behaviour.

11. What do you mean by ‘operant behaviour? How does it differ from the respondent behavior?

Operant Behaviour:

• Operant behaviour is not caused by any specific stimuli and is performed voluntarily by the individual. The stimuli for operant behaviour are difficult to identify.
• It is modified by the events that follow the behaviour. When a response is followed by reinforcement, the likelihood of that response increases.
• Skinner believed that most human behaviours are operant.

Respondent Behaviour:

• Respondent behaviour is elicited by known, identifiable environmental stimuli. These behaviours are involuntary and automatic. Examples include salivation and sweating.

12. What do you mean by schedule of reinforcement?

Schedules of Reinforcement: A schedule of reinforcement dictates how often a behaviour is reinforced. Skinner identified different schedules of reinforcement which include:

• Continuous Reinforcement: Reinforcement is given after every occurrence of the behaviour.
• Fixed Ratio Schedule: Reinforcement is given after a set number of responses (e.g., a rat gets food after every third lever press).
• Fixed Interval Schedule: Reinforcement is given after a set amount of time, as long as one response has been made (e.g., a rat gets food after 20 seconds has passed, if it presses the lever in that time).
• Variable Ratio Schedule: Reinforcement is given after a changing number of responses.
• Variable Interval Schedule: Reinforcement is given after a changing period of time.

13. How does a superstitious behaviour acquired? Explain it in the light of Skinner’s theory.

Acquisition of Superstitious Behaviour: Superstitious behaviour occurs when a reinforcement is accidentally associated with a behaviour that has no causal relationship to the reinforcement. The individual believes that the behaviour caused the reinforcement.

14. How can the principles of operant conditioning be applied in the modification of undesirable behaviours?