Module 11:: Identify and Describe the Variables that Produce Conformity and Obedience
Our school theme this year is ¨Be Brave¨ over the course of the year we are encouraged to be our own person and not ¨conform to society¨. We are told to stand out and stand up for what we think is right, not just be a follower but be a leader. This takes us to the topic of this module; Conformity and Obedience. The definition of conformity is compliance with standard rules, and the definition of obedience is the act of being dutiful. Obedience and conformity are studies of social influences. These topics are very intriguing to psychologists and sociologists.
There is a great deal of information on these two topics in my text book. On page 580 the paragraph called Conformity and Social Norms shows a study given to a group of people. The study asks the group to state one-by-one what line is identical to the standard line. (picture below) It is obvious that line 2 is the identical line. But in this study the first person to state their answer states that line 3 is the correct answer. By and by everyone agrees with the first person when it comes to you, you know the right answer is 2. You are faced with the decision to be the oddball and say your answer, or conform and agree with everyone else. What would you say? People are more likely to conform when they feel insecure, many people are against them, know that people are going to judge your decision.
On page 582 of the book it tells of a study given to to men ages 20-50. Their task was to teach students a material and then test them over it. During the test the men were given switches that activate a shock to the learner taking the test. For the first question missed the men would give the lowest shock to the student. For the second question missed the men would give the student the second shock which was a little more violent. So on and so on. Eventually the shock started to hurt the learner. The men wanted to back down but the director told them to continue the task. The voltage of the last shock was 450 volts. 65% of the men obeyed every command. Turns out that the shock wasn't even real but the results are still shocking.
These studies show that society has a huge impact on our choices that we make. Here is a funny video that shows how people conform in today's society. https://www.youtube.com/watch?v=ZFxbUIj0ppE
Resources:: For the definitions: http://dictionary.reference.com/browse/conformity
http://dictionary.reference.com/browse/obedience?s=t
Psychology Tenth Edition In Modules ©2013, 2010, 2077, 2004 by Worth Publishers
There is a great deal of information on these two topics in my text book. On page 580 the paragraph called Conformity and Social Norms shows a study given to a group of people. The study asks the group to state one-by-one what line is identical to the standard line. (picture below) It is obvious that line 2 is the identical line. But in this study the first person to state their answer states that line 3 is the correct answer. By and by everyone agrees with the first person when it comes to you, you know the right answer is 2. You are faced with the decision to be the oddball and say your answer, or conform and agree with everyone else. What would you say? People are more likely to conform when they feel insecure, many people are against them, know that people are going to judge your decision.
On page 582 of the book it tells of a study given to to men ages 20-50. Their task was to teach students a material and then test them over it. During the test the men were given switches that activate a shock to the learner taking the test. For the first question missed the men would give the lowest shock to the student. For the second question missed the men would give the student the second shock which was a little more violent. So on and so on. Eventually the shock started to hurt the learner. The men wanted to back down but the director told them to continue the task. The voltage of the last shock was 450 volts. 65% of the men obeyed every command. Turns out that the shock wasn't even real but the results are still shocking.
These studies show that society has a huge impact on our choices that we make. Here is a funny video that shows how people conform in today's society. https://www.youtube.com/watch?v=ZFxbUIj0ppE
Resources:: For the definitions: http://dictionary.reference.com/browse/conformity
http://dictionary.reference.com/browse/obedience?s=t
Psychology Tenth Edition In Modules ©2013, 2010, 2077, 2004 by Worth Publishers
Module 12:: Discuss the factors that promote bystander apathy and de-individuation and how an examination of moral development helps us understand individuals’ responses to these factors.
We have all been taught to not be a bystander. We should act out if we see someone being mistreated and not be stagnant. In my Psychology textbook it says the definition of the bystander effect is the tendency for any given bystander to be less likely to give aid if other bystanders are present. To me this is people feeling too cool to stand up for someone else. I have to say that there have been times where my friends and I have head on of the jock boys say something nasty to another boy. What did we do? Nothing. I realize that this is a bad thing and I have gotten better about sticking up for people. If I go back to that day when we saw the bullying I can remember the reason nothing was said, it was because we felt like the jock boy wouldn't like us anymore if we disagreed with him. We wanted him to think that we were ¨cool¨. I know now that being a bystander is not cool and it is a better idea to stand up for others that can't do it for themselves.
Reasons why people step in and help:
Here is a shocking video from the TV show ¨What Would You Do?¨ https://www.youtube.com/watch?v=OgwudGTD7l4
Resources: http://en.wikipedia.org/wiki/Bystander_effect
Psychology Tenth Edition In Modules ©2013, 2010, 2077, 2004 by Worth Publishers
https://explorable.com/bystander-apathy-experiment
Reasons why people step in and help:
- The person is in need of help
- The person is similar to us
- We are not in a hurry
- We are in a good mood
- We are feeling guilty
- They feel the person is not deserving of help
- The relationship between the bystander and the victim
- Just plain lazy
Here is a shocking video from the TV show ¨What Would You Do?¨ https://www.youtube.com/watch?v=OgwudGTD7l4
Resources: http://en.wikipedia.org/wiki/Bystander_effect
Psychology Tenth Edition In Modules ©2013, 2010, 2077, 2004 by Worth Publishers
https://explorable.com/bystander-apathy-experiment
Module 13:: Define Learning
We learn every day. What is learning? Learning is a relatively lasting change in behavior that is the result of experience. My Psychology text book talks about two different types of learning on page 276. Associative learning is learning that certain events occur together. Like a response and its consequence. Cognitive learning is acquiring mental information by observing. We also learn by classical conditioning; for example, we prepare for pain if we trip. Operant conditioning is like training a dog to sit. Every time it sits on command you will give it a treat this teaches it to sit on command and eventually you are able to take the treat away and it will sit without a treat. Learned associations also can become habits. If you want to start working out everyday you will have to voluntarily do it for about 66 days (average) and eventually it will become a habit. Nobody learns the same way or same pace.
Different types of learners:
Resources: http://psychology.about.com/od/lindex/g/learning.htm
Different types of learners:
- Visual learners- Learn best by seeing the information
- Tactical/Kinesthetic - Learn best with hands on experiments
- Auditory learners- Do well in a lecture based class.
Resources: http://psychology.about.com/od/lindex/g/learning.htm
Module 14:: Summarize the Components of Classical Conditioning
Classical Conditioning is when two are linked together to produce a new learned response in a person or even animal. There are three stages to classical conditioning. The first stage is when the unconditioned stimulus produces (UCS) an unconditioned response (UCR) in a human/animal. In the second stage a neutral stimulus is associated with the (UCS). Then this becomes known as the conditioned stimulus(CS). This may have to happen several times so the association becomes stronger. Now the conditioned stimulus is associated with the unconditioned stimulus to create a new conditioned response.
A real life example of this has happened to me. I smelled the aroma of a nice smelling cologne. My boyfriend wears that cologne. The cologne would be the unconditioned response. When I smell his cologne I feel happy. This would be considered the unconditioned response. I associate the cologne with my boyfriend which would be the conditioned stimulus. Now my boyfriend is associated with the nice cologne so technically I find him attractive because of his cologne. Today I was working at our local restaurant and I happened to smell the cologne, I turned around expecting my boyfriend to be standing there. Turns out it was just a random old man. This just proves that classical conditioning is a real thing.
The Little Albert Experiment is a great example of classical conditioning. This experiment was preformed on a 9-month-old infant who was tested on his reaction to stimuli. He was shown a white rat and showed little to no fear toward the rat. But he was frightened by loud noises. When the white rat was presented and seconds later a loud noise was made. This was repeated every day for seven weeks. Eventually he was scared of the rat even if there was a loud noise or not. This experiment could be used to create a phobia (an irrational fear)https://www.youtube.com/watch?v=9hBfnXACsOI
Resources: http://www.simplypsychology.org/classical-conditioning.html
A real life example of this has happened to me. I smelled the aroma of a nice smelling cologne. My boyfriend wears that cologne. The cologne would be the unconditioned response. When I smell his cologne I feel happy. This would be considered the unconditioned response. I associate the cologne with my boyfriend which would be the conditioned stimulus. Now my boyfriend is associated with the nice cologne so technically I find him attractive because of his cologne. Today I was working at our local restaurant and I happened to smell the cologne, I turned around expecting my boyfriend to be standing there. Turns out it was just a random old man. This just proves that classical conditioning is a real thing.
The Little Albert Experiment is a great example of classical conditioning. This experiment was preformed on a 9-month-old infant who was tested on his reaction to stimuli. He was shown a white rat and showed little to no fear toward the rat. But he was frightened by loud noises. When the white rat was presented and seconds later a loud noise was made. This was repeated every day for seven weeks. Eventually he was scared of the rat even if there was a loud noise or not. This experiment could be used to create a phobia (an irrational fear)https://www.youtube.com/watch?v=9hBfnXACsOI
Resources: http://www.simplypsychology.org/classical-conditioning.html
Module 15:: Describe Stimulus Generalization, Higher Order Conditioning, Discrimination, and Extinction in Classical Conditioning
Stimulus generalization is when the conditioned stimulus has the tendency to cause a similar response. For example I talked in the module before about my boyfriends cologne a stimulus generalization would be me thinking that another cologne that was similar to the other made someone attractive. Another example of stimulus generalization would be that Little Albert might be scared of a rabbit because it looks so much like the white rat.
Higher order conditioning is a classical conditioning term that refers to a situation when a stimulus that was previously neutral is paired with a conditioned stimulus. For example the cologne was never a conditioned stimulus but now that it is associated with my boyfriend it is now a conditioned response because when I smell that cologne I think of him.
What is discrimination? Discrimination is behavior that is usually negative towards an individual or group. There are different types of discrimination.
https://www.youtube.com/watch?v=ehfPl6BL7Bs here is a quirky video on stimulus generalization
Resources: http://psychology.about.com/od/sindex/g/stimgen.htm
http://www.alleydog.com/glossary/definition.php?term=Higher%20Order%20Conditioning
http://www.simplypsychology.org/prejudice.html
http://psychology.about.com/od/eindex/g/extinction.htm
Higher order conditioning is a classical conditioning term that refers to a situation when a stimulus that was previously neutral is paired with a conditioned stimulus. For example the cologne was never a conditioned stimulus but now that it is associated with my boyfriend it is now a conditioned response because when I smell that cologne I think of him.
What is discrimination? Discrimination is behavior that is usually negative towards an individual or group. There are different types of discrimination.
- Racial discrimination- for example Apartheid is a system of racial segregation that was enforced in South America
- Age discrimination- is discrimination against a certain age group
- Gender discrimination- Women are often discriminated against in the home and in the workplace. Women often earn less pay than men for doing the same job
https://www.youtube.com/watch?v=ehfPl6BL7Bs here is a quirky video on stimulus generalization
Resources: http://psychology.about.com/od/sindex/g/stimgen.htm
http://www.alleydog.com/glossary/definition.php?term=Higher%20Order%20Conditioning
http://www.simplypsychology.org/prejudice.html
http://psychology.about.com/od/eindex/g/extinction.htm
Module 16::Describe the Application of the Principles of Classical Conditioning to the Therapeutic Situation (Systematic Desensitization and Aversion Counter Conditioning)
Classical Conditioning- is John Watson's discovery which is a process of behavior modification by the process of learning a new behavior by the process of association.
The first step of conditioning is when an Unconditioned stimulus (UCS) produces an Unconditioned Response. Then the stimulus that is associated with the UCS becomes the conditioned stimulus (CS). Now the Conditioned stimulus has been associated with the unconditioned stimulus to create a new conditioned response.
Therapeutic Situation- Is a behavioral therapy used in the field of psychology to help effectively overcome fears, phobias, and other anxiety disorders.
The procedure of systematic desensitization begins when an individual possesses a fear that they tend to avoid. They try to escape the phobia by using negative reinforcement. The goal of systematic desensitization is to overcome this avoidance pattern by gradually exposing patients to their phobic object until it can be tolerated.
Classical conditioning and systematic desensitization are similar. In classical conditioning an UCS leads to an UCR, a conditioned stimulus when paired consistently with the UCS leads to a conditioned response. By looking at this experience Joseph Wolpe developed a treatment program for anxiety symptoms by using the systematic desensitization technique.
Here is a video of a horse being taught not to be afraid of balloons by using classical conditioning and systematic desensitization https://www.youtube.com/watch?v=qBWjlwOSMYY
This website has a very good example of a spider phobia that is cured http://www.simplypsychology.org/Systematic-Desensitisation.html
Sources: http://www.simplypsychology.org/classical-conditioning.html
http://www.psychologistanywhereanytime.com/treatment_and_therapy_psychologist/psychologist_desensitization.htm
The first step of conditioning is when an Unconditioned stimulus (UCS) produces an Unconditioned Response. Then the stimulus that is associated with the UCS becomes the conditioned stimulus (CS). Now the Conditioned stimulus has been associated with the unconditioned stimulus to create a new conditioned response.
Therapeutic Situation- Is a behavioral therapy used in the field of psychology to help effectively overcome fears, phobias, and other anxiety disorders.
The procedure of systematic desensitization begins when an individual possesses a fear that they tend to avoid. They try to escape the phobia by using negative reinforcement. The goal of systematic desensitization is to overcome this avoidance pattern by gradually exposing patients to their phobic object until it can be tolerated.
Classical conditioning and systematic desensitization are similar. In classical conditioning an UCS leads to an UCR, a conditioned stimulus when paired consistently with the UCS leads to a conditioned response. By looking at this experience Joseph Wolpe developed a treatment program for anxiety symptoms by using the systematic desensitization technique.
Here is a video of a horse being taught not to be afraid of balloons by using classical conditioning and systematic desensitization https://www.youtube.com/watch?v=qBWjlwOSMYY
This website has a very good example of a spider phobia that is cured http://www.simplypsychology.org/Systematic-Desensitisation.html
Sources: http://www.simplypsychology.org/classical-conditioning.html
http://www.psychologistanywhereanytime.com/treatment_and_therapy_psychologist/psychologist_desensitization.htm
Module 17:: Summarize the Components of Instrumental Conditioning
Instrumental conditioning is just another term for operant conditioning. Instrumental conditioning is a type of learning. In instrumental conditioning, punishments are used to increase or decrease the chances that a certain behavior will happen again. This means that our actions that are followed by reinforcement will be strengthened and more likely to occur again in the future. B.F. Skinner was the man who discovered operant conditioning. He believed it was necessary to look at the environmental causes of human behavior. Instrumental conditioning explains how humans get the range of learned behavior we see every day.
A key component of instrumental conditioning is reinforcement. Reinforcement is anything that increases or strengthens the action. This reinforcement can be positive or negative. Positive reinforcers are favorable prizes that strengthen a reaction. Negative reinforcers are unfavorable events aster the behavior. They strengthen the removal of something bad. Punishment is another key component of instrumental conditioning. Positive punishment is a punishment that involves an unfavorable ebent or outcome in order to weaken the response. A negative punishment occurs when a favorable event is removed after a behavior occurs
A key component of instrumental conditioning is reinforcement. Reinforcement is anything that increases or strengthens the action. This reinforcement can be positive or negative. Positive reinforcers are favorable prizes that strengthen a reaction. Negative reinforcers are unfavorable events aster the behavior. They strengthen the removal of something bad. Punishment is another key component of instrumental conditioning. Positive punishment is a punishment that involves an unfavorable ebent or outcome in order to weaken the response. A negative punishment occurs when a favorable event is removed after a behavior occurs
Artifact 1: I recently got a puppy and my family is trying to teach her how to go to the bathroom outside and not in her kennel. When she does go to the bathroom outside we praise her and make it a big deal so she wants to do it again. When she goes to the bathroom in her cage we firmly scold her so that she knows that she has done something wrong. This is an example of instrumental conditioning.
Artifact 2: An example of positive reinforcement that I have in my life is in track when I work hard in practice my times improve in meets. This makes me want to work hard every day in practice so that my times keep improving and I can make it to the state meet.
Artifact 2: An example of positive reinforcement that I have in my life is in track when I work hard in practice my times improve in meets. This makes me want to work hard every day in practice so that my times keep improving and I can make it to the state meet.
Module 18:: Identify and Describe Positive and Negative Reinforcement, Positive and Negative Punishment, the Different Schedules of Reinforcement, Discriminating Stimuli, and Shaping.
Reinforcement is a tactic used to teach a specific behavior by delivering a stimulus after a behavior is given. Reinforcement is often used to motivate children and animals. Positive reinforcement works by showing a motivating stimulus to a person after they do a desired behavior. This makes the behavior seem more likely to happen in the future. Negative reinforcement occurs when a certain stimulus is removed after a behavior is exhibited. Negative reinforcement should not be confused with a punishment. Negative reinforcement is aimed to increase a behavior not decrease it like punishment is aimed to do.
Punishment is not always a harmful consequence. Punishment is a process that immediately follows a behavior that decreases the frequency of that behavior. There are two different types of punishment: positive and negative. Positive punishment works by presenting a negative consequence after an undesired behavior happens. The goal is to make this behavior stop. Negative punishment is a desired stimulus is removed after a bad behavior happens. The goal again is to reduce the bad behavior.
Schedules of reinforcement are an important part of the learning process. A schedule of reinforcement is a rule that states the instance of a behavior that will be reinforced. Because sometimes sometimes a behavior is enforced all the time and others it is not. This is where positive reinforcement and negative reinforcement comes into play. The first type of schedule is the continuous reinforcement, this is when the desired behavior is reinforced every time it happens. After the response if successful almost every single time it is then switched to partial reinforcement. Partial reinforcement is when the response is reinforced only part of the time. Learned behaviors are acquired slower but it is more resistant to extinction. Fixed ration schedules are where a response is reinforced only after a specific number of responses. Variable-ratio schedules are enforced when a response is reinforced after an no specific amount of responses. A fixed-interval schedule is a schedule where the first response is rewarded after a specified amount of times has elapsed. Variable-interval schedules occur when a response is rewarded after an unpredictable amount of time has passed.
Organisms must discriminate between stimuli to tell them apart so they respond in different ways. S+ is a discriminative stimulus that senses if reinforcement is available. Stimulus S- senses if reinforcement is not available. A stimulus can be an S+ if it is consistently following it with reinforcement. Most organisms learn to approach S+ and stay away from S-. The time of day can also be a discriminative stimulus.
Shaping in psychology is often known as behavior-shaping. Shaping is a component of operant conditioning. Shaping takes place when any behavior leading to the desired behavior is rewarded. Shaping is often used as a therapeutic tool. For example helping students talk during school. Shaping is often used with autistic children.
Punishment is not always a harmful consequence. Punishment is a process that immediately follows a behavior that decreases the frequency of that behavior. There are two different types of punishment: positive and negative. Positive punishment works by presenting a negative consequence after an undesired behavior happens. The goal is to make this behavior stop. Negative punishment is a desired stimulus is removed after a bad behavior happens. The goal again is to reduce the bad behavior.
Schedules of reinforcement are an important part of the learning process. A schedule of reinforcement is a rule that states the instance of a behavior that will be reinforced. Because sometimes sometimes a behavior is enforced all the time and others it is not. This is where positive reinforcement and negative reinforcement comes into play. The first type of schedule is the continuous reinforcement, this is when the desired behavior is reinforced every time it happens. After the response if successful almost every single time it is then switched to partial reinforcement. Partial reinforcement is when the response is reinforced only part of the time. Learned behaviors are acquired slower but it is more resistant to extinction. Fixed ration schedules are where a response is reinforced only after a specific number of responses. Variable-ratio schedules are enforced when a response is reinforced after an no specific amount of responses. A fixed-interval schedule is a schedule where the first response is rewarded after a specified amount of times has elapsed. Variable-interval schedules occur when a response is rewarded after an unpredictable amount of time has passed.
Organisms must discriminate between stimuli to tell them apart so they respond in different ways. S+ is a discriminative stimulus that senses if reinforcement is available. Stimulus S- senses if reinforcement is not available. A stimulus can be an S+ if it is consistently following it with reinforcement. Most organisms learn to approach S+ and stay away from S-. The time of day can also be a discriminative stimulus.
Shaping in psychology is often known as behavior-shaping. Shaping is a component of operant conditioning. Shaping takes place when any behavior leading to the desired behavior is rewarded. Shaping is often used as a therapeutic tool. For example helping students talk during school. Shaping is often used with autistic children.
Artifact 1: I will use my dog again for an example. We are trying to teach our puppy to go outside when she has to go to the bathroom. The other day when we let her inside she peed on the floor right in front of one of my friends. Before cleaning the mess we sat Marti (the dog) right in front of the mess and scolded her. This is an negative consequence after an undesired action. This is positive punishment.
Artifact 2: Here is a video that talks about shaping. This is someone learning how to make a peanut butter sandwich by using the shaping technique. The lady is rewarded with any behavior leading to the desired outcome.
Resources: http://www.intropsych.com/ch05_conditioning/discriminative_stimuli.html
http://www.simplypsychology.org/operant-conditioning.html
http://www.intropsych.com/ch05_conditioning/discriminative_stimuli.html
http://psychology.about.com/od/behavioralpsychology/a/schedules.htm
http://www.simplypsychology.org/operant-conditioning.html
http://www.intropsych.com/ch05_conditioning/discriminative_stimuli.html
http://psychology.about.com/od/behavioralpsychology/a/schedules.htm
Module 19: Describe the Application of the Principles of Instrumental Conditioning to the Therapeutic Situation (Behavior Modification). Compare and Contrast Classical and Instrumental Conditioning.
Instrumental conditioning is a type of learning that increases or decreases the frequency of a behavior. A token system can be added to instrumental conditioning. Tokens that can be traded in for something that is a positive stimulus can be a great way to reward a behavior. This is a technique used in an institutional and therapeutic setting.
Classical conditioning is a learning process that paires a neutral stimulus with an unconditioned stimulus to get an unconditioned response. After pairing the neutral stimulus with the unconditioned stimulus we get a conditioned stimulus that results in a conditioned response. This was first discovered by a Russian physiologist Ivan Pavlov. Classical conditioning involves making connections between an involuntary response and a stimulus. In classical conditioning the learner doesn't have a clue what he is doing.
Operant conditioning AKA instrumental conditioning uses reinforcement or punishment to increase or decrease a behavior. This process involves distinguishing between right behavior and the consequences that follow that behavior. Instrumental conditioning is about making an association between a voluntary behavior and a consequence. In instrumental conditioning the learner is fully engaged in the activity and is rewarded with positive stimuli.
These learning processes are the same in several ways one: they are both utilized for a variety of purposed by many people. Also they are both used in animal training. In both one stimulus will lead to another stimulus or act which is positive or negative.
Artifact 1: Instrumental conditioning using the token system was one technique that my kindergarten class used. We were given so many tokens a week then at the end of that week we were able to turn those tokens in and get a piece of candy or a small toy that we liked. This was a way to enforce good behavior in the class room. Below is an example of a token system.
Classical conditioning is a learning process that paires a neutral stimulus with an unconditioned stimulus to get an unconditioned response. After pairing the neutral stimulus with the unconditioned stimulus we get a conditioned stimulus that results in a conditioned response. This was first discovered by a Russian physiologist Ivan Pavlov. Classical conditioning involves making connections between an involuntary response and a stimulus. In classical conditioning the learner doesn't have a clue what he is doing.
Operant conditioning AKA instrumental conditioning uses reinforcement or punishment to increase or decrease a behavior. This process involves distinguishing between right behavior and the consequences that follow that behavior. Instrumental conditioning is about making an association between a voluntary behavior and a consequence. In instrumental conditioning the learner is fully engaged in the activity and is rewarded with positive stimuli.
These learning processes are the same in several ways one: they are both utilized for a variety of purposed by many people. Also they are both used in animal training. In both one stimulus will lead to another stimulus or act which is positive or negative.
Artifact 1: Instrumental conditioning using the token system was one technique that my kindergarten class used. We were given so many tokens a week then at the end of that week we were able to turn those tokens in and get a piece of candy or a small toy that we liked. This was a way to enforce good behavior in the class room. Below is an example of a token system.
Artifact 1: Instrumental conditioning using the token system was one technique that my kindergarten class used. We were given so many tokens a week then at the end of that week we were able to turn those tokens in and get a piece of candy or a small toy that we liked. This was a way to enforce good behavior in the class room. To the left is an example of a token system.
Artifact 2: Here is a you tube video that show a mother teaching her daughter to clap along to a song. She uses instrumental conditioning and treats to teach the baby. Eventually the baby is able to clap along with out expecting a treat after the desired behavior.
Resources: https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/treating-psychological-disorders-19/treatment-approaches-98/operant-conditioning-in-behavioral-therapy-375-12910/
_
https://communicatepa.wikispaces.com/file/view/rainbow_penny_board_-_example.jpg/285235130/432x326/rainbow_penny_board_-_example.jpg
_
https://communicatepa.wikispaces.com/file/view/rainbow_penny_board_-_example.jpg/285235130/432x326/rainbow_penny_board_-_example.jpg
Module 20:: Describe what Skinner Means by Determinism
Deterministic psychology is all about underestimating the uniqueness of humans and their freedom to choose their own destiny. Some deterministic psychologists see the source of determinism as being outside the individual. So the determinism is known as an environmental determinism. Others see it from coming inside the individual, called genetic determinism.
B.F. Skinner was a famous psychologist in the twentieth century. He was the ¨king¨ of behaviorism. He reduced all behavior to instrumental conditioning by rewards and punishments. in 1971 Skinner wrote a book called Beyond Freedom and Dignity. In this book he described that he did not believe in goals or internal psychological states. He felt that new evidences of predictable behavior are discovered by science. Skinner believes in environmental determinism so an action would be caused by an environmental determinism. For example Skinner would say if a child has violent parents it will become a violent parent through observation.
B.F. Skinner was a famous psychologist in the twentieth century. He was the ¨king¨ of behaviorism. He reduced all behavior to instrumental conditioning by rewards and punishments. in 1971 Skinner wrote a book called Beyond Freedom and Dignity. In this book he described that he did not believe in goals or internal psychological states. He felt that new evidences of predictable behavior are discovered by science. Skinner believes in environmental determinism so an action would be caused by an environmental determinism. For example Skinner would say if a child has violent parents it will become a violent parent through observation.
|
Artifact 1: The environment in Africa is very hot and there are little resources. The people living in Africa see little success because of the climate. This is environmental determinism, because it says that the climate is a reason for the little success in the region of Africa.
|
Artifact 2: Today the weather is rainy and cold. On days like this I want to be snuggled up in my bed watching movies, but instead I am at school trying to work on my school work. At the end of the day I accomplish little work, this could be an example of environmental determinism because the weather has impaired me of doing my best at school.
|
Resources: http://www.informationphilosopher.com/solutions/scientists/skinner/
http://www.simplypsychology.org/freewill-determinism.html
http://jkure2.blogspot.com/http://jkure2.blogspot.com/
http://www.simplypsychology.org/freewill-determinism.html
http://jkure2.blogspot.com/http://jkure2.blogspot.com/