Assumptions of the behaviourist and social learning approaches Behaviour is a learned response to environmental stimuli Things in the environment bring about learning. If you touch a frying pan that has just been on the hob, you get hurt and you learn not to do that again. If you smile when you ask a favour you may nd you are more likely to get what you want, so you learn to do that again. Classical conditioning The word conditioning means ‘learning’. Classical conditioning is learning through association. Ivan Pavlov (1927) noticed that his laboratory dogs salivated when they heard a door opening because they learned to associate that noise with the arrival of food. Operant conditioning Burrhus Frederic Skinner (1938) demonstrated that when a behaviour produces a pleasurable consequence from the environment (e.g. a reward) it is likely to be repeated in future. The environment reinforces (strengthens) the behaviour, so this is called reinforcement. Behaviour can be learned from observation and imitation Albert Bandura (1977) argued that learning occurs through observation and imitation of other people’s behaviour. As children, we observe the behaviour of other people (e.g. parents) who may become role models. We are likely to imitate role models if we observe their behaviour being rewarded (e.g. with praise, fame, money). This is vicarious reinforcement. It is not the child’s behaviour that is reinforced, but the behaviour of the model they are observing. Assumptions of the biological approach Behaviour is in uenced by our biology This approach believes that everything that is psychological is rstly biological – our behaviours, thoughts and feelings have a physical basis. The central nervous system (CNS) is your brain and spinal cord. This is the control centre of your body. Different areas and regions of the brain perform different functions (e.g. language, aggression, vision, emotions). Damage to the brain/CNS can seriously affect these functions. Genes are biological ‘units’ of DNA inherited from our parents. These interact with environmental in«uences. Genes involved in many behaviours are in part passed on from one generation to the next. Neurochemistry refers to chemicals called neurotransmitters (e.g. serotonin, dopamine) that are active in the brain and affect behaviour. For example, a low level of serotonin is thought to be involved in depression. Behaviour is a product of evolution According to Charles Darwin (1859), genetically-determined behaviours continue into future generations (i.e. they are inherited). The behaviours that continue are those that are naturally selected because they enhance the individual’s chances of survival and particularly reproduction. For example, an individual who has good hunting skills is more likely to survive because they have food to eat. If they are well fed they are more likely to reproduce successfully and then their hunting skills (e.g. fast reactions) are passed on to their offspring. Exam-style questions Fen and Park are sister and brother. When they were very young they loved pointing at objects and naming them (‘digger!’, ‘horsey!’). Their mum played rugby, and Fen followed in her footsteps when she was old enough. In their teens, Fen and Park had strong friendship groups. They both dressed like their friends and followed the same in uencers on TikTok. Sadly, when he was 18, Park had an accident which damaged part of his brain so he had problems reading and speaking. 1. Give one key assumption of the cognitive approach and identify one aspect of the scenario that illustrates this assumption. (2 marks) 2. Some psychologists believe behaviour is best understood in terms of how other people in«uence us. State the approach for which this is a key assumption and identify one example of the assumption in the scenario. (2 marks) 3. Give one key assumption of the behaviourist/social learning approaches and identify one aspect of the scenario that illustrates this assumption. (2 marks) 4. Using an example from the scenario, brie«y explain one key assumption of the biological approach. (3 marks) Learners must be able to understand and apply knowledge of key assumptions as used to explain aspects of human behaviour. A1 Cognitive approach: ● Behaviour is a product of information processing. ● The brain can be compared to a computer (computer analogy) – input, processing and output. A2 Social approach: ● Behaviour occurs in a social context (influenced by people around us). ● Wider culture and society influence people’s behaviour. A3 Behaviourist and social learning approaches: ● Behaviour is a learned response to environmental stimuli. ● Behaviour can be learned from observation and imitation. A4 Biological approach: ● Behaviour is influenced by central nervous system (CNS), genes and neurochemistry. ● Behaviour is a product of evolution. Specification content Running in the family – but why? An educational psychologist is working with a 14-year-old boy who behaves aggressively in and out of school. He grew up in a violent household and witnessed his father assault his mother. His mother also has a conviction for assault.When the psychologist asked the boy why he was aggressive, he replied,‘Because it helps me get what I want’. Last year his older sister, who has been in prison for violence, had a serious brain injury in an accident and is now a very placid and calm person. Explain how the assumptions of the two approaches on this page can help us understand the behaviour in this scenario. ACTIVE GET The giraffe’s long neck gives it an advantage in reaching food that is not available to shorter-necked rivals. This shows how an animal has adapted physically in response to its environment. But what psychologists are really interested in is the evolution of behaviour, i.e. how some behaviours are adaptive (give an individual a special advantage). Identify some behaviours in humans and/or animals and suggest what their adaptive advantages might be. 11 Copyright: Sample material
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