Learning theories and development Studies

Worked examples (9)

• 1Identify the UCS, UCR, NS, CS and CR (4 marks)
• 2Describe the conditioning procedure and count the pairings (4 marks)
• 3Explain generalisation using the transfer tests (4 marks)
• 4Explain why Albert was never deconditioned (3 marks)
• 5Find the errors in a student's account (5 marks)
• 6Evaluate the sample (4 marks)
• 7Assess the ethics of the study (5 marks)
• 8Compare the classic study with Capafóns et al. (6 marks)
• 9Apply the study to explain a described phobia (6 marks)

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Worked examples (9)

• 1Identify the design of each study (3 marks)
• 2Explain what mediation means here (4 marks)
• 3Describe Study 1 (4 marks)
• 4Describe Study 2 (4 marks)
• 5Explain what a longitudinal design establishes (4 marks)
• 6Evaluate the use of self-report throughout (4 marks)
• 7Distinguish a mediator from a moderator (4 marks)
• 8Link the findings to social learning theory (5 marks)
• 9Compare with the classic study (6 marks)

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Worked examples (9)

• 1Identify the design and describe the groups (3 marks)
• 2Explain the purpose of a waiting-list control (4 marks)
• 3Describe the treatment programme (4 marks)
• 4Separate the self-report from the physiological measures (4 marks)
• 5Report the results, including the exceptions (5 marks)
• 6Explain the value of combining self-report and physiological measures (4 marks)
• 7Evaluate the sample (4 marks)
• 8Assess ecological validity and what the study leaves open (5 marks)
• 9Compare with the classic study (6 marks)

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Worked examples (9)

• 1Identify the design and the variables (3 marks)
• 2Distinguish the two senses of humanness (4 marks)
• 3Explain why the two subscales were combined (4 marks)
• 4Describe both experiments, keeping them apart (5 marks)
• 5Interpret the Study 2 null result (5 marks)
• 6State the causal claim the design licenses (4 marks)
• 7Evaluate the samples (4 marks)
• 8Assess ecological validity (5 marks)
• 9Compare with the classic study (6 marks)

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