JOHN DOLLARD • Born in Menasha, Wisconsin, US on 29th August, 1900
• MA and PhD in sociology (University of Chicago)
• Trained in psychoanalysis from Berlin Institute • Became a member of the Western New England Psychoanalytical Society
• He integrated his approaches to human behavior with sociology, anthropology and psychology
• He passed away on 8th of October, 1980
Books authored by John Dollard • Caste and class in a Southern town (1937) • Children of Bondage ( 1940) • Victory over fear (1942) • Fear in Battle (1943) • Criteria for the life history (1936) • Steps in psychotherapy (1953) • Scoring human motives (1959)
NEAL E. MILLER • Born in Milwaukee, Wisconsin on 3rd August, 1909 (Stanf ord ) PhD PhD (Yale) (Yale) • MA (Stanford
• Training in Psychoanalysis from Vienna Institute
• Known for work on acquisition of drives and study of conflict
MATCH THE FOLLOWING Ivan Pavlov
1911, 1911, 1932
American Psychologist
Behaviourism
John Watson
1904, 1990
Russian Russia n Physiologist
Operant Conditioning Trial and Error learning
Edward Thorndike
1906, 1927
American Psychologist
Classical Conditioning ( US, UR, CS & CR)
B.F. B.F. Skinner
1916, 1925
American America n Psychologist
Instrumental Learning- Law of Effect
CORRECT ANSWER Ivan Pavlov
1906, 1927
Russian Physiologist
Classical Conditioning ( US, UR, CS & CR)
John Watson
1904, 1990
American America n Psychologist
Behaviourism
Edward Thorndike
1911, 1932
American America n Psychologist
Instrumental Learning- Law of Effect
B.F. B.F. Skinner
1916, 1925
American America n Psychologist
Operant Conditioning Trial and Error learning
Laboratory Experiment • It is a hypothetical experiment box – divided divided into • Subject (rat) is place in a square box – two parts • Buzzer and simultaneously electrical charge is sent through the floor • Rat has to jump over to the other compartment in order to terminate the shock and buzzer Procedure – repeated repeated for 60 minutes- irregular • Procedure – intervals • Observed- time between the onset of the buzzer and shock and a nd subject’s subject’s responseresponse- progressively shorter
• Next day • Subject is placed for 60 minutes in the shuttle box • Buzzer no shock • Despite the absence of the shock the subject continues to jump over the hurdle and may also improve performance Therefore, the process of generalization in learning is observed
Summary of the VIDEO of the laboratory experiment
INTRODUCTION AND CONTEXT • •
Labeled a laboratory theory Not a single Stimulus response theory but a cluster of theories
•
Dollard and Miller attempted to modify and simplify Hull’s reinforcement reinforcement theory so that it can be used easily and effectively to deal with events of intertest to the clinical psychologist
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Integration of Hulls work – concept – concept of habit which is a stable S-R pattern
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Draws from psychoanalytic theory and explains the phenomena of displacement, repression, and conflict using the behavioral S-R patterns
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Institute of Human Relation at Yale University (1933) directed by Mark May
brought together together experimental, experimental, social anthropology (social aspects of humans in in non literate societies) and psychoanalytic theory
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Learning is given predominant importance
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Innate factors are not ignored but emphasis is on stimulation to which person is exposed and the possible responses to it
Preview of Dollard and Miller’s Theory
THE LEARNING PROCESS “In order to learn, one must want something, notice something, do something, and get something.” • drive (“want something”)
• cue (“notice something”) • response (“do something”)
• Reinforcement/reward (“get something”)
drive
Definition:
Examples:
what a person wants, which motivates learning
• hunger • thirst • sexual drive • approval-seeking
c u e
Definition:
Examples:
what a person notices, which provides a discriminative stimulus for learning
• mother calling • sight of someone you love
response
Definition:
Examples:
what a person does, which is learned
• crying • asking for help • criticizing someone
response
• initial hierarchy of responses • dominant response • resultant hierarchy
EXAMPLE OF A RESPONSE HIERARCHY HIERARC HY:: CHILD CHILD
dominant response
•
R1: cry
•
R2: grab teddy bear
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R3: hide
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R4: demand Daddy
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R5: go quietly to bed
REWARD
Definition:
Examples:
what a person gets as a result of a response in the learning sequence, which strengthens responses because of its drive-reducing effect
•
food
•
approval
Extinction g n80 i y60 r C40 e 20 m i 0 T
1
2
3
4
5
6
7
Day
When reinforcement is withheld, the rate of behavior decreases. In this example, if parents ignore a child who cries at bedtime, the child will cry less and less as time goes on.
GRADIENT OF REWARD
• The more closely the response is followed by reward, the more it is strengthened.
• Language can influence this by making a response "close" by talking about it.
THE STRUCTURE OF PERSONALITY • Concepts employed to represent the stable and enduring characteristics of the person – person – Habits
• A habit is a link or association between a stimulus (cue) and a response
• This link may be formed not only between external events but also internal ones
• Emphasis of the entire theory is the conditions under which habits are acquired, extinguished or replaced
• Acc. to Dollard and Miller habits keep changing due to experience • Many responses are elicited by verbal stimuli and responses too are
THE DEVELOPMENT OF PERSONALITY • Innate equipment: at birth and shortly afterward the infant displays only a limited array of specific reflexes
• Innate hierarchies of response: tendencies for certain responses to appear in particular stimulus situations before certain other responses
• Primary drives: internal stimuli of great strength and persistence and usually linked to known physiological physiological processes
THE CRITICAL STAGE OF DEVELOPMENT
1. Feeding 2. Clea Cleanl nlin ines esss `Training 3. Early Sex Training 4. Ange Angerr-Anx -Anxie iety ty Conflicts
THE CRITICAL STAGE OF DEVELOPMENT • Child who cries when hungry as is fed – learns – learns first manipulation toward drive reduction
– learns passive and apathetic • Child who is left to cry it out – learns reaction to strong drive stimuli
• Dollard and Miller stressed on importance of feeding experiences in the development of mother-child mother-child relationship
• Harlow’s experiment with monkeys showed that preference is for the warmth rather than food- contradicting Dollard and Miller’ Miller ’s views
FOUR TYPES OF CONFLICT
• approach-approach • approach-avoidance • avoidance-avoidance • double approach-avoidance
Avoidance - Avoidance
5 BASIC ASSUMPTIONS
4. Increase in the drive associated with the approach or avoidance will raise the general level of the gradient 5. When there are two competing responses the stronger will occur
FRUSTRA FRUSTRATIO TION N AND AGGRESSION AGGRESS ION The frustration-aggression frustration-aggression hypothesis
– interference with goal attainment
– frustration leads to aggression
THE FRUSTRATION-AGGRESSION HYPOTHESIS 1. Dollard, Doob, Miller, Mower, and Sears (1939). Frustration, "the state that emerges when circumstances interfere with a goal response," often leads to aggression. 2. In some situations, frustration does augment the likelihood of aggression. Buss (1963) had college students experience one of three types of frustration (failure to win money, money, failure to earn a better grade, or failure on a task). All three groups showed more subsequent aggression than a control group that was not frustrated. 3. Research indicates that frustration is more likely to lead to t o aggression if the aggressive behavior helps to eliminate the frustration. 4. The amount of frustration and subsequent aggression depends on how near the i ndividual is to the goal when they are blocked. Harris (1974) and her confederates purposely cut in front of people standing in line at movies, grocery stores, etc. If they cut ahead of a person second in line, they were much more likely to elicit verbal aggression than if they cut ahead of someone twelfth in line. 5. Frustration does not inevitably result in aggression. It is important to identify the circumstances under which frustration will end in aggression.
PSYCHOTHERAPY • Therapist should be a sympathetic, permissive listener and encourage patient to express all feelings feelings and to free associate
• teaching behavioral coping express ion • Unrealistic fears and guilt get extinguished through expression
• teaching relaxation (drive reduction) • language as mediator of learning
SUPPRESSION The White Bear Suppr Suppression ession Inventory is correlated with obsessional thinking, depression, and anxiety. And, although people can learn to repress unwanted thoughts, they often "rebound" later,, occurring with increased later frequency.
REPRESSION • Reponses of not thinking about certain event leads to drive reduction and reinforcement
• Certain thoughts have acquired the capacity to arouse fear and not thinking about them leads to a reduction in fear and thus the process of not thinking about them is reinforced
• Sex-related thoughts
