1. Behaviourism Johnny D is very creative he loves playing the guitar, the drums and singing. In fact he loves anything involved in producing music. Why is making music such a strong desire for Johnny?

2. Behaviourism Step 1 Think of the effects, outcomes and rewards that Johnny receives or experiences through making and playing music. TASK 1 Make a List of these effects, outcomes and rewards.

3. Behaviourism Remember the Golden Rule: Engage with the source material.

4. Behaviourism In groups / pairs answer the following Approaches question: A) Describe how Johnny’s desire to make music and be creative might be explained by the behavioural approach.

5. Behaviourism In groups / pairs answer the following approaches question. B) Assess the behavioural explanation of the desire to be creative in terms of its strengths and limitations.

6. Behaviourism In groups / pairs answer the following approaches question. C) How might the desire to be creative be investigated by the behavioural approach?

7. Behaviourism In groups / pairs answer the following approaches question. D) Evaluate the use of this method of investigating the desire to be creative.

8. Behaviourism Behaviourists rule out ‘motivation’, ‘free will’, ‘intelligence’ and other possible causes. WHY?

9. Behaviourism Classical Conditioning – Examples Pavlov’s dogs & Little Albert Neutral Stimulus + Conditioned Conditioned Stimulus Response

10. Behaviourism Formula US (Food) = UR (Salivation) NS (Bell) = CR (No response) NS + US paired in time NS is now CS (Bell) Salivation (CR)

11. Behaviourism Put together a formula for a fear of balloons!

12. Behaviourism Operant Conditioning – ‘Operants’ are actions controlled by the consequences that immediately follow. Examples of ‘Operants’ are: Talking, Walking, Reading and Writing.

13. Behaviourism Operant Conditioning - is the process by which behaviours are strengthened by reinforcement following the actions. Positive reinforcement – Involves events / objects that strengthen the actions that immediately follow.

14. Behaviourism Reinforcers are defined by their effects, not by how we assume they will work. E.g. A teacher asks pupils to “Sit Down!”. Does not always have the desired effect Instead it strengthened what they were doing at that time. Which was wandering around! In fact the more the teacher told them to sit down the more often they left their seats!

15. Behaviourism Punishment – Usually produces undesirable emotional behaviours, which is why behaviourists avoid it. Shaping – Gradually produces new behaviours by the reinforcement of actions that most resemble the target behaviour.

16. Behaviourism Explain how a mother uses shaping to develop her baby’s speech. Think of the target behaviour first. What is it? How does the mother go about achieving the target behaviour?

17. Behaviourism Explain how shaping assists an infant learning to ride a bike. Think of the target behaviour first. What is it? How does the infant learn to ride the bike through shaping and nature?

18. Behaviourism Social Learning Theory (SLT) Example – Bandura’s ‘Bobo’ Doll Experiment. We learn through indirect (vicarious) rewards as well as through direct rewards.