CORE THEORY - NONVERBAL COMMUNICATION - SOCIAL LEARNING THEORY

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1 CORE THEORY - NONVERBAL COMMUNICATION - SOCIAL LEARNING THEORY Social Learning Theory explanation of Non- Verbal Communication Social learning theory (SLT) starts with the idea that we observe and imitate behaviours from other people. If this behaviour is rewarded and reinforced it is repeated and the behaviour becomes habit. However, if this behaviour is criticised (punished) it can stop us repeating the behaviour.

2 SUPPORT FOR THE THEORY The SLT of non-verbal communication is supported by cultural variations in body language. Cultural variation can be observed in how people greet each other. In France friends greet each other by kissing each cheek. In Brazil, the custom is to shake hands. If nonverbal communication was innate (natural), then humans would all communicate in more or less the same way.

3 LIMITATIONS OF THE THEORY One criticism is that the SLT of NVC suggests that people can learn new ways of communicating nonverbally but this is not necessarily true. For example efforts to teach offenders more appropriate body language tend not to work that well. Another criticism is that SLT cannot really explain why children brought up in the same environment can have quite different ways of communicating. For example, two brothers raised by the same parents in the same community can have very different ways of expressing themselves. Finally, the SLT ignores the effect of nature on NVC. Facial expressions, for example, are similar around the world, so are probably natural rather than learned.

4 CORE THEORY MEMORY This is one of the better known theories about how the human memory works Information is encoded and enters the Sensory store. The sensory store has a small capacity and a duration of only 1 second. After this information decays (fades away) If we pay attention to information in the SM it moves to the short term memory. The STM has a capacity of 5-9 items (7±2), and a duration of 30 seconds. After this time the information decays. If more information enters the STM, some information will be displaced (pushed out of the memory). We can keep information in our STM by rehearsal (repetition). Information that is rehearsed may also enter the long-term memory. The LTM is a permanent store with an unlimited capacity and a lifelong duration. Forgetting can happen through decay (information fades over time if not used), or displacement (information is pushed out to make room for new information)

5 MULTI STORE MODEL EXTERNAL STIMULI Decay

6 SUPPORT FOR THE THEORY Support for this theory comes from experiments. The experiment by Terry demonstrated the serial position effect which supports the idea that we have a short-term and a long-term memor Experiments by Peterson and Peterson demonstrated that the duration of the shortterm memory was in fact seconds.

7 LIMITATIONS The theory shows the STM and LTM as being single, simple stores, however there is evidence that there are different stores within the LTM for different types of memory (skills, experiences), and that the STM is also more complex than shown here The theory says that info only enters the LTM if we rehearse it, however some information enters the LTM without rehearsal, and some info that we rehearse a lot still fails to enter the LTM. The theory does not explain why some people have much better memories than other people.

8 CORE THEORY OBEDIENCE SITUATIONAL FACTORS This theory suggests that obedience is more (or less) likely to take place in certain situations Setting the place where the events take place can affect levels of obedience. When Milgram moved his obedience study from a university to a run-down office, obedience levels fell Culture some cultures are more obedient than others due to the way people in those cultures are brought up. For example Australians tend to be less obedient to authority, Japanese highly obedient to authority. Authority if the person giving the orders has a higher status in some way such as their age, position at work, title (Dr, Sir, Lord) then they are more likely to be obeyed Punishment if you risk being punished in some way then you are more likely to obey Consensus if the majority of people are obeying then you will obey too. The opposite is also true!

9 SUPPORT FOR THE THEORY Support for this theory comes from experiments conducted by Milgram who demonstrated that setting and perceived authority did have an influence on obedience. The research by Hoffling ( nurses ) and Bickman also demonstrates support for the situational factor theory.

10 LIMITATIONS The theory ignores that some people might be naturally more obedient than others (see dispositional factors) Some of the key research was unethical such as Milgram s study where people thought they were giving someone dangerous electric shocks. This caused them great distress, and they were not allowed to easily withdraw Some of the research lacks ecological validity and may not reflect obedience in the real world

11 CORE THEORY SEX AND GENDER BIOLOGICAL THEORY Depending on which sperm fertilises the egg, we will have either XX or XY chromosomes. XX makes us female, XY makes us male. Our chromosomes cause testosterone to be released in males, oestrogen in females. These are hormones, which are chemical messengers in our blood. These hormones cause our sex organs to develop. For females these are ovaries, for males these are testes. Our hormones also affect our behaviour, causing masculine and feminine behaviours to develop. Limitations The theory does not explain why some people do not have appropriate gender behaviour, such as some women who behave in a masculine way The theory ignores the learned aspects of gender behaviour The theory cannot explain why gender behaviour is different in different cultures, and has changed over time

12 SUPPORT FOR THE THEORY Support for this theory comes from the case study by Diamond and Sigmundson. Bruce was raised as a girl however once puberty began he reported feeling as if he was a boy and reverted back to his biological gender. Thus demonstrating that nurture cannot override nature.

13 LIMITATIONS The theory does not explain why some people do not have appropriate gender behaviour, such as some women who behave in a masculine way The theory ignores the learned aspects of gender behaviour The theory cannot explain why gender behaviour is different in different cultures, and has changed over time

14 CORE THEORY ATYPICAL BEHAVIOUR - BEHAVIOURIST THEORY Classical and Operant conditioning and Phobias Phobias can develop by association, through classical conditioning. When something unpleasant happens (unconditioned stimulus) that naturally makes us scared (unconditioned response), we might associate this with something else (neutral stimulus). The NS becomes a conditioned stimulus that brings on a conditioned response of fear. The phobia can be maintained by operant conditioning through reinforcement. When a person avoids the thing they fear, they feel better, which reinforces avoidance and makes the phobia worse.

15 Exam Tip If you are using an example, make sure it relates to Atypical Behaviour something that is not normal

16 SUPPORT FOR THIS THEORY Support for the Behaviourist theory comes from the research by Watson and Rayner who demonstrated how Little Albert could be conditioned to fear white rats by using classical conditioning. Also the therapies such as Systematic Desensitisation and Flooding use the principles of classical conditioning and are very effective in treating phobias by creating an alternative more positive association with the feared object.

17 LIMITATIONS We have our own mind: people have different approaches towards different stimuli, e.g. one person may think rationally about a dark place, where as another may be irrational and make a different decision. Behaviourists assume that you need direct experience with the feared object or situation, but some people seem to develop phobias through observing and imitating their role models, such as parents. Behaviourists cannot explain the fact that some people have phobias of objects and situations that they have no direct experience of.

18 CORE THEORY ATTACHMENT : BOWLBY S THEORY Bowlby thought that attachments were instinctive, and were evolved to increase our chances of survival. A baby will naturally attach to its mother who will nurture and protect the baby. Monotropy the name Bowlby gave for the single, special attachment that he thought children have for their mother Critical Period the first three years of a child s life during which it was very important to make an attachment Privation when a child does not make an attachment, maybe because it is moved around different foster carers, or because the parents are so unloving and neglectful that the child is unable to form a bond with them. This can lead to the child developing poor motor skills, poor language skills, and poor social skills. These effects are permanent, Deprivation when a child makes an attachment but this attachment is disrupted or broken, possibly because the parent/s die, or because the main caregiver goes into hospital or prison for an extended time. Deprivation can lead to a child being demanding or clingy. As adults, they may become affectionless psychopaths who lack guilt or remorse

19 SUPPORT FOR THIS THEORY Support for Bowlby s theory comes from his own research into 44 juvenile thieves, many of these had suffered deprivation in early childhood. Also studies by Harlow demonstrated that care and comfort were more important than food when forming an attachment, this fits with Bowlby s ideas.

20 LIMITATIONS Monotropy actually many children make multiple attachments to fathers, grandparents and other carers Critical period actually children adopted after the age of three can still form attachments to their new parents Irreversible damage there are cases of children who have recovered from the effects of deprivation and privation