A Rat’s History of Psychology – Part 2

Continuing my fearless exposé of rats' contributions to the history of psychology...

Part 2 in our series: Psychology from the point of view of a humble – but opinionated – rat

Little Albert and the Rat

I have to say this right from the start: I never meant the little guy to get upset.

This is what really happened. John Watson wanted to show that he could create fear where no fear had been before. For some reason, he figured that a young baby would be the perfect experimental subject. Weird.

That little boy, Albert, wasn’t even one year old, but he was already a nice little kid – gentle, friendly and not in the slightest bit worried about me scurrying around nearby. He and I were getting along just fine. Then the big guy, Watson, decided to scare us both to death by whacking a steel bar with a hammer. Well, of course Albert was upset. I was pretty shocked myself. He burst out crying. I reckon it took him a few minutes to calm down.

Then every time I went near the little fellow I heard that awful loud noise. Soon Albert didn’t want to have anything more to do with me. Even when there was no sound at all, Albert jumped violently and began to cry whenever he saw me. I hadn’t even so much as nibbled his cute, fat little cheeks!

Look, I understand the theory of the experiment, but why did I have to be the fall guy? And why was that innocent, defenceless little baby chosen as the lead participant?

In psychological terms, this is what happened: that little baby had acquired not just a physical reaction but an emotion that he now connected with me, even though he hadn’t been afraid of me at all at the start. He had linked that loud, scary noise, which naturally frightened him, with me, a harmless furry creature with a friendly nature and a-maz-ing intelligence. Even without the loud sound, Albert had learned to fear me.

This is a form of classical conditioning, an automatic form of learning. You don’t have to think about it to form an association between two stimuli. If those stimuli are presented together enough times, bingo, you have learned something. You can’t stop yourself. That’s horrifying, if you think about it. The emotion that Albert learned is called a conditioned emotional response or a phobia. Humans have developed a conditioned emotional response when they feel scared at the sound of a dentist’s drill or happy at the sound of an old song to which they once danced with a loved one.

We rats don’t have to worry about dentists, of course, and the advertisers who use classical conditioning to sell everything from Coke to underpants don’t care about us. But I still feel pretty bad about little Albert. You see, when his mother found out what was going on, she took Albert away. His fear was never extinguished. Wherever he is, he might still be scared of white furry things – like me and Santa masks. Poor little kid.

There’s nothing scary about me, honestly. But some research psychologists are downright spooky.

Extra reading: http://www.simplypsychology.org/classical-conditioning.html

A simple flowchart: before, during and after conditioning
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A Rat’s History of Psychology – Part 1

Part 1 – Rat feeding time

Your teachers may seem knowledgeable about psychology, but if you want to hear from someone who has experienced the subject from the inside, ask a rat.

Like me, for instance. I can tell you, I’ve run mazes with the best of them. Pressed levers too. I was lucky that they left me out of the brain surgery group. Fortunately, my hypothalamus is still intact. If it weren’t, I’d be in no shape to be the mascot of this blog.

Psychology is a relatively young science. Luckily for us rats. It wasn’t really until the nineteenth century that people began to study human behaviour using the kind of scientific approach that modern psychologists like to imagine they bring to their work.* Of course, there had been philosophers long before that time who had ruminated on the nature of consciousness. But the people who began to study human thought and behaviour scientifically, using a systematic method that could be repeated by others and written up in dusty journals, emerged only in the nineteenth century.

This history is not about Wilhelm WundtWilliam James, Sigmund Freud or even Jean Piaget. Forget about Hermann Ebbinghaus. This is a rat’s history.

You may be shocked to learn of the cruel exploitation of rats in the history of psychology. If you’re sensitive, don’t read on.

For example, we rats were part of a study in 1943 that showed how vital the hypothalamus is to the experience of hunger. Rats with a lesion (in this case an injury caused by surgery) in one part of this tiny structure in the brain showed little or no interest in eating. They had to be fed intravenously; otherwise, they would have died. When a different part of the hypothalamus was cut or lesioned, the affected rats couldn’t stop eating. They no longer knew when they’d had enough. The first kind of rat became emaciated, the second obese (Brobeck, Tepperman and Long, 1943).

I feel great compassion for the rat comrades who were subjects in that experiment. Is that kind of suffering ever justified? 

That study provided all sorts of information about the role of our hypothalamus. The human hypothalamus is similarly important. It’s about the size of a kidney bean but it is vital to the regulation of basic biological needs. One of its key functions is to control the autonomic nervous system. It is consequently vital in regulating the so-called four f’s: fighting, fleeing, feeding and mating.

So, you see, that experiment provided insight into many topics that you will encounter in your years of psychology study:

*The brain (view 3D pictures of the brain online at the Genes to Cognition website)
*The hypothalamus
*The autonomic nervous system
*The regulation of hunger and other biological needs
*The fight-or-flight response
*Sex, arousal and so on

I need hardly say that as a rat I feel torn. On the one hand, we have contributed to the development of human knowledge. On the other, we have suffered for it.

Kind regards,

The Rat

*Wilhelm Wundt established the first formal laboratory for research in psychology at the University of Leipzig in 1879 and the first scientific journal in 1881. He viewed psychology as the scientific study of conscious experience and he founded a new science that drew from both philosophy and physiology but modelled itself, at least in theory, on the scientific method of fields such as physics and chemistry.

Next Post: Little Albert and the White Rat

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School is nearly out…

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Gemma and Stephanie in the quadrangle, 17 Oct 2011. Three days left...

Some revision suggestions

See also the REVISION BOOKLET, available on the Unit 4 downloads page.

In order to revise the basics of research methods, download this PDF of the class powerpoint.

The hints below could be useful for all your subjects. But of course, you’re only allowed to use them for Psychology.

LITTLE AND OFTEN – OFTEN BEING THE OPERATIVE WORD… Spaced practice is better than massed practice. In other words, half an hour a day is better than 3 and a ½ hours once a week. Of course, massed practice (or cramming) is better than nothing at all.

And if all other advice fails, use a plastic axe or a sonic screwdriver...

A LONG, SLOW PROCESS The longer the length of time you spend learning something, the better the retention. That’s why it’s worth concentrating all year long and not just swotting like mad at the end. But of course swotting is also better than nothing. Start early with your revising. Don’t do it all the day before the exam.

YOU ARE NOT A DROOLING DOG…Active learning is vital. Studying for an exam is best done through active forms of learning, not through “hoping it will get it there somehow”. The drooling dog should not be your model.

OVERDO IT! It is better to overlearn material, because in an exam, the extra tension and physiological arousal can have an adverse effect. Overlearning reduces the likelihood of forgetting, even when under pressure.

MORPH INTO AN EXAMINER… Students like working through old exams and of course that is a worthwhile strategy. All the same, it is not always the most active method of revising. If you are working through exams and finding them easy, then you will feel reassured, but it won’t help you all that much with the nasty question the examiner springs on you in November. Therefore, try to second-guess the examiner. Morph into an examiner yourself. Say to yourself, “What if he/she asks me THAT horrible question?” Make up some seriously nasty questions that demand in-depth understanding. Then answer them. Put that nasty little examiner inside you in his place.

INFUSE YOUR LIFE WITH LEARNING… Just for these two to three weeks, try to use a psychology term or phrase for everything that happens to you. When you learn something new from a friend on the computer, repeat the four processes of observational learning to yourself. When you hear music and it reminds you of a happy time with a close friend and therefore produces a warm inner glow, remember that this is a conditioned emotional response that you may have acquired through classical conditioning. When you get a fright, recall the symptoms and details of the fight-flight response. When you are practising your driving and recall a route without officially having learned it, ponder on cognitive maps and latent learning.

Kind regards from

Ms Bottrell and Ms Green

Last day of Year 12, 2011
...and don't forget me! I may be "just a rat", but I've got feelings too. Good luck, guys!

 

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Holiday extra class

A slide from Ying's celebrated SAC, in which a group of aliens study the stress response in a young female earthling...

Link to VCAA Unit 4 Sample Exam

Ms Bottrell has kindly offered to come in during the holidays and run a class for students in Year 12 Psychology.

The class will be run on Tuesday 4 October and will begin at 10am in Room 107. Students from both classes are welcome to come. The class will allow students to work through sample exams, ask questions, clarify tricky topics and go over aspects of research methods. It will finish at around 2pm. Bring your lunch or food to share.

If you work hard, Ms Bottrell might even run a tennis clinic in the quadrangle. After all, she used to be an elite athlete – and now she’s an elite teacher who can still crack a tennis ball.

Ms Bottrell in her athletic youth...She still hits a mean ball.

Have a great holiday. Don’t forget, it would be worthwhile homework for you to complete the written answers in the VCAA sample exam for Unit 4, which we will happily correct for you after the holidays. Only one SAC to go!

Kind regards,

Ms Green

Another slide from the archives of a remarkable young earthling...
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Arousal has its drawbacks…


I'm not very keen on that Selye fellow. He did some horrid things to rats. No wonder they got so stressed.

Class pdfs on normality, mental illness and stress have just been uploaded. Click here and don’t forget your password.

Sometimes a speedy response to a dangerous situation could save your life. At such moments, the activation of the body’s resources in the fight-flight response is just what is needed. You react to the threat and deal with it swiftly. Hopefully, you find a way to ward it off (fight) or to remove yourself from the vicinity (flight). In its sympathetic fashion, the sympathetic branch of the autonomic nervous system has roused you and provided you with the energy and resources you needed for instant action. Remember, by the way, that not every part of your body is activated. Some processes, such as digestion, are suppressed. Well, for those few seconds of danger, digesting your last meal is not a high priority.

The parasympathetic branch of the autonomic nervous system then takes over, calming the body and returning it to its usual, more moderate state of arousal. This process takes much longer, which is why after a fright you may feel your heart still beating quickly several minutes later.

Now here’s the rub: sure, the fight-flight response might help you in a moment of intense danger, but it’s not healthy to be in a highly aroused state for prolonged periods. Arousal is a high-maintenance state! It requires great resources of energy. In the “shock” phase of Selye’s alarm reaction phase, for instance, people can experience headaches, fever, fatigue, sore muscles and diarrhoea. Later, after the body’s defences have stabilised, these symptoms pass, but the body’s resistance to new stressors is still diminished in the stage of resistance. Finally, if stress is prolonged and the body’s resources are seriously depleted, as in the stage of exhaustion, there may be serious health problems and a reduced immunity to disease.

To sum up arousal: a high level helps you to react fast in a crisis. But prolonged high levels of arousal can be harmful to your health. That’s why coping strategies that allow us to revise our cognitive interpretation of a stressor from “threatening” to “challenging” or “benign” could advantage us in the long run.

Not that I’ve ever been all that good at such reappraisals. That’s why I took up knitting.

Kind regards,

Ms Green

 

 
Here’s a short sharp introduction to the fight-flight response:

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SAC 1 on Learning: Annotated Folio

Rats! Running a maze is more my style. Even pressing levers appeals to me more. But at least there shouldn't be any nasty shocks...

This SAC will be held on Wednesday 24 August, probably in Rooms 104 and 105. It should not take longer than an hour and a half.

The class powerpoints relating to the topics in the SAC are now all available on the Unit 4 Downloads Page.

You are allowed to bring your writeups of the four empirical research activities to the SAC:

1. Wizz Fizz

2. Token Economy

3. Origami Frog

4. Dog Obedience School

These writeups may be referred to during the SAC.

You will also need a sound and comprehensive knowledge of the theoretical ideas relating to each activity in order to do well in the SAC. This means that you should revise Chapter 10 thoroughly, and make sure that you can define and explain all the terms relating to classical conditioning, operant conditioning and observational learning.

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The dogs have their day

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Pam and Sandra put the dogs, Bond and Stanley, through their paces in the quadrangle.

When the women from the Dog Obedience Graduate School of Victoria brought their dogs to visit, we were introduced to practical applications of classical and operant conditioning.

Indeed, when Bond the Bernese mountain dog drooled on the floor of Room 107, whilst waiting for his owner Pam to give him the word to eat his snack, I couldn’t help but remember Pavlov and at the same time feel grateful that my year 12 students, though they certainly salivated during the wizz-fizz activity, managed to resist doing it on the carpet.

Sandra, the director of the dog training school, provided many practical details of dog training. She described many aspects of the evolutionary and breeding history of dogs and referred to the “critical period” of 2-18 weeks when a puppy is most receptive to training. Some of her methods showed applications of classical conditioning, others illustrated the elements of operant conditioning. Identifying which were which and being able to explain these methods will form part of the SAC on the Annotated Folio of Research, which will be done on Wednesday 24 August.

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Sandra with her Giant Schnauzer, Stanley, sharing her expertise on dog training
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Pam with her Bernese mountain dog, Bond
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Our plastic brains

New page for Unit 4 downloads (password protected): CLICK HERE

Holiday Homework, Term 2 Holidays, 2011

Applications and comparisons of learning theories – homework

Comparison between CC and OC holiday homework

Of course our brains are not actually made of plastic – not even after a late night, a caffeine binge or an after-party party. But they are able to change, develop, rewire themselves and create new pathways in response to the experience of their owners, which is why  the term “plasticity” is used to describe this remarkable adaptive ability. Here are some quotations on the topic from experts in the field:

“When we say the brain is plastic, what we mean is that the brain can actually change how it processes information based on the information it has already processed. So in other words your brain is rewiring itself based on prior experiences.”

Professor Earl Miller – click here to view more: Genes to Cognition Online Website

“The idea is that synapses, which are the sites of connections between nerve cells and other nerve cells, have a plastic property. That is they’re changeable, they…change either their shape or their function over periods of time that could last for a few seconds, a few minutes, a few hours, or perhaps even for a lifetime.”

Professor Jeff Lichtman – click here to view more: Genes to Cognition Online Website

“Long-term potentiation is a form of synaptic plasticity. Plasticity refers to change in the strength of synaptic connections. Long-term potentiation is a form of synaptic plasticity whereby activity in neurons gives rise to a change in synaptic strength. It can persist for many minutes, to hours, and even days in the mammalian brain.”

Eric Kandel – click here to view more: Genes to Cognition Online Website

Doctor Gul Dolen points out how important this “plastic” quality of the brain is for our ability to learn. It means that while we have the genetic programming, for instance, that enables us to learn a language, which language (or languages) we actually learn depends on our auditory experiences. Dolen also describes how researchers have explored the brain’s plasticity by investigating the visual cortex.

Click here to hear more: Genes to Cognition Online Website

The topic of how learning changes the brain is explored at this website: http://www.sharpbrains.com/blog/2008/02/26/brain-plasticity-how-learning-changes-your-brain/

The story of Jodie Miller is an example of the plasticity of the brain. Despite having had one hemisphere of her brain surgically removed, an operation that was required to save her life, she is able to live a normal life with minimal effects on her movement and other abilities. The plasticity of our brains lasts through life, but in childhood the brain is especially able to react to trauma by rerouting to new, undamaged neurons and through creating new neural circuits. Jodie’s experience provides evidence of this.


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One down, one to go…

Two teachers wrestle with their consciences...
Two teachers wrestle with their consciences...

Sorry, we have to do it. The Unit 4 course, at least at first glance, seems jam-packed. Interesting, but busy. We may be able to slow down for about one period. Actually, that might be pushing our luck. That’s why we are publishing your home study guide – so that you can download it straight after the after-party party and start working.

It’s cruel, but someone has to do it.

Click here to download the Student Outline for Unit 4 2011, Area of Study 1: Learning

Student Outline 2011 Semester Two

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The malleability of memory

arrow_gloss_blue_down pd wpclipartcom

Click here for Year 12 Downloadable Handouts Page

♦Don’t forget you will need to use the password to access this page.

♦The class powerpoint for this week’s work is now available to download in PDF form. You can also watch it on the actual blog if you scroll down to the bottom of the downloads page.

♦The version that has been uploaded has some changes from the class version. If you wish to view the videos, you will need to go to the appropriate Youtube URL (listed on the slide) OR you can view two of the videos in the post below. In any case we shall be watching these videos in class on Wednesday or Thursday.

Other news: Test SAC on Memory will take place on Thursday 2 June, probably in Rooms 106 and 107. The SAC will start at 3.15 and finish at around 5. Details to be advised.

malleable – able to be fashioned or adapted; adaptable, pliable

In the traditional view of memory, one creates a memory through encoding new material, stores the memory in the long-term vault and retrieves it, intact, whenever it’s needed. Right?

Hmm, the evidence now suggests that memory is not quite so simple. Many studies have indicated that what we actually remember is influenced, not just by our own interpretation of events at the time, but also by the later information that we gain from the environment and from other people, from the hints, the leading questions and the views of others, that we use to fill in the gaps of our memories and remould the memory into something potentially quite different from the original. Spooky, eh?

The danger is that if we assume our memories of an event are intact and reflect exactly what happened, we may well be far more confident of their accuracy than we ought to be. The videos below illustrate this point and form a horrifying introduction to the topic of eyewitness testimony: its fallibility and the consequent risks of determining people’s innocence or guilt on the basis of eyewitness testimony alone.

Part 1

Part 2

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