GCSE Psychology
Scheme of Work: Unit 2 Learning
Teacher Resource Bank / GCSE Psychology / Scheme of Work: Unit 2 Learning / Version 1.0
Learning
Principles of classical conditioning:
• unconditioned stimulus
• unconditioned response
• conditioned stimulus
• conditioned response
• extinction
• spontaneous recovery
• generalisation
• discrimination
• contributions of Pavlov.
Principles of operant conditioning:
• Thorndike’s Law of Effect
• contributions of Skinner
• Behaviour shaping; the distinction between positive reinforcement, negative reinforcement and punishment
• Descriptions and evaluation of attempts to apply conditioning procedures to the treatment of phobias (including flooding and systematic
desensitisation) and to change unwanted behaviour (including aversion therapy and token economy)
• The ethical implications of such attempts.
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Copyright © 2009 AQA and its licensors. All rights reserved.
1
Teacher Resource Bank / GCSE Psychology / Scheme of Work: Unit 2 Learning / Version 1.0
Topic and content
Principles of classical
conditioning:
unconditioned stimulus;
unconditioned response;
conditioned stimulus;
conditioned response;
extinction; spontaneous
recovery; generalisation;
discrimination; the
contributions of Pavlov
Possible
number of
lessons
2
Learning objectives in bold
Detailed interpretation of objectives in italics
Define learning
Define classical conditioning
Understand the principles of classical
conditioning and the contributions of
Pavlov
• To be able to explain how Pavlov
investigated classical conditioning using
salivation in dogs
• Be able to explain how learning occurs
through association
• Understand and define the terms
associated with classical conditioning:
unconditioned stimulus; unconditioned
response; conditioned stimulus;
conditioned response; extinction;
spontaneous recovery; generalisation;
discrimination
Possible teaching/learning activities
• Show students statements and they have to decide
which ones are examples of learning. Students then
define the concept.
• Show a power-point of the process of classical
conditioning and go through the terms unconditioned
stimulus; unconditioned response; conditioned
stimulus; conditioned response.
• Students then act out different reflex responses such
as a puff of air in the eye, so they know what a reflex
is and how this is associated with a neutral stimulus.
• Students draw what extinction, spontaneous recovery,
generalisation and discrimination mean with examples
from Pavlov.
• Students highlight and evaluate, with reference to
ethical issues, the Watson and Raynor study.
• Sing the Haribo advert tune and get students to
decide what the unconditioned stimulus,
unconditioned response, conditioned stimulus and
conditioned response are and apply this to adverts.
Principles of operant
conditioning:
Thorndike’s Law of Effect
2
0.5
Define operant conditioning
Explain Thorndike’s Law of Effect
• To be able to explain how Thorndike
produced the Law of Effect
Copyright © 2009 AQA and its licensors. All rights reserved.
• Students draw a picture of a cat trying escape the
puzzle box. Students then add around the picture
what Thorndike’s Law of Effect is.
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Teacher Resource Bank / GCSE Psychology / Scheme of Work: Unit 2 Learning / Version 1.0
Contributions of Skinner.
Behaviour shaping; the
distinction between
positive reinforcement,
negative reinforcement
and punishment
1.5
Descriptions and
evaluation of attempts to
apply conditioning
procedures to the
treatment of phobias
(including flooding and
systematic
desensitisation) and to
change unwanted
behaviour (including
aversion therapy and
token economy)
3
The ethical implications of
such attempts
1
klm
Understand the principles of operant
conditioning and the contributions of
Skinner
• Be able to describe Skinner’s research into
operant conditioning with rats
• Understand the difference between
positive reinforcement, negative
reinforcement and punishment
• Be able to explain how behaviour shaping
can be done with animals
• Watch a video on operant conditioning – either from
You-tube/Halovine, etc.
Describe and evaluate attempts to apply
conditioning procedures to the treatment
of phobias
• Be able to explain how flooding, systematic
desensitisation, token economies and
aversion therapy are conducted
• Be able to evaluate each treatment
• As a class, do a fear survey to see what fears people
have and discuss what is meant by a phobia.
• Get a hole punch and a toy rat and demonstrate
visually the difference between positive and negative
reinforcement and punishment in the Skinner box.
Students then write down examples of each.
• Students define behaviour shaping and explain how a
hen can be trained to peck the corner of the room, a
dog to skateboard and pigeons to play ping-pong.
Students draw examples of each and explain how this
can be done.
• Show pictures on Powerpoint of items such as spiders,
beards and buttons. Students choose what the phobia
name is from a list.
• Watch clipping from You-tube on phobias – the peach
phobia, which shows the effects of phobias.
• Students are divided into groups of 4. Each student is
given a treatment – either flooding, systematic
desensitisation, aversion therapy or token economy.
Students create a summary of their therapy – 6 points
on a mind map and at least 2 evaluation points. Once
all students have done their summary, they each teach
their therapy to the other members of the group and
the other members add the information to their mind
map. Pick four students who then explain their therapy
to the class.
Understand the ethical implications of
such attempts
Copyright © 2009 AQA and its licensors. All rights reserved.
• As a class, discuss the ethical implications of each type
of therapy. Students draw each type of therapy on a
poster with two ethical implications.
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