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 MA (Stanford ) PhD (Yale) Training in Psychoanalysis from Vienna Institute Known for work on acquisition of drives and study of conflict

MATCH THE FOLLOWING

Ivan Pavlov 1911, 1932 American Psychologist Behaviourism

John Watson

1904, 1990

Russian Physiologist

Operant Conditioning Trial and Error learning Classical Conditioning ( US, UR, CS & CR) Instrumental Learning- Law of Effect

Edward Thorndike

1906, 1927

American Psychologist

B.F. Skinner

1916, 1925

American Psychologist

CORRECT ANSWER
Ivan Pavlov 1906, 1927 Russian Physiologist Classical Conditioning ( US, UR, CS & CR) Behaviourism

John Watson

1904, 1990

American Psychologist

Edward Thorndike

1911, 1932

American Psychologist

Instrumental Learning- Law of Effect

B.F. Skinner

1916, 1925

American Psychologist

Operant Conditioning Trial and Error learning

Laboratory Experiment
It is a hypothetical experiment Subject (rat) is place in a square box divided into 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 for 60 minutes- irregular intervals Observed- time between the onset of the buzzer and shock and subjects response- 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 Hulls reinforcement theory so that it can be used easily and effectively to deal with events of intertest to the clinical psychologist Integration of Hulls work concept of habit which is a stable S-R pattern

Draws from psychoanalytic theory and explains the phenomena of displacement, repression, and conflict using the behavioral S-R patterns
Institute of Human Relation at Yale University (1933) directed by Mark May brought together experimental, social anthropology (social aspects of humans in non literate societies) and psychoanalytic theory Learning is given predominant importance 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 Millers 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:

what a person wants, which motivates learning

Examples:

hunger thirst sexual drive approval-seeking

cue
Definition:
what a person notices, which provides a discriminative stimulus for learning

Examples:

mother calling sight of someone you love

response
Definition:
what a person does, which is learned

Examples:

crying asking for help criticizing someone

response

initial hierarchy of responses dominant response resultant hierarchy

EXAMPLE OF A RESPONSE HIERARCHY: CHILD

dominant response

R 1: R 2: R 3: R 4: R 5:

cry grab teddy bear hide demand Daddy go quietly to bed

REWARD
Definition:
what a person gets as a result of a response in the learning sequence, which strengthens responses because of its drive-reducing effect

Examples:

food approval

Extinction
Time Crying

80 60 40 20 0 1 2 3 4 Day 5 6 7

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 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 often verbal in nature

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

processes

THE CRITICAL STAGE OF DEVELOPMENT

1. Feeding
2. Cleanliness `Training 3. Early Sex Training 4. Anger-Anxiety Conflicts

THE CRITICAL STAGE OF DEVELOPMENT

Child who cries when hungry as is fed learns first manipulation

toward drive reduction

Child who is left to cry it out learns passive and apathetic reaction to strong drive stimuli Dollard and Miller stressed on importance of feeding experiences in the development of mother-child relationship

Harlows experiment with monkeys showed that preference is for the

warmth rather than food- contradicting Dollard and Millers 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

FRUSTRATION AND AGGRESSION

The 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, 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 aggression if the aggressive behavior helps to eliminate the frustration. 4. The amount of frustration and subsequent aggression depends on how near the individual 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 and to free associate teaching behavioral coping Unrealistic fears and guilt get extinguished through expression teaching relaxation (drive reduction) language as mediator of learning

SUPPRESSION
The White Bear Suppression 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 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