Question

Watson and Rayner (1920) conditioned "Little Albert" to fear white rats by banging a hammer on a steel bar as the child played with a white rat. Later, it was discovered that Albert feared not only white rats but white stuffed toys and Santa's beard as well. Albert's fear of these other objects can be attributed to: A. the law of effect. B. stimulus generalization. C. stimulus discrimination. D. an overactive imagination.

Short answer

Answer: Stimulus generalization.

Step-by-step solution

Analyze each option

First, we need to understand what each option entails: A. The law of effect: This principle states that behaviors followed by positive consequences are more likely to be repeated, while behaviors followed by negative consequences are less likely to be repeated. B. Stimulus generalization: This occurs when a conditioned response is elicited by stimuli that are similar to the original conditioned stimulus. C. Stimulus discrimination: This is the opposite of stimulus generalization; it occurs when an individual learns to differentiate between similar stimuli and only respond to the specific conditioned stimulus. D. An overactive imagination: This option suggests that Albert's fear of other objects is due to his imagination, rather than any specific psychological principle.

Identify the correct answer based on the given case

In the given case, "Little Albert" was conditioned to fear white rats by associating them with a loud noise made by banging a hammer on a steel bar. Later, it was discovered that Albert also feared white stuffed toys and Santa's beard – objects that share similar characteristics with white rats. It's clear that Albert's fear has generalized to other similar stimuli. Thus, the correct answer is: B. Stimulus generalization.

Key concepts

Classical Conditioning

Imagine the reaction of a dog who hears the rattle of a leash before going for a walk—excitement, tail wagging, maybe even barking. This is a classic example of classical conditioning at work, a fundamental concept in psychology that explains how we learn to associate two different stimuli to produce a new learned response. It was first described by Ivan Pavlov, a physiologist, in his experiments with dogs. Pavlov noticed that dogs would begin to salivate not only when they tasted food, but also when they saw the lab assistant who normally fed them, even if the assistant had no food.

In classical conditioning, a stimulus that doesn't produce a response on its own (a neutral stimulus) is paired with one that does (an unconditioned stimulus). The neutral stimulus, after repeated associations, becomes a conditioned stimulus, prompting a conditioned response. In Little Albert's case, the white rat was initially a neutral stimulus, which, when paired with the loud noise (an unconditioned stimulus), led to fear (an unconditioned response). Eventually, the mere presence of the white rat, now a conditioned stimulus, elicited fear in Albert even without the noise, effectively becoming a conditioned response.

Conditioned Response

The learned reaction elicited by the conditioned stimulus is what we call the conditioned response. This learned reaction is akin to the original unconditioned response, but it's crucial to note that it doesn't necessarily match in intensity or form—it's the product of the conditioning process. For Little Albert, the loud, frightening noise naturally created a response of fear. After conditioning, the presence of the white rat alone, a previously neutral and harmless object, triggered a similar response of fear.

It's interesting how these learned responses can be quite specific, but as seen with Albert, they can also be generalized to other similar stimuli. A conditioned response highlights our ability to adapt and learn from our environment, but it also underscores the fine line between rational and irrational fears. The concept is not only pivotal for understanding human and animal behavior but also in therapeutic settings, where extinguishing such responses can be essential for overcoming fears and phobias.

Psychological Principles

Psychological principles are foundational guidelines that govern behaviors and mental processes. They provide insight into how individuals interact with their environment, others, and themselves. Stimulus generalization is one of these principles within the realm of classical conditioning, and it helps explain how a conditioned response can be elicited by stimuli that are similar—but not identical—to the original conditioned stimulus.

Other psychological principles touched upon in the textbook exercise included the law of effect, which is central in operant conditioning, and stimulus discrimination, which is essentially the counterpoint to generalization. These principles, alongside many others, form the bedrock of psychological theory and guide our understanding of learning, memory, and behavior modification. Acknowledging and understanding these principles is crucial for professionals in psychology, as well as for anyone seeking to comprehend the complexity of human behavior and mental processes.