Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Saavedra & Silverman
Cambridge International Saavedra details
| Term | Definition |
|---|---|
| What is the psychology being investigated in this study? | Evaluative learning; operant conditioning; classical conditioning; phobias |
| What is evaluative learning? | The presentation of a previously neutral/nonthreatening object or event associated with a potentially threatening negative outcome increases the individual’s expectation of coming into contact with that object or event |
| What is operant conditioning? | Learning by consequences, such as positive and negative reinforcement and punishments |
| What is classical conditioning? | Learning by association between stimulus and response |
| What is a phobia? | A marked and persistent fear that is excessive or unreasonable, cued by the presence or anticipation of a specific object or situation |
| What was the aim of this study? | Given that disgust and evaluative learning are insufficiently covered in the child psychiatric literature, the purpose of this article is to bring these issues to the forefront |
| What method was used in this study? | Case study |
| Who was the participant in this study? | A 9 year old Hispanic American boy with a phobia of buttons |
| What was used to diagnose the boy's phobia? | DSM-IV, specifically the Anxiety Disorders Interview Schedule for DSMIV–Child and Parent versions [ADIS-C/P] |
| How did the boy develop his phobia? | When he was 5, he reached for a bowl of buttons but his hand slipped and all the buttons fell on him |
| In what ways did the boy's phobia affect his daily life? | Difficulties dressing himself, excessive preoccupation with not touching his school uniform, and avoiding contact with buttons |
| Why did his phobia not meet the criteria for the DSM-IV criteria for obsessive-compulsive disorder? | His symptoms did not include recurrent and persistent thoughts, impulses or images that may be intrusive |
| Briefly describe the behavioural exposure treatment method used in this study | His mother would positively reinforce his successful completion of gradual exposure to buttons |
| What is the Disgust/Fear Hierarchy? | The boy is asked to rate a series of scenarios for how much distress they caused him, using the Feelings Thermometer |
| What is the Feelings Thermometer? | A 9-point scale used to indicate how much distress the boy was feeling, from 0-8 |
| List the most distressing types of buttons (score of 8) | 8 - Small plastic buttons (clear); 8 - Small plastic buttons (coloured) |
| List the least distressing types of buttons (score of 1-3) | 2 - Large denim jean buttons; 3 - Small denim jean buttons; 3 - Clip-on denim jean buttons |
| What happened to the boy's subjective ratings of distress by session 4? | They increased, believed to be because of evaluative learning |
| What two aspects of the buttons made him feel the most disgusted? | Contact with his body; smelling them |
| What is cognitive restructuring and how was it used in this study? | Understanding how the boy thinks about buttons, and trying to alter these thoughts |
| Describe the long-term outcome of the treatment in this study | 6 and 12 month post-treatment analysis found that the boy no longer met the DSM-IV criteria for a phobia, reporting minimal distress |
| What was the conclusion of this study? | Focus on disgust-related imagery was more successful than focusing on fear-related exposure without addressing the emotions |
Created by:
MrSamBlakeley
Popular Psychology sets