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constituent parts, such as stimulus-response links, cognitive processes or biological mechanisms."},{"text":"wider interacting systems","correct":false,"explanation":"Considering wider interacting systems describes a holistic approach. Reductionism instead breaks complex behaviour down into simpler constituent components that can be studied separately."},{"text":"complete personal experiences","correct":false,"explanation":"Focusing on complete personal experiences reflects holism and the humanistic approach. Reductionism explains behaviour through simpler constituent components rather than the person as a whole."},{"text":"broader cultural contexts","correct":false,"explanation":"Broader cultural contexts may contribute to a holistic explanation. Reductionism works in the opposite direction by dividing complex behaviour into simpler constituent components."}]},{"id":"ce4e2498-deaa-4f00-87ed-c8425a9c5edb","cardType":"cloze","points":null,"front":"Holism explains behaviour by considering [ ] and [ ].","back":"Holism explains behaviour by considering the whole person and interacting factors.","mcqOptions":[{"text":"Holism explains behaviour by considering the whole person and interacting factors.","correct":true,"explanation":"Holism argues that behaviour can only be understood by examining the whole person and the way biological, psychological and social factors interact."},{"text":"Holism explains behaviour by considering the whole person and independent factors.","correct":false,"explanation":"Holism does consider the whole person, but it emphasises interacting rather than independent factors because their combined effects may differ from their separate effects."},{"text":"Holism explains behaviour by considering individual behaviours and interacting factors.","correct":false,"explanation":"Analysing individual behaviours separates the phenomenon into smaller parts and is therefore reductionist. Holism considers the whole person alongside interacting factors."},{"text":"Holism explains behaviour by considering isolated responses and separate causes.","correct":false,"explanation":"Isolating responses and separating causes are features of reductionism. Holism considers the whole person and the interaction between multiple influences on behaviour."}]},{"id":"59f89b0d-7d7b-44ee-9253-f36a920c8051","cardType":"basic","points":1,"front":"What simple mechanism does classical conditioning use to explain behaviour?","back":"UCS-NS pairing creates a conditioned response.","mcqOptions":[{"text":"UCS-NS pairing creates a conditioned response.","correct":true,"explanation":"Repeatedly pairing an unconditioned stimulus with a neutral stimulus makes the neutral stimulus a conditioned stimulus, which can then produce a conditioned response."},{"text":"CS-UCR pairing creates a conditioned response.","correct":false,"explanation":"This confuses the labels used during conditioning. The crucial initial association is UCS-NS pairing, after which the former neutral stimulus becomes a CS and elicits a CR."},{"text":"Reinforcement creates a conditioned response.","correct":false,"explanation":"Reinforcement strengthens behaviour through its consequences in operant conditioning. Classical conditioning instead explains the conditioned response through UCS-NS pairing."},{"text":"Observation creates a conditioned response.","correct":false,"explanation":"Observation is central to social learning theory, where behaviour is learned from models. Classical conditioning uses UCS-NS pairing to create a conditioned response."}]},{"id":"084ce277-28d3-4722-99ff-74eb37586041","cardType":"basic","points":1,"front":"What does operant conditioning reduce voluntary behaviour to?","back":"Reinforcement and punishment.","mcqOptions":[{"text":"Reinforcement and punishment.","correct":true,"explanation":"Operant conditioning explains voluntary behaviour through its consequences: reinforcement increases the likelihood of a behaviour, while punishment decreases it."},{"text":"Observation and imitation.","correct":false,"explanation":"Observation and imitation belong to social learning theory, which explains learning from models. Operant conditioning reduces voluntary behaviour to reinforcement and punishment."},{"text":"Association and reflexes.","correct":false,"explanation":"Associations involving reflexive responses are characteristic of classical conditioning. Operant conditioning explains voluntary behaviour through reinforcement and punishment."},{"text":"Schemas and inference.","correct":false,"explanation":"Schemas and inference are cognitive concepts involving internal information processing. Operant conditioning instead reduces voluntary behaviour to reinforcement and punishment."}]},{"id":"2925ed08-e0f1-4b14-8825-d3fbb0b8e067","cardType":"basic","points":2,"front":"Why does reducing behaviour to S-R variables help scientific research?","back":"It allows controlled, objective experiments establishing cause-and-effect.","mcqOptions":[{"text":"It allows controlled, objective experiments establishing cause-and-effect.","correct":true,"explanation":"Stimulus and response variables can be operationalised, manipulated and measured under controlled conditions, allowing researchers to identify causal relationships objectively."},{"text":"It allows subjective, holistic case studies establishing personal meaning.","correct":false,"explanation":"Subjective case studies are associated with holistic or idiographic research, not S-R reductionism. Measurable S-R variables allow controlled, objective experiments that establish cause-and-effect."},{"text":"It allows uncontrolled, naturalistic observations establishing cause-and-effect.","correct":false,"explanation":"Uncontrolled observations cannot securely establish causation because extraneous variables remain. S-R reductionism supports controlled, objective experiments in which causal variables can be isolated."},{"text":"It allows unmeasurable, theoretical explanations establishing universal laws.","correct":false,"explanation":"Unmeasurable explanations would weaken scientific testing rather than support it. S-R variables are useful because they permit controlled, objective experiments that establish cause-and-effect."}]},{"id":"2127eeda-fe46-45f9-8baa-3cda76b0136a","cardType":"basic","points":2,"front":"What is a key weakness of reducing behaviour to S-R links?","back":"It oversimplifies behaviour by ignoring cognition, emotion and biology.","mcqOptions":[{"text":"It oversimplifies behaviour by ignoring cognition, emotion and biology.","correct":true,"explanation":"Reducing behaviour to observable stimulus-response links neglects internal mental, emotional and biological influences, producing an incomplete and oversimplified explanation."},{"text":"It overemphasises free will by ignoring environmental influences.","correct":false,"explanation":"S-R explanations emphasise environmental causes and are usually deterministic, so they do not overemphasise free will. Their weakness is ignoring cognition, emotion and biology."},{"text":"It complicates behaviour by adding unobservable mental processes.","correct":false,"explanation":"S-R reductionism deliberately excludes unobservable mental processes to simplify scientific study. The resulting weakness is that it oversimplifies behaviour by ignoring cognition, emotion and biology."},{"text":"It lacks objectivity because stimuli and responses cannot be measured.","correct":false,"explanation":"Observable stimuli and responses can usually be operationalised and measured objectively. The main weakness is oversimplification because cognition, emotion and biology are excluded."}]},{"id":"7aabdcac-9c57-4bd8-b9f1-c8f8f3143ca6","cardType":"basic","points":1,"front":"Why is SLT less reductionist than behaviourism?","back":"It includes cognitive mediational processes.","mcqOptions":[{"text":"It includes cognitive mediational processes.","correct":true,"explanation":"SLT includes attention, retention, motor reproduction and motivation between observing and imitating behaviour, so learning is not reduced solely to environmental stimulus-response links."},{"text":"It includes unconscious psychodynamic conflicts.","correct":false,"explanation":"Unconscious conflicts belong to the psychodynamic approach, not SLT. SLT is less reductionist than behaviourism because it includes cognitive mediational processes."},{"text":"It includes genetic and neural mechanisms.","correct":false,"explanation":"Genetic and neural mechanisms belong to biological explanations rather than the central account of SLT. SLT extends behaviourism by including cognitive mediational processes."},{"text":"It includes unconditioned stimulus-response reflexes.","correct":false,"explanation":"Unconditioned reflexes are part of classical conditioning and do not make SLT less reductionist. SLT differs by including cognitive mediational processes between observation and imitation."}]},{"id":"990541aa-1ed9-4c67-8609-0662a56940fb","cardType":"cloze","points":null,"front":"In SLT, humans [ ] before choosing to [ ].","back":"In SLT, humans actively process information before choosing to imitate a model.","mcqOptions":[{"text":"In SLT, humans actively process information before choosing to imitate a model.","correct":true,"explanation":"SLT proposes that people use cognitive mediational processes to evaluate observed behaviour and its consequences before deciding whether to imitate a model."},{"text":"In SLT, humans passively absorb information before choosing to imitate a model.","correct":false,"explanation":"SLT does not portray learners as passive recipients. Humans actively process information about a model and observed consequences before choosing whether to imitate."},{"text":"In SLT, humans actively process information before choosing to produce a reflex response.","correct":false,"explanation":"Reflex responses are associated with classical conditioning and are not chosen imitations. In SLT, information processing precedes the decision to imitate a model."},{"text":"In SLT, humans automatically form associations before choosing to repeat a reinforced action.","correct":false,"explanation":"Automatic associations and reinforced actions describe classical and operant conditioning. SLT instead proposes active information processing before a person chooses to imitate a model."}]},{"id":"dfa62d8d-fbe3-4e8e-aa14-0214b107fef3","cardType":"cloze","points":null,"front":"Behaviourists focus on behaviours that are [ ] and [ ].","back":"Behaviourists focus on behaviours that are observable and measurable.","mcqOptions":[{"text":"Behaviourists focus on behaviours that are observable and measurable.","correct":true,"explanation":"Behaviourism studies behaviour that can be directly seen and objectively quantified, allowing researchers to collect empirical data without inferring unobservable mental processes."},{"text":"Behaviourists focus on behaviours that are unconscious and inferred.","correct":false,"explanation":"Unconscious and inferred processes are not directly accessible, so they conflict with behaviourism’s objective approach. Behaviourists focus on behaviour that is observable and measurable."},{"text":"Behaviourists focus on behaviours that are subjective and unmeasurable.","correct":false,"explanation":"Subjective and unmeasurable behaviour would prevent objective scientific testing. Behaviourists instead restrict investigation to behaviour that can be observed and measured."},{"text":"Behaviourists focus on behaviours that are innate and unconscious.","correct":false,"explanation":"Innateness and unconscious motivation are associated more closely with biological and psychodynamic explanations. Behaviourists focus on observable and measurable behaviour, particularly learning from experience."}]},{"id":"300ff45f-2483-474c-a2dd-8daef0180467","cardType":"basic","points":1,"front":"What made Pavlov’s and Skinner’s procedures easy to replicate?","back":"They used highly standardised procedures.","mcqOptions":[{"text":"They used highly standardised procedures.","correct":true,"explanation":"Standardising instructions, conditions and measurements allowed other researchers to repeat the procedures consistently, making Pavlov’s and Skinner’s studies highly replicable."},{"text":"They used largely unstructured procedures.","correct":false,"explanation":"Unstructured procedures vary between trials and researchers, reducing replicability. Pavlov and Skinner used highly standardised procedures that could be repeated consistently."},{"text":"They used mainly subjective interpretations.","correct":false,"explanation":"Subjective interpretation can differ between observers and therefore lowers replicability. Their procedures were easy to repeat because they were highly standardised."},{"text":"They used different procedures for each trial.","correct":false,"explanation":"Changing the procedure across trials would make consistent replication difficult. Pavlov and Skinner instead controlled and standardised their procedures closely."}]},{"id":"e780ae42-041a-4303-87c0-c532445fb0d5","cardType":"basic","points":2,"front":"Why is SLT less objective than pure conditioning approaches?","back":"It infers internal cognitive processes that are not directly observable.","mcqOptions":[{"text":"It infers internal cognitive processes that are not directly observable.","correct":true,"explanation":"SLT proposes mediational processes such as attention, retention and motivation. Because these internal processes must be inferred rather than directly observed, the approach is less objective."},{"text":"It records external behavioural responses that are directly observable.","correct":false,"explanation":"Recording directly observable responses increases objectivity and characterises pure conditioning approaches. SLT is less objective because it infers internal cognitive processes."},{"text":"It uses highly standardised procedures that are directly replicable.","correct":false,"explanation":"Standardisation and replicability generally strengthen objectivity rather than reduce it. SLT is less objective because its proposed internal cognitive processes cannot be observed directly."},{"text":"It measures conditioned behavioural responses that are directly observable.","correct":false,"explanation":"Direct measurement of conditioned responses is characteristic of objective behaviourist research. SLT additionally infers internal cognitive processes, making it less objective than pure conditioning."}]},{"id":"1a02b86d-8b98-4818-98ac-35cbd356704b","cardType":"basic","points":1,"front":"Under BPS animal guidelines, what must researchers weigh against suffering?","back":"The scientific benefit of the research.","mcqOptions":[{"text":"The scientific benefit of the research.","correct":true,"explanation":"BPS guidelines require researchers to balance the suffering caused to animals against the study’s potential scientific value, ensuring that harm is justified by meaningful benefit."},{"text":"The financial cost of the research.","correct":false,"explanation":"Although cost may affect feasibility, it does not ethically justify animal suffering. BPS guidelines require suffering to be weighed against the research’s scientific benefit."},{"text":"The personal preference of the researcher.","correct":false,"explanation":"A researcher’s personal preference cannot justify causing harm to animals. The ethical judgement must compare suffering with the likely scientific benefit of the research."},{"text":"The publication potential of the research.","correct":false,"explanation":"The likelihood of publication concerns academic success rather than ethical justification. Researchers must weigh animal suffering against genuine scientific benefit."}]},{"id":"386dd338-dd17-4192-bd6d-183a0c9a458e","cardType":"basic","points":3,"front":"What are the three dimensions of Bateson’s Decision Cube?","back":"

Suffering caused.
Quality of research design.
Benefit certainty.

","mcqOptions":[{"text":"

Suffering caused.
Quality of research design.
Benefit certainty.

","correct":true,"explanation":"Bateson’s Decision Cube evaluates animal research using three dimensions: the degree of suffering, the quality of the research design and the certainty of scientific benefit."},{"text":"

Cost involved.
Quality of research design.
Benefit certainty.

","correct":false,"explanation":"Financial cost is not one of the Cube’s ethical dimensions. The three dimensions are suffering caused, quality of research design and certainty of benefit."},{"text":"

Suffering caused.
Speed of research completion.
Benefit certainty.

","correct":false,"explanation":"Completion speed does not determine whether animal research is ethically justified. Bateson’s dimensions are suffering, research quality and certainty of benefit."},{"text":"

Suffering caused.
Quality of research design.
Publication likelihood.

","correct":false,"explanation":"Publication likelihood may reward researchers but is not an ethical dimension of the Cube. The relevant third dimension is certainty of scientific benefit."}]},{"id":"7a80c538-f049-4ca4-a581-eb96e24aaf08","cardType":"basic","points":2,"front":"When may animal research proceed under Bateson’s Cube?","back":"When high quality and high benefit outweigh suffering.","mcqOptions":[{"text":"When high quality and high benefit outweigh suffering.","correct":true,"explanation":"Bateson’s Cube permits research when a strong design and sufficiently certain scientific benefit justify the expected suffering; poorly designed or low-benefit harmful research should not proceed."},{"text":"When high quality outweighs suffering, regardless of likely benefit.","correct":false,"explanation":"Good methodology alone cannot justify animal suffering if the study offers little scientific benefit. Both high quality and high benefit must outweigh the suffering involved."},{"text":"When high benefit outweighs suffering, regardless of research quality.","correct":false,"explanation":"Potential benefit cannot justify a poorly designed study because unreliable research is unlikely to deliver that benefit. Both quality and benefit must outweigh suffering."},{"text":"When low cost and quick completion outweigh suffering.","correct":false,"explanation":"Cost and speed concern practical convenience rather than ethical justification. Bateson’s Cube requires high research quality and high scientific benefit to outweigh suffering."}]},{"id":"0cd3ae23-75c7-431b-9a3c-c75a09b50b31","cardType":"cloze","points":null,"front":"Extrapolation applies findings from one [ ] to another.","back":"Extrapolation applies findings from one group or species to another.","mcqOptions":[{"text":"group or species","correct":true,"explanation":"Extrapolation involves generalising findings beyond the original population, such as applying results obtained from one group or species to another."},{"text":"method or procedure","correct":false,"explanation":"Changing from one method or procedure to another concerns research design, not extrapolation. Extrapolation applies findings from one group or species to another."},{"text":"theory or hypothesis","correct":false,"explanation":"Moving between theories or hypotheses involves explanation and prediction rather than generalising research findings. Extrapolation transfers findings between groups or species."},{"text":"variable or measure","correct":false,"explanation":"Moving between variables or measures changes what is investigated or recorded, rather than extending findings to a new population. Extrapolation occurs between groups or species."}]},{"id":"7d2563b1-9db3-4c06-8b9c-89d15fb4db30","cardType":"basic","points":2,"front":"Why is extrapolating from animals to humans problematic?","back":"Humans have complex cognition, language and social norms.","mcqOptions":[{"text":"Humans have complex cognition, language and social norms.","correct":true,"explanation":"Human thought, language and culturally shaped behaviour may differ substantially from animal behaviour, limiting whether findings from animal studies can validly explain humans."},{"text":"Humans have simpler cognition, weaker language and fewer social norms.","correct":false,"explanation":"This reverses the relevant species difference: humans generally possess more complex cognition, developed language and elaborate social norms, which limits generalisation from animals."},{"text":"Animals have more complex cognition, language and social norms.","correct":false,"explanation":"This reverses the usual argument against extrapolation. Human cognition, language and social norms are especially complex, so animal findings may not generalise accurately."},{"text":"Humans and animals have identical cognition, language and social norms.","correct":false,"explanation":"Assuming identical psychological capacities overlooks major species differences. Humans’ complex cognition, language and social norms make direct extrapolation from animals problematic."}]},{"id":"4df4bfae-33b2-4fc5-b6c6-dd8553111aec","cardType":"cloze","points":null,"front":"The learning approach supports [ ], viewing humans as [ ].","back":"The learning approach supports nurture, viewing humans as tabula rasa.","mcqOptions":[{"text":"The learning approach supports nurture, viewing humans as tabula rasa.","correct":true,"explanation":"Learning theories emphasise environmental experience, so they support nurture and treat people as a blank slate whose behaviour is shaped through conditioning and observation."},{"text":"The learning approach supports nature, viewing humans as tabula rasa.","correct":false,"explanation":"Nature attributes behaviour to inherited biology, which conflicts with the blank-slate assumption. The learning approach supports nurture because it explains behaviour through environmental experience."},{"text":"The learning approach supports nurture, viewing humans as biologically programmed.","correct":false,"explanation":"Being biologically programmed is a nature-based assumption. The learning approach instead supports nurture and views humans as tabula rasa, shaped by experience."},{"text":"The learning approach supports nature, viewing humans as biologically programmed.","correct":false,"explanation":"This describes the biological approach rather than the learning approach. Learning theories support nurture and view humans as tabula rasa, with behaviour acquired from the environment."}]},{"id":"b2d6cfa3-c98b-4479-a05f-a4741071ece5","cardType":"basic","points":1,"front":"What did Watson and Rayner show about phobias?","back":"Phobias can be learned through association.","mcqOptions":[{"text":"Phobias can be learned through association.","correct":true,"explanation":"Watson and Rayner conditioned Little Albert to fear a white rat by repeatedly pairing it with a frightening noise, demonstrating learning through association."},{"text":"Phobias can be inherited through genes.","correct":false,"explanation":"Genetic inheritance is a biological explanation, not Watson and Rayner’s finding. Their Little Albert study showed that phobias can be learned through association."},{"text":"Phobias can be removed through observation.","correct":false,"explanation":"This confuses fear acquisition with observational learning or therapy. Watson and Rayner demonstrated that a phobia could be learned by associating a neutral stimulus with fear."},{"text":"Phobias can be developed through maturation.","correct":false,"explanation":"Maturation involves age-related biological development rather than conditioning. Watson and Rayner showed that phobias can be learned through association with a frightening stimulus."}]},{"id":"30cd5954-da1f-482f-a444-0832e3c510b9","cardType":"basic","points":2,"front":"How did Becker et al. support nurture?","back":"Western TV socially modelled disordered eating in Fijian girls.","mcqOptions":[{"text":"Western TV socially modelled disordered eating in Fijian girls.","correct":true,"explanation":"Disordered eating increased after Western television arrived in Fiji, suggesting that girls learned attitudes and behaviours by observing and imitating Western media models."},{"text":"Western TV socially modelled healthy eating in Fijian girls.","correct":false,"explanation":"This reverses Becker et al.’s finding. Exposure to Western television socially modelled disordered eating and thin ideals, supporting an environmental nurture explanation."},{"text":"Western TV biologically triggered eating disorders in Fijian girls.","correct":false,"explanation":"The study did not demonstrate a biological trigger or diagnose all participants with disorders. It showed that Western television socially modelled disordered eating behaviours."},{"text":"Western TV reduced concerns about body image in Fijian girls.","correct":false,"explanation":"This reverses the observed pattern, as body-image concerns and disordered eating increased following television exposure. Western media provided models for these attitudes and behaviours."}]},{"id":"a4a1de7f-ed12-4566-9c00-560079499c66","cardType":"basic","points":2,"front":"What does biological preparedness explain in fear conditioning?","back":"Humans condition fears to evolutionary threats faster.","mcqOptions":[{"text":"Humans condition fears to evolutionary threats faster.","correct":true,"explanation":"Biological preparedness means humans are predisposed to associate ancestral dangers, such as snakes or heights, with fear because this tendency aided survival."},{"text":"Humans condition fears to modern technological threats faster.","correct":false,"explanation":"Preparedness concerns dangers faced repeatedly during human evolution, not newer hazards such as electrical sockets. Humans condition fears to evolutionary threats more readily."},{"text":"Humans condition fears to all neutral stimuli faster.","correct":false,"explanation":"Preparedness does not predict equal conditioning to every stimulus. It proposes that humans learn fears of evolutionarily significant threats faster than fears of neutral objects."},{"text":"Humans condition fears to pleasant familiar stimuli faster.","correct":false,"explanation":"Familiar and pleasant stimuli are not biologically prepared fear cues. Conditioning occurs more readily for evolutionary threats that historically presented dangers to survival."}]},{"id":"f9e3eafd-4797-4d0d-b0ef-61c073c33ba6","cardType":"cloze","points":null,"front":"Social control regulates behaviour to enforce [ ] and maintain [ ].","back":"Social control regulates behaviour to enforce conformity and maintain order.","mcqOptions":[{"text":"Social control regulates behaviour to enforce conformity and maintain order.","correct":true,"explanation":"Social control uses formal or informal pressures to encourage conformity with accepted rules, helping society or institutions preserve stability and order."},{"text":"Social control regulates behaviour to enforce individuality and maintain order.","correct":false,"explanation":"Social control limits rather than enforces individuality because it pressures people to follow shared expectations. Its purpose is to enforce conformity and maintain order."},{"text":"Social control regulates behaviour to enforce conformity and maintain deviance.","correct":false,"explanation":"Deviance is behaviour that social control generally seeks to reduce, not maintain. It regulates behaviour to enforce conformity and preserve social order."},{"text":"Social control regulates behaviour to enforce independence and maintain conflict.","correct":false,"explanation":"This reverses both functions of social control. It encourages conformity rather than independence and seeks to maintain order rather than ongoing conflict."}]},{"id":"5453a345-bdf9-4c86-874b-80b037c307da","cardType":"basic","points":1,"front":"In token economies, what are tokens used as?","back":"Secondary reinforcers exchanged for primary reinforcers.","mcqOptions":[{"text":"Secondary reinforcers exchanged for primary reinforcers.","correct":true,"explanation":"Tokens acquire value through learning because they can be exchanged for primary reinforcers or valued rewards, so they function as secondary reinforcers."},{"text":"Primary reinforcers exchanged for secondary reinforcers.","correct":false,"explanation":"This reverses the relationship. Tokens are learned, secondary reinforcers that are exchanged for primary reinforcers or other rewards with direct value."},{"text":"Negative punishments exchanged for primary reinforcers.","correct":false,"explanation":"Tokens are given to strengthen desirable behaviour, so they are reinforcers rather than punishments. They operate as secondary reinforcers exchangeable for valued rewards."},{"text":"Unconditioned stimuli exchanged for primary reinforcers.","correct":false,"explanation":"An unconditioned stimulus automatically produces a response in classical conditioning. Tokens gain their reinforcing value through association, making them secondary reinforcers."}]},{"id":"77e34300-fa84-43f9-babb-4ad564ab8eab","cardType":"basic","points":2,"front":"Why can prison token economies be unethical social control?","back":"Staff can use basic rights as rewards to force compliance.","mcqOptions":[{"text":"Staff can use basic rights as rewards to force compliance.","correct":true,"explanation":"Withholding food, privacy or other basic rights until prisoners comply makes participation coercive, allowing staff to control behaviour through ethically unacceptable deprivation."},{"text":"Staff can use optional luxuries as rewards to encourage autonomy.","correct":false,"explanation":"Offering genuinely optional luxuries does not capture the central ethical concern. Token economies become coercive when staff withhold basic rights to force prisoner compliance."},{"text":"Prisoners can use basic rights as rewards to control staff.","correct":false,"explanation":"This reverses the institutional power relationship. Staff control access to rewards and may unethically make prisoners earn basic rights in exchange for compliance."},{"text":"Staff can use earned tokens as punishments to prevent compliance.","correct":false,"explanation":"Tokens are normally reinforcement for desired behaviour, not punishment intended to prevent compliance. The ethical concern is that staff may make basic rights conditional on obedience."}]},{"id":"66b45f35-a678-43d9-b8a9-b5070edc6347","cardType":"basic","points":2,"front":"Why is Bandura’s media aggression research socially sensitive?","back":"It can justify censorship and blame parents or media creators.","mcqOptions":[{"text":"It can justify censorship and blame parents or media creators.","correct":true,"explanation":"If media violence is presented as causing aggression, findings may support restrictions on content and attach responsibility or blame to parents and media producers."},{"text":"It can justify media freedom and absolve parents or media creators.","correct":false,"explanation":"This reverses the likely social consequences. Bandura’s findings may be used to justify censorship and to blame parents or media creators for children’s aggression."},{"text":"It can establish genetic causes and blame aggressive children alone.","correct":false,"explanation":"Bandura investigated observational learning rather than genetic causes. The research is socially sensitive because it can support censorship and blame parents or media producers."},{"text":"It can improve research reliability and protect media creators.","correct":false,"explanation":"Reliability is a methodological issue, not the source of social sensitivity here. The findings may justify censorship and assign blame to parents or media creators."}]}]}],"examCountdown":{"examDate":"2027-05-10","paperLabel":"Paper 1"},"heading":"Issues and debates","title":"Issues and debates Flashcards","topbar":{"backHref":"/as-level/psychology/edexcel/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"0b33231e-7e75-5bc8-8f33-e16e1f2d9d83","walled":"$L39"}],"$L3a","$L3b"]