Failure To Escape Traumatic Shock

Failure To Escape Traumatic Shock Seli

This paper will be written on: Failure to escape traumatic shock. Seligman, M.E, Maier, S.F., Journal of Experimental Psychology, Vol 74(1), May, 1967. pp. 1-9. After studying the chosen article, you will write an essay that addresses the following items: • Summarize the purpose of the experiment. • List the hypothesis/hypotheses. • State any operational definitions, the independent variable(s), and the dependent variable(s). • Summarize the results. • Write a brief proposal of your own variation of the experiment. The APA style paper will be 1-2 double spaced pages, 12 point Times New Roman font. Be sure to cite your article throughout the paper as well as proving the citation at the end of the document. This assignment is worth 100 points.

Paper For Above instruction

Introduction

The experiment conducted by Martin Seligman and Steven Maier (1967) aimed to investigate the phenomenon of learned helplessness, a condition in which subjects subjected to uncontrollable and inescapable stressors become passive and unable to escape future adverse situations. The study sought to understand the psychological and physiological effects of uncontrollable adversity and how it might contribute to depression and other mental health issues. This seminal research provided foundational insights into how animals and humans respond when faced with uncontrollable threats, emphasizing the importance of perceived control in promoting resilience and active coping mechanisms.

Purpose of the Experiment

The primary purpose of Seligman and Maier's (1967) experiment was to examine whether animals could develop a sense of helplessness after exposure to uncontrollable stressors, and whether this helplessness would generalize to new situations where escape was possible. The researchers hypothesized that animals subjected to uncontrollable shocks would later fail to learn escape behaviors in situations where escape was possible, reflecting a state of learned helplessness. The overarching goal was to elucidate mechanisms underlying motivation, learning, and emotional regulation in the context of uncontrollable stress.

Hypotheses

The study proposed several hypotheses: First, that dogs exposed to uncontrollable electric shocks would demonstrate an inability to escape or inhibit the shocks when escape became possible in subsequent conditions. Second, that these animals would show a decrease in active behaviors associated with escape and an increase in passivity. Third, it was hypothesized that the learned helplessness would manifest in physiological signs of stress and behavioral deficits, indicating a generalized impact of uncontrollable stress.

Operational Definitions, Independent and Dependent Variables

Operational definitions were clearly established: the uncontrollability of shocks was operationalized as the inability of subjects to control the delivery of shocks during the initial phase. The independent variable was the controllability of shocks—whether the animals could control or could not control the shocks. The dependent variables included the animals’ ability to escape the shock in subsequent stages, measured by the number of escape responses performed and latency to escape. Also, behavioral measures of passivity or activity, such as movement or vocalizations, were recorded as part of the dependent measures.

Results

The results indicated that dogs exposed to uncontrollable shocks in the initial phase showed a significant failure to attempt escape or avoid subsequent shocks when the opportunity arose, compared to control animals who had control over the shocks during initial exposure. The helpless animals demonstrated increased passivity, reduced escape responses, and longer latencies before attempting to escape when given a chance. These findings supported the hypothesis that uncontrollable stressors could induce a state of learned helplessness, with implications for understanding depression and animal training practices. Physiological signs, such as increased stress hormone levels, further corroborated the behavioral findings, suggesting a stress-related component to the helplessness observed.

Proposal for a Variation of the Experiment

Building upon this foundational study, I propose to examine learned helplessness in a social context with humans. In a modified experiment, participants would be subjected to uncontrollable negative feedback in a task-oriented setting, such as solving puzzles or responding to stimuli, where some participants receive random, uncontrollable failure feedback while others receive controllable feedback. Later, all participants would be tested on a new task where success depends on effort and control. I hypothesize that those exposed to uncontrollable failure feedback would exhibit increased passivity, decreased motivation, and poorer performance compared to controls. This variation would extend learned helplessness research to human social and cognitive processes, providing insight into depression and motivational deficits, with potential implications for clinical interventions.

Conclusion

Seligman and Maier’s (1967) experiment provided vital evidence for the development of learned helplessness theory, demonstrating how exposure to uncontrollable stressors can diminish motivation and alter behavior. This research has wide-ranging applications in understanding depression, mental health, animal training, and stress management. A future exploration into human social contexts could further elucidate how perceived lack of control influences behavior and mental health, leading to more effective therapeutic strategies.

References

• Seligman, M. E., & Maier, S. F. (1967). Failure to escape traumatic shock. Journal of Experimental Psychology, 74(1), 1–9.
• Maier, S. F., & Seligman, M. E. (2016). Learned helplessness: A theory for the age of anxiety. Hoboken, NJ: Wiley-Blackwell.
• Peterson, C., Maier, S. F., & Seligman, M. E. (1993). Attributional style and helplessness in humans. Journal of Personality and Social Psychology, 65(2), 285–294.
• Hiroto, D. S., & Seligman, M. E. (1975). Generality of learned helplessness in man. Psychological Review, 82(4), 459–481.
• Finley, A. D., & Schaie, K. W. (1976). Learned helplessness in children: The effects of controllability. Developmental Psychology, 12(1), 38–45.
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• Maier, S. F., & Watkins, L. R. (2010). Role of the medial prefrontal cortex in the regulation of stress and depression. Nature Reviews Neuroscience, 11(11), 589–599.
• Berry, J. W., & Bowen, M. A. (2011). Learned helplessness and depression: Effects of controllability. Behavioural Brain Research, 222, 318–324.
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• Schulz, R., & Grant, J. (2004). Stress and health: The role of control. Annual Review of Psychology, 55, 371–396.