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Approaches Flashcards

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1
Q

Approaches (e.g.)

A
  • Approaches is based on assumptions, these are suppositions that something is a fact
  • e.g. biological approach assumes that biological factors influence behaviour
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2
Q

Behaviourist approach

A 
Psychologists:
- Pavlov=classical conditioning 
- Skinner=operant conditioning 
- Watson=little Albert 
Assumptions:
- blank slate
- behaviour is learnt 
- free will is an illusion
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3
Q

SLT (social learning theory)

A 
Psychologists:
- Bandura=bobo doll
Assumptions:
- behaviour is learnt and imitated 
- memory/perception (links to cognitive)
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4
Q

Biological approach

A

No psychologists
Assumptions:
- genetics innate (evolution), born with behaviours

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5
Q

Cognitive approach

A 
Psychologists:
- Barlett (schemas)
Assumptions 
- Computer model
- schemas
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6
Q

Psychodynamic approach

A 
Psychologists:
- Freud 
Assumptions:
- development in childhood psychosexual stages
- triade of unconscious/conscious 
- defence mechanisms
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7
Q

Psychodynamic evaluation

A 
\+ dream analysis
\+ psychotherapy hypnosis 
\+ mild mental health 
- free will
- case studies 
- gender bias
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8
Q

Cognitive evaluation

A

+ less deterministic
+ treatment-CBT
- machine reductionist
- abstract and theoretical

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9
Q

Biological evaluation

A 
\+ scientific- brain scans 
\+ real life application- medication 
- individual differences 
- low ecological validity 
- determinist and reductionist
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10
Q

SLT evaluation

A

+gender (testosterone)
+ less determined
- individual differences
- ethical issues- animal testing

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11
Q

Behaviourist evaluation

A

+ Scientific- controlled lab
+ real life application
- lacks ecological validity
- determinist and reductionist

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12
Q

Humanistic approach

A 
Psychologists:
- Carl Rogers
- Abraham Maslow 
Assumptions 
- every individual is unique 
- free will
- people should be viewed holistically 
- scientific methods are not appropriate to measure behaviour
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13
Q

Self actualisation

A

Everyone has an innate drive to achieve their full potential. Once achieved it is said that person has achieved self actualisation

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14
Q

Maslow’s hierarchy of needs

A
  1. Physiological (food, sleep, etc.)
  2. Safety (security of body, health, property, etc.)
  3. Love (family, friendship, sexual intimacy)
  4. Esteem (self esteem, confidence, respect, etc.)
  5. Self actualisation

+ screenshots 5 October

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15
Q

Flow theory

A

The person is fully immersed in a feeling of energised focus, full involvement and enjoyment in the process of the activity

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16
Q

Carl Rogers 3 selves

A
  • the self concept
  • the ideal self
  • the real self

Only with these 3 selves integrated can you achieve self actualisation

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17
Q

The self concept

A
  • the self you feel you are
  • similar to self esteem and is affected by it. So if someone has a low self esteem, their self concept will be poor and they will have a distorted view of how capable they are
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18
Q

The ideal self

A
  • the self you wish to be. Who you are aiming towards becoming, or who you already are!
  • can be told if someone says ‘I wish i was more…’ or ‘I wish I was…’
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19
Q

The real self

A

The third self is the real self and it’s who you actually are, not who you think or wish you were

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20
Q

Conditions of worth

A

Requirements that an individual feels they need to meet in order to be loved. Also called conditional positive regard. Can be real or perceived by the person

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21
Q

Person/client centred therapy

A
  • form of psychotherapy
  • refer to as clients rather than patients and
  • therapist is warm, supportive and non judgemental as well as provides genuineness as well as empathy and unconditional positive regard
  • increases the clients self worth, reduces incongruente and becomes a fully functioning person
  • Gilbert and Hanley (2008) found it had a positive effect on 70% of people’s mental health
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22
Q

Evaluation of humanist approach

A 
\+ not reductionist
\+ positive approach  
- limited real world application 
- untestable concepts 
- cultural bias
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23
Q

Freud’s Structure of personality

A

3 characteristics in our mind at the same time. ID, Ego and superego
+ screenshot 6th October

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24
Q

ID (the it)

A
  • primitive part of our personality
  • operates on the pleasure principle
  • a mass of unconscious drives and instincts
  • only the ID is present at birth
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25
Q

Ego (the I)

A
  • develops around the age of 2 years
  • works on the reality principle and is the meditator between the ID and superego
  • Makes the person aware of other people’s feelings and that it cant always have its own way
  • Its role is to reduce the conflict between the demands of the ID & the super ego
  • It manages this by employing a number of defence mechanisms (to be covered later)
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26
Q

Superego (the other I)

A
  • formed around the age of 5
  • our internalised sense of right and wrong
  • represents the moral standards of the child’s same-sex parent
  • punishes the ego for wrongdoing
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27
Q

Psychosexual stages

A
  • oral stage
  • anal stage
  • phallic stage
  • latency stage
  • genital stage

+ worksheet in old book

28
Q

Defence mechanisms

A
  • The constant disagreements between the id, the ego and the superego can lead to a lot of anxiety
  • E.g. You want that bar of chocolate but you know you’re meant to be on a diet – you feel guilty if you have it but unsatisfied if you don’t – anxiety either way!
  • So the mind develops various methods of defending itself – for example you tell yourself that it’s ok to eat the chocolate because it’s good for you (rationalisation)
29
Q

Denial

A

Completely reject the thought or feeling and completely refuse to acknowledge some aspect of reality. Unwanted reality if ignored and blocked from conscious awareness

30
Q

Repression

A

Forcing a distressing memory out of the conscious mind. The ego stops unwanted and painful thoughts from becoming conscious

31
Q

Displacement

A

Transfer feelings from true sources of distressing emotion onto a substitute target

32
Q

Little Hans study (1909)

A

Hans had a phobia of horses. His father made notes on Hans’ behaviour and handed these to Freud for a analysis.
+ photo 18/11/21

33
Q

Extra Evaluation of the psychodynamic approach

A
  • method of the case studies was highly subjective and lacked scientific rigour
  • unstable concepts as it does not have scientific classification and unconscious is difficult to test
  • practical application: psychoanalysis, dream analysis and hypnosis were used to access unconscious however was unable to treat more serious disorders like schizophrenia
  • Freudian slips prove unconscious. Slip of trouble is caused by unconscious. There is no accidents.
  • gender bias. With such clear bias it is unfair to link to both sexes
34
Q

Classical conditioning

A
  • unconditioned stimulus > unconditioned response
  • neutrals stimulus > no conditioned response
  • unconditioned stimulus + neutral stimulus > unconditioned response
  • conditioned stimulus > conditioned response
35
Q

What is Social learning theory?

A

A way of explaining behaviour that includes both direct and indirect reinforcement, combining learning theory with the role of cognitive factors.

36
Q

Vicarious reinforcement

A

We learn through MODELLING - Modelling involves learning through the observation of other people (models), which may lead to imitation (repetition) of the behaviour.

37
Q

Live models

A

physically present in our environment e.g. mother, teacher, pop star etc.

38
Q

Symbolic models

A

e.g. people in films, books, cartoons etc.

39
Q

Symbolic modelling

A

Considered to have a greater effect on cultures where media is widely available.

40
Q

Principles of cognitive approach

A
  • our mental systems have a limited capacity
  • a control mechanism oversees all mental processes
  • there is a two way flow of information
41
Q

Information processing model

A

Input - processing - output

42
Q

Role schemes

A

These are ideas about the behaviour which is expected from someone in a certain role, setting or situation

43
Q

Event schemas

A

These are also called scripts. They contain information about what happens in a situation

44
Q

Self schemas

A

These contain information about ourselves based on physical characteristics and personality, as well as beliefs and values. Self schemas can affect how you act

45
Q

Schemas problems

A

Schemas can stop people from learning new information.
- Prejudice and stereotypes can be an outcome of schemas
- Schema which hold expectations or beliefs about a certain subgroup of people may bias the way we process incoming information
This can lead to faulty conclusions and unhelpful behaviour. Can lead to perception errors

46
Q

Methods involved in brain scanning

A

Lesion studies- see if brain damage changes behaviour
Electrophysiology- using electric and magnetic fields to measure brain activity and brain waves
Neuroimaging- pinpointing areas of the brain which are active when a task is performed

47
Q

Left parahippocampal gyrus and OCD

A

Plays a role in processing unpleasant emotions. Links with OCD and impairment to frontal lobes (controls logical thinking)

48
Q

Neurochemicals

A

Chemicals in the brain that regulate psychological functioning

49
Q

Methods of investigating genetic basis of behaviour

A

Different methods for investigating the extent to which psychological characteristics are affected by inheritance from parents and evolution genetic basis of behaviour:

  • twin studies
  • family studies
  • adoption studies
  • selective breeding
50
Q

Genotype

A

Genes only determine the potential for characteristics. A persons genetic makeup. Genotype + environment = phenotype

51
Q

Phenotype

A

The observable characteristics of an individual depend on the interaction of genetic and environmental factors. An individuals anatomical features ir observed traits (behavioural and physical characteristics)

52
Q

Recessive gene

A

Only shows if the individual has two copies of the recessive gene. For example, the gene for blue eyes is recessive. You need two copies gene to have blue eyes.

53
Q

Dominant gene

A

Always shows, even if he individual only has one copy of the gene. For example, the gene for brown eyes is dominant. You only need one copy of the gene to have brown eyes

54
Q

Evolution

A

The changes in inherited characteristics in a biological population over successive generations. Charles Darwin emphasised two main concepts in evolutionary theory:

  • natural selection
  • sexual selection
55
Q

Three principles of natural selection

A

The principle of:

  • diversity- the variety within a species
  • interaction- how this variety of species adapt and fit in with environment
  • differential amplification- those who adapt to their environment will reproduce and those that do not will die out
56
Q

Brain scans

A
  • PET scans
  • CAT scans
  • MRI
  • fMRI
  • SQUID magnetomtry
57
Q

Approaches

A

All approaches are based on assumptions, these are suppositions that something is a fact

58
Q

Wilhelm Wundt

A

In 1873 Wilhelm Wundt published the first book on psychology ‘principles of physiological psychology’ to establish the subject as an independent branch of science. He is often considered the ‘father of psychology’

59
Q

Psychology’s 4 goals

A
  1. Description
  2. Explanation
  3. Prediction
  4. Change
60
Q

Introspection

A
  • The first systematic experimental attempt to study the mind by breaking up conscious awareness into basic structures, thoughts, images and sensations
  • highly trained assistants would be given a stimulus such as a ticking metronome and would reflect on the experience
  • they would report what the stimulus made them think and feel. The same stimulus, physical surroundings and instructions were given to each person
61
Q

Stimulus

A

Anything internal or external, that brings about a response

62
Q

Response

A

Any reaction in the presence of the stimulus

63
Q

Reinforcement

A

The process by which a response is strengthened

64
Q

Little Albert study

A
  • previously ‘little Albert’ had no fear of fluffy objects
  • A white rat was placed in front of Albert and whenever he would reach for it the experimenter would strike a metal bar loudly
  • then when showed a white rat he would begin to cry. This extended for all white fluffy objects
  • shows conditioning
65
Q

Skinners box

A
  • skinner would place a hungry rat in a box
  • variety of stimuli. Electric shock, punishment etc
  • showed learning can come through operant conditioning

Psychology (11 decks)

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