approaches Flashcards

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1
Q

What are schemas?

A

A schema is made up of the beliefs and expectations we have about the world around us. These mental frameworks are in place before we even begin to take in external information which cna allow us to make mental short-cuts that improve our efficiency in day to day life. However,this can also lead to errors as we make assumptions in our schemas that lead to errors in the actions we take to respond.

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2
Q

How did cognitive psychology emerge?

A

This approach began as early as the 1860s when Broca identified how damage to the frontal lobe could permanently impair speech (now known as the Broca Area). However, the main bulk of the approach has only become established in the last 20 years with the development of brain imaging technology (eg. fMRI and PET scans). More recently computer-generated models have been used to ‘read’ the brain which is commonly known as a ‘brain fingerprint’. This may in the future be used for practical applications such as the ability to know if someone is lying in court.

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3
Q

What are the main principles of the humanist approach + founders?

A

Maslow and Rodgers founded the humanist approach.

  • based on the fact that we are all unique individuals with free will that allows us to choose our actions
  • looks at the person as a whole rather than trying to chunk different sections of human behaviour
  • the aim of our lives is to work towards our ideal selves
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4
Q

What is Maslow’s Hierarchy of Needs?

A

These different sections from top to bottom are split into self-fulfilment(1), psychological needs (2,3) and basic needs(4,5).

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5
Q

What is the overarching theory from the Humanist Approach?

A

Maslow (1943) stated that we are all striving for self-actualisation and that we are all motivated to achieve certain needs which aim to move in the order of the Hierarchy of Needs (updated in 1954). We cannot self actualise without achieving the bottom needs - however, we do not need self-actualisation to be happy only need to be moving towards it to be healthy. (idiographic approach).

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6
Q

Defining the key terms…

A

  • Self-esteem

Refers to the level of confidence in yourself - lower self-esteem can be linked to anxiety and depression.

  • Self-conception

How you see yourself currently.

  • Ideal self

The version of yourself you would like to be.

  • Self-actualisation

When you become your best possible self.

  • Hierarchy of needs

Maslow’s theory

  • Unconditional positive regard

That positive respect is given to you at all times in order for yo to improve your self-belief.

  • Client-centred therapy

A form of therapy based on the humanist approach.

  • Incongruence

Having inaccurate beliefs about yourself.

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7
Q

What is client-centred therapy?

A

This was developed by Rogers and focuses on empowering the client and moving towards self-actualization.

This kind of support is not a challenge to the client but is instead used to support them. It mainly focuses on the future and how they will achieve self-actualisation.

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8
Q

By its nature it can’t be supported by a study…and yet?

A

Houtte and Jarvis did a study in which they looked at a sample of 130 pupils (71 boys and 59 girls ) from Illinois in the USA, in order to determine the psychological effect of owning a pet on teens. P/pants were matched on a range of socio-cultural factors and 4 different areas were assessed. Namely; autonomy, self-concept, self-esteem and attachment to the animal. They found that pet ownership is directly linked to an increase in self-esteem and a more positive self-concept as well as a higher sense of autonomy from age 11 onwards. These benefits occurred because of the unconditional positive regard the teens received from their pets.

But this study, although linking the concept of unconditional positive regard to a positive self-actualisation trend in that population, can by definition not be generalised by the humanist approach and therefore does not speak for the population - thereby verifying the humanist approach and simultaneously being discounted by it.

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9
Q

We can’t use it…often

A

One criticism for the humanist approach is that it cannot be used in practical application in such a wide variety as the other approaches. It is only in counselling that it has the necessary capabilities to tackle mental health issues or relationship issues. Therefore the theory may be valid ‘in theory’ but it is of no practical value on the same scale as other approaches and is thereby limited.

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10
Q

How are the untestable concepts an issue?

A

The approach itself is undermined by its inability to be verified by empirical methods and so any proof provided is simply rejected by the approach itself. Without anything to empirically support this approach, it can only seem less valid in comparison to rigorously tested approaches eg. the biological.

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11
Q

How does this approach suffer from a cultural bias?

A

Despite this approach stating that they value the individual uniquely this is not always the case culturally as not all societies revolve around individualism. In a collectivist society, they may instead value the progression of the whole population, rejecting the suggested goals of the humanist approach. Therefore if the approach is ignoring certain cultural structures it does not have the overarching validity necessary as well as it being ineffective if the population does not utilise their methods.

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12
Q

How is this a positive approach?

A

Unlike the other approaches humanists can be praised for placing the human at the center of their approach and thereby placing value on the individual. It also promotes a positive image for a human being unlike Freud’s understanding that had us down as slaves to our own pasts and living in despair. This therefore is an optimistic alternative and may have more value in providing a positive view of the human psyche while exploring the roots of human behaviour.

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13
Q

How is the humanist approach unaffected by determinism?

A

In comparison to the other approaches, the humanist approach is not limited by the effects of determinism as it allows humans to have autonomy rather than restricting them to only predictable actions. This freedom allows us all to develop into unique individuals with unpredictable behaviour. Therefore this approach will be more pleasant for individuals to adopt as they wish to have autonomy and not be reduced to automatically functioning robots like that of the biological approach.

However, this does mean that any research done on one individual cannot be applied to the whole population as they are too unique to be valid when generalised.

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14
Q

What is the Freudian theory of personality?

A

This is concerning the difference between the conscious and the subconscious which is put into three sections:

  • The Id - our wantes and desires
  • The Ego - manages the deman of the id and the superego
  • The Super Ego - this is our sense of morality and right or wrong

These parts of the mind have to be balanced in order to to be healthy. This is achieved through the negotiation of the Id between the Ego and the Super Ego.

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15
Q

What is Frued’s Psychosexual Theory of Development?

A

The Stages:

  • What is the oral stage?

Oral (0-2) - Where an infant recieves gratification through oral stimulus (eg. sucking or babbling) as this is where the labido resides at this point. Freud also explored how if people did not progress past this phase they may have developed oral fixation in later life (eg. nail biting, smoking).

  • What is the anal stage?

Anal (2-3) - The child here begins to conform to some of the demands of society by controlling their excrement, which is where the libido resides at this point. This is as the child realises they are a person in their own right and so come into conflict with the outside world. Freud looked at how those with excessive potty-training would often become compulsivly tidy and have a respect for authority. While those who did nto have such harsh control over this develop to be more ‘anal’ where they are messy and overshare.

  • What is the phallic stage?

Phallic (3-7) - The child then learns to recognize the differences between what is male and female while also becoming aware of sexuality as their libido centres on their genitalia at this stage. It is at this point Freud believed that the Oedipus and Electra Complex become apparent.

  • What is the latency stage?

Latency (7-11) - The child’s sexual drive is not as strong at this point in their development and Freud believed that it was actively repressed where it is intead sublimated towards other activities such as school work. Children will also tend to sick to groups with their own gender.

  • What is the genital stage?

Gentital (11+) - When the child begins to deal with the opposite sex more maturely as they reach puberty and is directed at others rather than at self-pleasure in the phallic stage. Freud foudn the only proper outlet for this to be heterosexual intercourse as sexual perversions will develop if fixation and conflict arise.

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16
Q

What are the Oedipus and Electra Complexes?

A

Oedipus - This is linked with the Sophocles’ Oedipus Rex which was a Greek Tragedy in which Oedipus kills his father and weds his mother unkowingly.

For boys it is that they desire their mother but alos fear castration by their father (castration anxiety). They therefore employ a system that allow them persue their mother without the wrath of their father being tempted by attempting to emulate him (identification). This workd becuase the father would never want to castrate someone so like himself. In time this adoption of the father’s values means the boy adopts both his gender and his morals - ending his lust for his mother.

For girls this is slightly different as they desire theri fathers because of what Freud calls ‘Penis Envy’. This states that girls desire a penis becuse it is a source of power and therefore choose to control the one that is most acessable to them, their father. This is resolved as the girl replaces the desire for her father with the desire of having a child and will blame her mother for her ‘castrated state’. She will then repress her feeligns and identify with the mother taking on her gender and morals.

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17
Q

Explain Frustration, Overindulgence and Fixation?

A

Some do not leave one stage and move onto the next when their desire in that stage has nto been adequately met. When they achieve the level they had needed in that stage through frustration and overindulgence, a fixation can develop with a psychosexual stage.

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18
Q

What is the case study of Little Hans?

A

The case study of little hans looked at a young boy who had a fear of horses. Through psychoanalysis Freud foudn that his fear was due to his oedipus complex leading to conflict with it not being fully resolved. This had ended with displacement of the ‘castration anxiety’ he experienced onto horses as they had similar features to his father. Freud believed that if Hans were to spend more time with his father this conflict would be resolved as he adopted both his father’s morals and gender.

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19
Q

What is the case study of Anna O?

A

Anna O was found to exhibit symptoms of hysteria that lead to physical effects such as the paralysis of her arm. She was treated by recalling past traumatic effects where it was noted that she had deveoped these symptoms due to past abuse from her father. She also expressed anxiety for this illness that she did not experience outside of the therpy. Freud believed that these phsyical manifestations were the result of deeply repressed conflicts.

She was treated with the cathartic method.

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20
Q

How is application a support?

A

Freud’s theory can be used to explain a wide range of human experiences in many areas as it focuses on how the childhood can shape our later actions.

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21
Q

Innovation?

A

Freud’s theory was the first step in an alternative explanation for key human aspects of existence and offered the possibility of treating and resolving these issues rather than treating those with mental health issues as dangerous and confining them to asylums.

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22
Q

But it is unfalsifiable…

A

We cannot be certain whether the theory is correct or incorrect and having the belief that the theory does not make it scientifically justified and therefore it can undermine the idea of psychology being a science.

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23
Q

Case Studies as an issue?

A

The psychodynamic approach is supported mostly by case studies rather than any experiments done in highly controlled conditions. This can lead to the approach lacking credibility as these forms of evidence do not completely reinforce in a truly reliable manner - especially when they only centre around one data point. Therefore the psychodynamic approach is limited in its support being provided by low-control case studies.

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24
Q

Time as an Issue?

A

This structure of talking therapy can take years to completely help an individual recover from a mental health illness in which the patient is paying copious amounts of money every week in order to resolve their inner conflicts. This can lower the validity not only because of the lack of reach due to affordability but also the long time span of this treatment may mean that the mental illness has gone through spontaneous remission and only the patient begins to associate this with the treatment. Therefore it may lack validity because of the length of time it takes to be effective.

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25
Q

Free will as an issue?

A

Freud’s theory does nto allow for the individual to have any control over their own wills and actions in their day to day life which makes it directly unacceptable to a large number of people who wish to believe they are in control of their own actions. Therefore people may choose not to take the therapy because this takes away their autonomy - not allowing the treatment to be reliable.

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26
Q

What are the Defence Mechanisms?

A

  • Repression - This is to stop traumatic thoughts before they become present in the concious mind.
  • Denial - This blocks external events from going into our awareness. By refusing to experience this it provides a coping mechanism.
  • Displacement - Satisfying an impulse with a substition that is not necessarily socially acceptable.
  • Sublimation - Substitution of a difference emotion that is more socilaly acesptable.
  • Projection - Where someone applies their own indivual beliefs and ideas to others.
  • Regression - A movement back in your psychological progression so that you are removed to a past stage.

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27
Q

What is the process of dream analysis?

A

In your dreams, your Ego believes it is a safe place to indulge in your Id’s wishes without there being any repercussions. However, they may still be an indirect analysis of this by using other symbols to represent certain aspects. Trained professionals on dream analysis can only interpret these accurately.

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28
Q

How is the process of hypnosis used?

A

This has been commonly used by psychoanalysis but has the issue that only those who believe in hypnotism can be hypnotised and often experience ‘false memory syndrome’ where the person is in an extremely suggestible state that can lead to false claims of certain events. It is now rarely used in therapy due to this.

29
Q

What is Free Association?

A

The patient in this method is encouraged to talk openly and without interruption. Whatever they begin to talk about, Freud believes that over time unconscious links are made because certain associations will begin to show. The analyst can then unravel the connections and find the points where the person does not wish them to be aware of. For example, Freud saw pauses or embarrassed laughs and clues as to where the problems are. (Transference may be used to solve this)

30
Q

What does this approach believe in?

A

  1. The only things worth studying are the things that are directly observable?
  2. We are all born as a blank slate ‘tabula rasa’ and everythingn is learnt through our experience of the world.
  3. The two processes that allow this are Classical and Operant Conditioning.
31
Q

What was BF Skinner’s reasoning behind Operant conditoning?

A

BF Skinner realised that people and animals can both learn though the same process, reinforcement or punishment, which he called operant conditioning.

If they carry out an action and are reward in some way ( positive reinforcement) or avoid something unpleasant ( negative reinforcement) then you will repeat it in the future.

If you are punished or the reinforcement stop happening, you will stop doing the behaviour.

32
Q

What are the three key terms for opperant conditioning?

A

Positive Reinforcement - receiving something nice for doing an action.

Negative Reinforcement - avoiding something unpleasant for doing an action

Punishment – getting punished for doing something. When we receive something pleasant or avoid something unpleasant we find it rewarding and so repeat the action. When an action leads to something unpleasant we don’t repeat it.

33
Q

Draw out application diagram of operant conditioning?

A
34
Q

Explain classical conditioning through Pavlov’s dogs?

A

Carried out experiments on dogs and realised that the saliva would appear spontaneously when food was present (he called this a salivation response. However, over time the dogs began to anticipate the food and salivate before. After this happened he introduced a barrier and after that added the sound of the metronome to the time when it would be fed so that over time the dog would begin to salivate at the sound even if meat wasn’t present (the conditioned reflex).

35
Q

What is the process of classical conditioning?

A

By presenting an unconditioned stimulus with a neutral stimulus, you can condition someone to give an unconditioned response to both stimuli because the association has been formed. The neutral stimulus has now become a conditioned stimulus.

36
Q

What is a support of behaviourist theories in general?

A

We Can See it Happening - As with all behaviourist theories it is easy to observe the babies as they form this attachment which the learning theory has suggested. Therefore this makes it highly reliable as it is easy for other’s to replicate and verify with simple empirical measures being effortless to observe.

37
Q

What is a support via real-life application?

A

Conditioning can be found in many real-world designs. One of these is token economy systems that can be used in both institutions, prisons and psychiatric wards and work by giving rewards to those who have performed a correct behaviour, conditioning them to seek this reward in the future. Treatments such as these can be credited with taking less effort from a patient because they do not have to play an active role as they would in talking therapy. However, it is also important to realise that because of this this process is very much open to abuse. Therefore there is evidence of real-life effective application of this theory - although it may have some ethical issues surrounding its application.

38
Q

How can Scientific Credibility be a support?

A

Behaviourism was able to develop the language and methods of natural sciences to a point where they became more rigorous and objective, unlike the psychodynamic approach for example. Therefore this approach is key to the progression of psychology as a scientific discipline, allowing it to access further credibility and status.

39
Q

How is this a Mechanistic View of Behaviour?

A

This theory has issues because it reduces the human experience (and animals) just to a series of responses to the environment. These actions are done without conscious insight like machines which is highly contrasted by other areas such as social learning theory and the cognitive approach which emphasise the effect of mental events when learning. Therefore learning theory may be limited in its assumptions that humans do not play an active role in their own learning.

40
Q

Lack of inter-rater reliability?

A

This theory is rejected when it comes to Lorenz’s Geese and Harlow’s Monkey Study. Therefore there is a lack of support due to the number of alternative theories that could provide us with an alternate explanation and possibly show how it is not the whole cause of these attachments with other factors being present.

41
Q

Counter Evidence from Animal Research?

A

There has been a large amount of evidence to show that animals do not imprint upon the animals that feed them. Lorenz’s geese were imprinted before they were fed and did not change their primary attachment figure when fed by another. Harlow’s monkey study also proved otherwise when the rhesus monkeys were shown to favour the cloth monkey over the wire monkey, despite the wire mother being the source of food. Therefore this theory is countered by a mass of animal research, limiting its validity as an explanation for attachment.

42
Q

How can Ethics be an Issue?

A

In many behaviourist experiments, animals are sued as it would be seen as too unethical to carry out these tests on humans. However, if we are choosing to compare the functions of animals and humans as being a generalisable trait then surely their suffering is equal to what we would have experienced in these conditions. Animals cannot consent to this treatment and therefore it becomes ethically debatable as to whether we should use them in tests.

43
Q

Who is the founder of SLT?

A

Bandura formulated SLT in contrast with the typical behaviourist belief that all behaviour is learnt - it is clear that some things are learnt indirectly eg. shutting a door and therefore imitation leading to behaviour must also play a role in learning.

44
Q

What is Vicarious Reinforcement?

A

An individual observed the behaviour of others and then imitates this behaviour or avoids it dependent on whether it has a positive or negative outcome. Therefore the consequences are just as important as the behaviour that is learnt.

45
Q

What are the 4 mediational processes?

A

Attention - the extent to which we notice certain behaviours. (learning)

Retention - how well the behaviour is remembered. (learning)

Motor reproduction - the ability of the observer to perform the behaviour. (performance)

Motivation - the will to perform the behaviour, which is often determined by whether the behaviour is rewarded or punished. (performance)

  • How is this different from traditional behaviourism?

The performance and the behaviour do not necessarily link together in the time they develop.

46
Q

What is Identification?

A

Identification is where people (especially children) are more likely to imitate the behaviour of others. The people being copied are called role models. They often have similar characteristics, some form of authority or attractiveness that insights a person to copy them. They also do not need to be physically present eg. social media.

47
Q

How are the cognitive factors of SLT a benefit?

A

Neither operant nor classical conditioning can provide a complete account for human behaviour on their own - especially when it comes to behaviours that were not learnt through experience. Bandura stated how learning would be ‘laborious not to mention hazardous’ and so SLT is a much more effective method and makes sense evolution-wise where energy and fatal decisions matter. Therefore this provides a more comprehensive explanation of human behaviour than behaviourism.

48
Q

How can SLT account for cultural differences?

A

SLT accounts that the people we are surrounded by, especially at a young age, can change the different behaviours that we learn. So if someone grows up in a different culture they will be surrounded by different behaviours. It can also account for how cultural norms spread as individuals copy one and another’s behaviours. Therefore SLT can explain range of behaviours which is useful and effective in application.

49
Q

How is this approach less deterministic? (SLT)

A
50
Q

How is this approach less deterministic?

A

Bandura emphasised this approach has reciprocal determinism, we are both influenced by and have an influence on our environment. Therefore there is some element of autonomy surrounding our actions.

51
Q

How does this approach underestimate the impacts of biological factors?

A

This approach relies upon Bandura’s Bobo doll studies which may have been influenced by biological factors rather than the modelling of role models. Testosterone may account for the increased aggression in the boys as they have greater quantities of this hormone. Therefore there may be certain factors that SLT does not account for.

52
Q

How can SLT account for cultural differences?

A

SLT accounts that the people we are surrounded by, especially at a young age, can change the different behaviours that we learn. So if someone grows up in a different culture they will be surrounded by different behaviours. It can also account for how cultural norms spread as individuals copy one and another’s behaviours. Therefore SLT can explain range of behaviours which is useful and effective in application.

53
Q

What was the aim, design and procedure of Bandura’s (1963) Bobo Doll Study?

A

Aim - To discover if aggression was caused by observation.

Design - Independent measure laboratory experiment.

Participants - 72 US nursery children.

Procedure - Children were put into 3 groups of 24 and were all made to watch a video of an adult paying with the Bobo doll which would be kicked and punched throughout the clip.

Group 1: The children saw the adult being rewarded for the way they played with the doll.

Group 2: The children in this group saw a second adult telling off the other for the way they played with the doll.

Group 3: The children saw a video in which the model was neither rewarded nor punished for the way they played with the doll.

The children were then taken to a room that had a variety of toys in it, including a Bobo doll. Their actions were recorded and carefully monitored.

54
Q

What were the results and conclusions? (BOBO)

A

Results - Bandura found that those who had watched the more agressive video demonstrated more agressive behaviour when they were playing with the Bobo dolls.

Other findings that were of importance:

  • Girls demonstrated more physical agression if the model was male and more verbal agression if the model was female. However if they looked at how often they punched the Bobo doll, this finding is reversed.
  • Boys imitated more physically aggressive acts than girls. There was little difference in the verbal aggression between boys and girls.

Conclusion - The children learnt through the observation of others and this includes how to act in an aggressive manner through imitation when demonstrated by a role model.

55
Q

Cause and effect as a support? (SLT)

A

In a controlled laboratory experiment environment the processes of cause and effect can be observed and established without any other influence getting in the way. Because of this it infers that the model did have an effect on the child imitating behavior because there were no other extraneous variables that could have interfered. Therefore this defines Bandura’s study as both reliable and its conclusion with the likelihood of being valid.

56
Q

Support from Real-World Examples…SLT

A

There are evidence of tribes, such as the Kung Sang, who so not display any violent actions. This is because none of them are displaying any violence that their children can replicate and thereby have this lack of violence in the society. Therefore this real-world evidence of a lack of violent role models leads to a lack of violence demonstrates that there must be a valid link between imitation and the actions that are carried out in a society.

57
Q

Replicability as a Support…(BOBO)

A

This is a standardized procedure and instructed laboratory experiment which allows it to be reliably replicated. Through this other psychologists can verify the results as they then have the ability to correctly create the exact same study, that should, if correct, provide the same conclusion. In fact the Bobo doll study has been replicated many times. One example of this was by Bandura, Ross & Ross (1963) who replicated the study using filmed models. Therefore this proves the reliability of the experiment and the validity of the results if the sane conclusions are being found consistently.

58
Q

Ecological validity… (BOBO)

A

Laboratory studies are not always a direct example of how things may occur in the real world which leads them to have a low ecological validity. The interactions between the child and the adult in the study are limited which makes it not a true representation of how the child may have interacted with the role model as well as the relationship that we have to people we imitate in day to day life is not seen here as the model is a stranger. Therefore this is not a true representation of ‘normal’ modelling that would often take place in the family unit.

59
Q

Cumberbatch (1990)

A

C found that the children who had never played with this Bobo doll before were 5 times more likely to replicate the aggressive behavior after seeing the model play with the doll. Because of this it is more likely this would occur in a novel situation and therefore is not an accurate representation of what would occur with familiar objects/people and thereby lowers the validity of the conclusions.

60
Q

Short-term…(BOBO)

A

This study also does not have the long term effects noted due to the length of the study which means that Bandura’s research cannot account for whether these are permanent/long lasting. Therefore the effects of increased aggression may not be long lasting which undermines Bandura’s hypothesis that the overall aggressive potential will be increased. Therefore there may be key aspects of the effects of watching aggressive behavior that have not been recognized by the research and may even subvert the findings.

This can also be an ethical issues children may end up suffering from unrecorded psychological issues that have developed from taking part in this study. Although unlikely, it is a potential issue of this study making unethical issues.

61
Q

Demand Characteristics were Present..(BOBO).

A

Noble (1975) ntoiced on one of the videos that a little boy said ‘Look Mommy, there’s the doll we have to hit’ which makes it seem that the children were effected by demand characteristics. This may have been because they felt they had to hit the doll as if the video were an instruction rather than an example of how to play with it. Therefore the actions of the children may have not been representative of witnessing violence by rather to do with demand charcteristics that lower the internal validity of the experiment.

62
Q

What was the aim and procedure of Charlton et al (2000) (The St Helena Study)?

A

Aim: To investigate the effects of the introduction of satellite TV on the aggressive behavior of children.

Procedure: This is a longitudinal natural experiment that was conducted with 3-8 year-olds who had until that point never experienced TV. This aggressive behaviour was analyzed in 1994 prior to transmitted TV being put on in 1995. They did this by filming 256 minutes of free play in the school playground. This was later assessed again in a free play session that 344 minutes. There was a group of 26 playground behaviours. The analysis of the results was based on four anti-social behaviour and four pro-social behaviours in addition to the genders of the individuals involved.

63
Q

What were the results of the experiment? (Charleton)

A

Results: The results showed that there was no significant difference and the levels of observation of anti-social behaviour in the first observation remained this way throughout the rest of the viewings. On average the children in fact ended up displaying more pro-social behaviour than anti-social both before and after the introduction of the television.

Conclusion: This demonstrates that the exposure to TV does not on average increase the aggressive behaviour of children - and importantly showed that there was no correlation between commonly associated actions when TV was introduced.

64
Q

It is a Longitudinal Study…(charleton)

A

This study is supported by the fact that it was carried out over a long period of time which means that any alternate findings, later effects or long-term psychological impacts can be known where as a snapshot study may miss these. This improves the validity of this study in comparison to the contrasting Bobo Doll Study. Therefore it not only is supported by its long-term measurements - it is also placed in higher esteem than the alternative study.

65
Q

How does this study have real-world value? (charleton)

A

This study has real-world value becuase it is not an artificial scenario in comparison to everyday life. TV is viewed regularely and is a relevent indicator that may have this effect of increased agression in the average home. It is also more va;uable as its results will impact on the day to day actions we take when giving the right information to give parents about what is best for their children. Therefore this study is supported by both ecological validity and its apptitude for practicle application.

66
Q

It cannot be generalised to all cultures however…(charleton)

A

However it is also important to recognise that this cannot have the same level of cultural validity due to it tkaing place onan isolated island that may not be a representative sample. For example contrasting replications of this study have been carried out in a Canadian village who instead found an increase in agression. Therefore this may be limited by its inability to represent the effects of role models demostrating agression on children.

67
Q

Subjectivity can be a problem…(charleton).

A

There is also the issue that pro-social and anti-social actions are not clearly defined by the research and can be highly subjective depending on the observer. This may have lead to differences in the recorded behaviour of the children, despite the increased reliability of having these observation filmed. Therefore the results may have beensubject to observational bias and limited by the opinions of the researchers.

68
Q

Psychodynamic’s Approch to SLT…

A

  • This demonstrates that there is a connection in the gender of the role models that are more likely to be mimiced by the same gender - however say that this comes from unconcious processes not learnt behaviour.
  • In the psychodynamic approach people’s motivation comes from unconcious processes whereas SLT states that thiere is a concious element to motivation. Although both of these approaches focus on motivation whereas other appraoches do not.
69
Q

LT’s Apprach to SLT…

A

  • They agree that observational processes are the most reliable way to reach viable conclusions however do not agree that we can learn indirectly by observing others. The observations of thought processes also makes up much of the differences here to LT and does not agree with the observational approach of experimentation.