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psychology paper 2 > Approaches > Flashcards

Approaches Flashcards

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1
Q

WUNDT and introspection

A

aim to document and describe the nature of human consciousness = INTROSPECTION
systematic reporting of an experience or object
focus on everydat obejct and look inwards to feeelings and images
breaking consciousness down - structuralism
used strict control conditions using the same stimulus - standardized instructions = replicable

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2
Q

what is introspection

A
  • systematic analysis of ones own conscious experiences
    -experiences are analyzed by breaking down into component parts (structalism) into thoughts, images and sensations
    -people are trained to make data collected objective rather than subjective
  • people are presented with standardized events and asked to report their reactions
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3
Q

WATSON

A

questioned introspection - produced data that was subjective & varied greatly from person to person = difficult to establish basic principles (vague)
private mental thoughts cant be measured or observed
= BEHAVIOURIST APPROACH (emergence of psych as a science)

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4
Q

BEHAVIORIST assumptions

A

only studies behavior that can be observed and measured
- behavior is learnt form the environment
- animals and humans behave in the same way (animals can be used in research)
- scientific = use lab experiments
- CLASSICAL conditioning & OPERANT conditioning

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5
Q

BEHAVIORIST - classical conditioning

A

learning by association
dogs could be conditioned to salivate at the sound of a bell if that sound was repeatedly presented at the same time that they were given food.

PAVLOVS
food (unconditioned stimulus) - salivation (unconditioned response)
- bell (neutral stimulus) = no response
- Bell & food = salivation
- bell (conditioned stimulus) = salivation (conditioned response) ASSOCIATION

reflex response - immediate

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6
Q

BEHAVIORIST - operant conditioning

A

learning by consequence & an active process
3 types of consequences: positive reinforcement, (offering a reward)
negative reinforcement, (removing something unpleasant being taken away)
positive punishment (receiving something unpleasant)
negative punishment (removing something desirable)

SKINNER
rat in cage, pushed a lever it was positively reinforced by receiving food
learnt to go straight to the lever once put in the box
= positive reinforcement increases likely hood of behavior being repeated

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7
Q

STRENGHTS OF BEHAVIOURSIT APPROACH
application

A

increase our understanding of causes of phobias and attachment. improves therapy -
patients font have to think about their problems
token economy - positive reinforcement (earn tokens for privileges

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8
Q

STRENGHTS OF BEHAVIOURSIT APPROACH
experimental support

A

Pavlov showed that classical conditioning leads to learning by association.
Watson phobias can be learnt through classical conditioning in the “little Albert” experiment.
= increases validity

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9
Q

STRENGHTS OF BEHAVIOURSIT APPROACH
scientific

A

introduced the scientific methods to psychology. Laboratory experiments = high control of extraneous variables
= replicable & data obtained was objective
=psychology more credibility.

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10
Q

WEAKNESSES OF BEHAVIOURSIT APPROACH
animal studies

A

experiments were done on animals
humans are different cognitively and physiologically
humans have different social norms and moral values =we might behave differently from animals
= apply more to animals than to humans.

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11
Q

WEAKNESSES OF BEHAVIOURSIT APPROACH

free will

A

It sees people as passive in their learning with little conscious thoughts influencing their behavior (compared to other approaches)
free will ?`

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12
Q

SOCIAL LEARNING THEORY & BANDURA
assumptions

A

learn through observation and imitation of role model behavior ( some similar to ourselves; gender, age)
behaviorist + focuses on mental processes
people are active manipulators of environment
study humans rather than animals

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13
Q

SOCIAL LEARNING THEORY & BANDURA
explain meditational processes

A

Mediational processes are cognitive factors that influence learning and come between stimulus and response.
MODELLING=
-attention
-retention
- motor reproduction
-motivation

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14
Q

SOCIAL LEARNING THEORY & BANDURA
Bobo the doll

A

lab experiment.
Sample: American children, 72 children ages 3-6
group 1: aggressive behavior to the doll
group 2 : non aggressive behavior to the doll
group 3 : control group
-> taken to a room to play with the same doll and different toys

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15
Q

SOCIAL LEARNING THEORY & BANDURA
Bobo the doll - RESULTS

A

observed the aggressive model (group 1) were more aggressive than the children from the other two groups.
Imitated specific aggressive acts that were displayed by the model
Boys imitated more physically aggressive acts than girls

= SUPPORTS SLT

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16
Q

SOCIAL LEARNING THEORY

A

behavior from a role model is observed
(if its worth intimidating = identification)
behavior is intimidated ( needs self efficacy)
behavior is reinforced (direct or vicarious)
behavior is repeated
behavior is internalized into repertoire of behavior

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17
Q

SOCIAL LEARNING THEORY
reinforcment

A

direct: you are being rewarded
vicarious: model is rewarded for behavior
= more likely to repeat behavior
+ needs the belied that they can reproduce the behavior

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18
Q

SOCIAL LEARNING THEORY WEAKNESSES
lab + bobo

A

these were laboratory experiments and the task did not reflect the way the participants behave in their normal life.
lacks ecological validity

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19
Q

SOCIAL LEARNING THEORY STRENGHT
cultural differences

A

SLT can explain the difference of behavior between different cultures as if a behavior is not displayed it cannot be imitated, this can explain why groups such as the Amish are non-violent.

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20
Q

SOCIAL LEARNING THEORY STRENGHT
cognitive

A

It is a more complete explanation of human behavior than conditioning as it takes into account cognitive factors in learning.

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21
Q

COGNTIIVE APPROACHES
assumptions

A

how mental processes affect our behaviour
internal mental processes cant be observed directly but can infer based on how they act
role of schemas
computer science analogies - how we process information (input, store and retrieves)
combining cognitive processes and biological structures via cognitiveneuroscience

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22
Q

COGNTIIVE APPROACHES
role of schemas

A

a mental framework of beliefs and expectations developed from experiences. gets more detailed as get older
- help us organise and interpret information (quickly and effectively , prevent us being overwhelmed
BUT can lead to distortion, select schemas that may not be relevant

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23
Q

COGNTIIVE APPROACHES
cognitive neuroscience

A

scientific study of the influence of brain structure and chemistry that are responsivke for cognitive processes
use of brain scans and compare gainst neurotypical individuals
locate physicsal basis of cognitive processes in brain

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24
Q

STRENGTH OF COGNITIVE APPROACH
scientific method

A

lab experiments are controlled and replicable = results are reliable
scans are objective

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25
Q

STRENGTH OF COGNITIVE APPROACH
applications

A

useful and wide applications
used to explain eyewitness memories of events can be distorted
understand the causes of depression - proposes a therapy CBT

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26
Q

WEAKNESSES OF COGNITIVE APPROACH
reductionist

A

does not taken into account emotions and motivation which influence the processing of information and memory
eg: anxiety and eye witness accuracy

27
Q

BIOLOGICAL APPROACH
assumptions

A

thinking and behaviour is determined by biological factors: structure and functioning of the nervous system
- genetic factors
-genes have evolved to adapt behaviour to the environment
mind lives in the brain (contrast to cognitive)

28
Q

BIOLOGICAL APPROACH
genotype & phenotype

A

genotype: persons genetic makeup
phenotype: representation of genotype + environment (physical, behavior & psychological characteristics)

29
Q

BIOLOGICAL APPROACH
evolution of behavior

A

natural selection:
genetically determined characteristics or behavior that enhances our chances of survival and reproduction = passed on to the next generation,
= more common in a population
+ traits which do not enhance survival will disappear

30
Q

STRENGHTS OF BIOLOGICAL APPROACH
treatment

A

The understanding of the role of the role of neurotransmitters has led to the development of drugs which are effective in the treatment of mental disorders such as schizophrenia and depression.

31
Q

STRENGHTS OF BIOLOGICAL APPROACH
scientific

A

It uses scientific research methods such as EEGs, fMRI and PET scans and twin studies. These produce objective data which can be replicated and peer reviewed.

32
Q

WEAKNESSES OF BIOLOGICAL APPROACH
deterministic

A

The biological approach is determinist as it sees our behavior as caused entirely by biological factors over which we have no control. This encourages people not to take responsibility for their own actions and blame their genetic makeup.

33
Q

BIOPSYCHOLOGY
the nervous system

A

specialized network of cells in the body
(internal communication system)
- collect, process , respond to information
- coordinate the working of different organs in the body

(CNS & PNS (peripheral nervous system)

34
Q

BIOPSYCHOLOGY
the central nervous system

A

brain receives information from sensory receptors and sends messages to muscles and glands. It is the centre of all conscious awareness
- brain
-spinal cord (responsible for reflex actions)

35
Q

BIOPSYCHOLOGY
the peripheral nervous system

A

transmits messages via neurones to and from the central nervous system
divided into:
-somatic nervous system (transmits sensory information from the body/sense receptors to the brain/CNS, transmits information from the brain via spinal cord to the muscles/effectors to produce movements)
-autonomic nervous system (governs vital functions in the body such a breathing , heart rate , digestion + stress responsive)
parasympathetic system
sympathetic system

36
Q

BIOPSYCHOLOGY
peripheral nervous system -> autonomic nervous system -> sympathetic + para sympathetic nervous system

A

actions are model antagonist = they usefully work on opposition to each other

para - conserves energy = heart rate+ breathing kept low, digestion is kept high , glucose is removed from the blood and stored\

sympathetic- need to expend energy= heart rate + breathing kept high , digestive activity is low , glucose is released into the bloodstream
= adrenaline is released for flight or fight (protect body in stressful moments
*instant

-> when the threat has passed , parasympathetic nervous system returns everything back to normal

37
Q

BIOPSYCHOLOGY
the endocrine system

A

in charge of body processes that happen slowly
triggers glands to produce hormones which are secreted into the bloodstream

38
Q

BIOPSYCHOLOGY
neurones

A

transmit signals electrically + chemically
- motor
- sensory
-relay

cell body contains a nucleus
branch like structures - dendrites : carry nerve impulses to next neurone
axon carries impulse from the cell body down the neurone - covered in a myelin sheath (protects + speeds up)

38
Q

BIOPSYCHOLOGY
what is structure of a neurones

A

transmit signals electrically + chemically
- motor
- sensory
-relay

cell body contains a nucleus
branch like structures - dendrites : carry nerve impulses to next neurone
axon carries impulse from the cell body down the neurone - covered in a myelin sheath (protects + speeds up)

39
Q

BIOPSYCHOLOGY
neurones + synopses

A

gaps between neurones
signals between are passed chemically across the synapse

neurotransmitters diffuse across the synapse

40
Q

BEHAVIOURIST- difference between classical and operant conditioning

A
  • response is involuntary in CC but voluntary in OC
  • responses are reinforced in OC but not in CC
  • CC explains acquisition of response, OC explains maintenance of response
  • CC is learned by association between 2 stimuli in time whereas OC is learning by association between response and consequences
41
Q

psychodynamic assumptions

A

freud adopted use of psychic determinism- all behaviour is caused by unconscious internal conflicts we have no control of
* conscious
* preconscious
* unconscious - stores biological drives and instincts (hunger, thirst and sex and upsetting thoughts repressed from conscious)
only aware of our conscious- contents od preconscious are revealed through parapraxes, slips of tounge and dreaming

inferences of unconscious can be mafe through psychoanalysis and psychotherapy

42
Q

Frueds tripatite personality

A

viewed personality as made up of 3 components
* Id
* ego
* supergo

43
Q

define Id in tripartite personality

A

innate part of personality and operates on pleasure principle
Id constanly demand instant gratification
hunger thirtst- biological instincts
= conflcits with super ego

44
Q

define superego triaprtite personality

A

formed at the end of the phalllic stage and operates on morality principle
contained childs internalised sense of right and wrong based on same sex parent.
in constant conflict with id

44
Q

define Ego tripartite personality

A

formed during first 3 years of life
operates on reality principle
ego helps resolve the conflict between the id and the superego - use of defence mechanism - repression denial and displacement
strenght of unconscious depends on how efficently ego resolves conflict

45
Q

psychosexual stages

A

nomothetic approach - series of developmental stages which all children progress in the same order
each stage characterised by a conflict which must be resolved to pass to the next stage (not latency)
failure = fixiation on that stage = dysfunctional behaviours associated with that stage are carried towards adulthood
(oedipus (boys) and electra (girls) complex)- idiophraphic case study of little hans but nomothetic application

46
Q

evaluation of psychodynamic approach
unconscious concepts

A

unaware of unconscious = not possible to objectively and systematically measure it
= does not meet the scientific criterion for falsification = unfalsifable and pseudoscience
does not improve scientfic credibility

47
Q

evaluation of psychodynamic approach
use of idiographic approach

A

oedipus and electra complexes were based on individual case studies and interviews
- participants selected to be subjects are often some kind of psychological interest = does not represent experiences of general population = lacks ecological validity

collects qualitative data = subjective conclusions = possible researcher bias = limited application

48
Q

evaluation of psychodynamic approach
praticial application

A

psychotherapy and psychoanalysis has made long lasting contribution towards treatments of various mental disorders -
focus on importance of childhood for mental health

49
Q

define oral stage of psychosexual development

A

0-1
focus on libido mouth tounge lips
development - weaning off of breast feeding or formula

adult fixation- smoking overeating

50
Q

define anal stage of psychosexual development

A

1-3
anus
development- toilet training
adult fixation- oderliness, messiness

51
Q

define phallic stage of psychosexual development

A

3-6
genitals
major development- resolving oedipus/ electra complex
adult fixation- deviancy, sexual dysfucntion

52
Q

define latency stage of psychosexual development

A

6-12
no focus on libido
development- developing defense mechanism
adult fixation - none

53
Q

define genital stage of psychosexual development

A

12+
gential focus
major developmemt- reaching full sexual maturity
adult fixation- if all stages completed = person should be sexually mature and mentally healthy

54
Q

assumption of humanistic approach

A
  • free will and we are masters of our own development = ignore influence of internal and external factors of behaviour
  • sees self actualisation as achieved by being top level of maslows heirarhcy of needs - crucial
  • able to progress through heirarchy of needs and better ourselves
55
Q

humanistic approach- incongruence and self actualisation

A

self concept - describes all the ideas and values we have about ourselves- perceptions of our abiliites
ideal self- perception of the best version
if there is too large a gap = incongruence = negative feelings of low self worth, esteem = prevent from progressing through maslows heirarhcy = not achive self actualisation

self actualisation = innate desier we have to become best version of ourselves through personal and psychological growth

56
Q

humanistic approach
Rogerian therapy- conditions of worth and maslows heirarchy of needs

A

aims to reduce gap between self and ideal self = help achieve congurence and self actualisation

  • low self esteem originates in childhood - adults restrict love to children by imposing conditions of worth eg: i will be proud only if you get an A”

describe a good therapist as being open genuine empathetic and provide uncondition positive regard that patient lacked in childhood
unconditional positive regard

patients are encourgaed to arrive at their own solutions to problems with help of therpaist

57
Q

evaluation of humanistic approach
pratical application to therapy

A

client centered therapy
beenfical because reocngises that patients have free will and have ability to improve themselves
*constrast to Freuds - no free wiill

BUT not suitbale for treating depression or schizophrenia

58
Q

evaluation of humanistic approach
holism

A

is holsitic as looks at whole subjective experience from a child to present
alternative to cognitive and biological approach

59
Q

evaluation of humansitic approach
untestifiable

A

lacks empiracal evidence - cant systematically observe or measurable process
self actualisation cannot be measured as is unique and individual differences = different meaning individually
congruence is up to personal judgement
- little improvement to psychologys scientific credibility

60
Q

evaluation of humanistic approach
culture

A

ideas of self actulisation may be more readily accepted by western groups - indivudalist culture
can be seen as selfish from eastern cultures

61
Q

processes of synaptic transmission

A
  • electrical impulses reach presynamptic terminal
  • trigger release of neurotransmitters from synaptic vesseles
  • neurotransmitters diffuse across synaptic celft
  • neurotransmitters bind to receptors of post synaptic transmision

psychology paper 2 (2 decks)

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