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Psychology > Approaches > Flashcards

Approaches Flashcards

1
Q

What does the psychodynamic approach believe behaviour is caused by?

A

Unconscious factors that are largely unknown and beyond our control

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2
Q

Psychodynamic approach: What are the two roles of the unconscious?

A

Causes personality and behaviour
Protects conscious mind from anxiety and trauma

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3
Q

Psychodynamic approach: What protects the conscious mind from anxiety and trauma?

A

Defence mechanisms

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4
Q

Psychodynamic approach: What are the three defence mechanisms?

A

Repression
Denial
Displacement

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5
Q

Psychodynamic approach: What is the name of the structure of personality?

A

Tripartite

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6
Q

Psychodynamic approach: What are the different parts of the tripartite structure of personality?

A

ID- irrational, selfish, pleasure principle
Ego- rational mind, conscious, reality principle
Superego- conscience, morality principle

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7
Q

Psychodynamic approach: How does the tripartite structure of personality shape personality?

A

Conflicts between the parts shape personality e.g. if the Id wins, it becomes strong and this then influences behaviour e.b. Selfish

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8
Q

Psychodynamic approach: What is the importance of the psychosexual stages?

A

Develops personality through 5 stages

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9
Q

Psychodynamic approach: What are the 5 stages of the psychosexual stages?

A

Oral
Anal
Phallic
Latency
Genital

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10
Q

Psychodynamic approach: What must happen at each of the psychosexual stages, otherwise what is the consequence?

A

Must resolve conflict at each of the stages to progress.
Otherwise fixation will occur

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11
Q

Psychodynamic approach: What are 3 assumptions of the psychodynamic approach?

A
  • All human behaviour can be explained in terms of inner conflicts in the mind
  • Importance of relationships, particularly parent-child ones
  • Emphasises change and development in the individual
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12
Q

Psychodynamic approach: Evaluation?

A
  • Mostly unfalsifiable
  • Psychoanalysis- new therapy- for depression and anxiety
  • Culturally relative- only applies to western cultures
  • Little Hans
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13
Q

What are the similarities between the biological and cognitive approach?

A

Both are reductionist
Both have strong real world applications

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14
Q

What are the differences between the biological and cognitive approach?

A

Biological approach is more positively committed to science
Biological approach is hard determinism and cognitive is soft determinism

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15
Q

Biological approach: What causes behaviour?

A

Behaviour is caused by physical processes in the body e.g. genetic inheritance, hormones, neurochemistry and the nervous system

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16
Q

Biological approach: How do genes influence behaviour?

A

Genes carry instructions for particular characteristics. As when we are transmitted from parents to offspring (they are inherited), behaviour geneticists suggest that behaviour characteristics such as intelligence, personality, mental illnesses etc are inherited in the same way as physical characteristics such as height and eye colour.

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17
Q

Biological approach: How can neurochemistry affect behaviour?

A

Neurotransmitters, such as serotonin, can influence behaviour. Serotonin is an inhibitory neurotransmitter, meaning that it prevents activity in the neuron it transmits to in order to calm the brain and balance mood.

Adequate amounts of serotonin are necessary to maintain a stable mood. Research has found that when serotonin levels are low, people tend to display depression.

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18
Q

Biological approach: How can biological structures influence behaviour?

A

Biological structures such as areas of the brain can influence behaviour. For example, fMRI scans of the London taxi drivers showed that they have larger hippocampi than the control group. This suggests that the hippocampus was involved in spatial navigation.

Research has also found people with psychopathy have reduced activity of their prefrontal cortex compared to controls.

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19
Q

Biological approach: What is evolution?

A

When the genetic makeup of a particular population changes over successive generations.

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20
Q

Biological approach: What did Darwin propose about evolution?

A

The process behind it is natural selection. Random physical and behavioural changes to a species either enable it to adapt to its environment and survive or they disadvantage it in some way and it dies out. Therefore, if a behaviour is adaptive, it helps us to survive (and reproduce).

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21
Q

Biological approach: What causes genes to become widespread in a population?

A

The genes that enable the individual to survive and reproduce will be passed down to the next generation and so the physical characteristics and behaviours will become more widespread in the population.

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22
Q

Biological approach: What is an example of an adaptive behaviour and what makes it adaptive?

A

Aggression, this would have been adaptive because winners of fights would have greater access to food so it aids survival, and aggression may have been attractive to the opposite sex meaning that it makes them more likely to reproduce. Therefore aggression gets passed down by natural selection and so aggression becomes more widespread in the population. This means the genetic makeup of the population has changed and so aggression has evolved.

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23
Q

Biological approach: What is a genotype?

A

An individuals genetic makeup I.e. the genes they have.
This means genetically identical people have the same predisposition to develop a characteristic (e.g. be overweight) from their genes, unless another factor(s) intervenes.
However, it does not reveal whether someone will develop that characteristic.

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24
Q

Biological approach: What is a phenotype?

A

Observable traits or characteristics (e.g the weight someone achieves) shown by the individual.
These characteristics are due to combined effects of genes and the environment.

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25
Q

Biological approach: What is a concordance rate?

A

A percentage that shows how many win pairs shared a characteristic studied.

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26
Q

What are 3 assumptions of the biological approach?

A
  • As such, everything psychological (behaviour and through processes) has an innate biological basis. Therefore, and understanding of brain structure and function can explain our behaviour and thoughts e.g. intelligence is due to our genetic make-up.
    -We can use animal research to identify genetic traits and thus explain human behaviour
  • Genes affect behaviour and influence psychological differences between people. This includes how behaviours have evolved.
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27
Q

Biological approach: What is an example that the approach is a reductionist approach?

A

Many explanations of mental disorders are reductionist because genes or neurochemical imbalances are believed to be the main causes of these disorders.

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28
Q

Biological approach: What does the approach being reductionist means for the approach?

A

Biological explanations are unlikely to be complete explanations do behaviours as other factors are likely to contribute to mental disorders like depression e.g. cognitive, emotional and cultural factors

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29
Q

Biological approach: How is the approach determinist?

A

Sees all behaviour as governed by internal, biological causes that we have no control over.

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30
Q

Biological approach: What are the implications of it being determinist?

A

Has implications for the legal system and wider society. One of the rules of law is that offenders are seen as legally and morally responsible for their actions. The discovery of the ‘criminal gene’ if there is such as thing, could complicate this principle.

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31
Q

Biological approach: What are the additional implications of it being determinist?

A

May lead to genetic screening of the population to identify susceptibility and discriminate against those people. This has ethical implications for people with this genetic predisposition as well as victims of crimes where criminals do not take responsibility for the crimes they have committed.

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32
Q

Biological approach: What are the problems with twin studies?

A

Assume that both MZ and DZ twins share the same environment, however the environment may be more similar between MZ twins than DZ twins.

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33
Q

Biological approach: What is an example of the problems with twin studies?

A

MZ twins are more likely to be treated more similarly by their parents and other people than DZ twins because they are identical.

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34
Q

Biological approach: What does the problems with twin studies suggest about the biological approach?

A

This means the findings could just as easily be interpreted as supporting nature rather than nature. Consequently, twin studies may not be able to as strongly support the biological as first thought.

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35
Q

Biological approach: What does the approach use to investigate the biological bases of behaviour?

A

A range of high scientific methods

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36
Q

Biological approach: What techniques does the approach use?

A

Scanning techniques such as fMRIs, twin studies, drug trails and laboratory experiments. With advances in technology, it is possible to accountably measure biological and neural processes in ways that are not open to bias. Experiments are also highly controlled environments which mean that researchers are able to replicate their studies under the same conditions.

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37
Q

Biological approach: What do then techniques that are used suggest about the approach ?

A

Suggests the approach is based on reliable and objective data. By emphasising the importance of the features of science, the biological approach contributes positively to the care durability and status of psychology as a science.

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38
Q

Humanistic approach: What is emphasised in understanding the importance behaviour?

A

Subjective experiences, feelings and thoughts of a person. Rodger and Maslow reject scientific models that’s attempt to establish general principles of human behaviour. Often referred to as a person- centred approach.

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39
Q

Humanistic approach: What are the assumptions?

A
  • Everyone has an innate tendency to fulfil their potential and become what they are capable of. This is known as self- actualisation
  • Emphasises the importance of personal growth (developing and changing as a person to become fulfilled, satisfied and goal orientated) and fulfilment.
  • Claims humans are self-determining and have free will- we have full conscious control and can make choices that are not determined by biological or external forces I.e. our behaviour is our choice.
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40
Q

Humanistic approach: Why did Maslow develop the hierarchy of needs?

A

As a way for employers to get the best out of their employees by understanding their needs, but it has been adapted to explain needs in general terms.

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41
Q

Humanistic approach: What is self-actualisation?

A

The uppermost level of Maslow’s Hierarchy of Needs. This means that you have fulfilled your desire to grow psychologically and fulfil your full potential- becoming what you are capable of.
These people tend to be creative, accepting of others and have an accurate perception of the world around them.

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42
Q

Humanistic approach: How is self-actualisation achieved?

A

To work towards self-actualisation, you must first fulfil the lower levels of the hierarchy and fulfil your potential. We’re therefore motivated to achieve progression through the levels.

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43
Q

Humanistic approach: What is the first level of Maslow’s hierarchy of needs?

A

Physiological needs e.g. breathing, air, water, food, drink, warmth, sleep

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44
Q

Humanistic approach: What is the second level of Maslow’s hierarchy of needs?

A

Safety and security needs, e.g. security of body, employment, resources, health, family, property

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45
Q

Humanistic approach: What is the third level of Maslow’s hierarchy of needs?

A

Belonging and love needs e.g. family, affection, relationships, work groups and sexual intimacy

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46
Q

Humanistic approach: What is the fourth level of Maslow’s hierarchy of needs?

A

Esteem needs, e.g. self-esteem, confidence, achievement, status, responsibility, respect of and by others

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47
Q

Humanistic approach: What is the fifth level of Maslow’s hierarchy of needs?

A

Cognitive needs, e.g. able to think for ourselves and solve problems

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48
Q

Humanistic approach: What is the sixth level of Maslow’s hierarchy of needs?

A

Aesthetic needs, e.g. appreciation of beauty and ‘prettiness’

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49
Q

Humanistic approach: What is the seventh (last) level of Maslow’s hierarchy of needs?

A

Self actualisation

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50
Q

Humanistic approach: What did Roger argue had to happen for personal growth to be achieved?

A

An individual’s concept of self (the way they see themselves) must be broadly equivalent to, or have congruence with, their ideal self (the person they want to be).

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51
Q

Humanistic approach: What did Roger argue self actualisation may not be possible?

A

If a big gap exists between the two ‘selves’ the person will experience a state of incongruence and self-actualisation will not be possible due to negative feelings of self-worth that arise from the incongruence.

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52
Q

Humanistic approach: What is congruence?

A

The fit/ match/ comparability/ consistency between the perceived self (how you see yourself) and the ideal self (the self you would like to be).

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53
Q

Humanistic approach: How can the gap be reduced between the self and the ideal self?

A

An individual can develop a more healthy view of themselves, or have a more achievable and realistic ideal self.

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54
Q

Humanistic approach: Why did Rogers develop client-centered therapy?

A

To help people cope with such problems of everyday living.

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55
Q

Humanistic approach: What did Roger claim causes the issues we experience as adults?

A

Claimed the issues we experience as adults, such as worthlessness and low self-esteem, have their roots in childhood and can sometimes be explained by a lack of unconditional positive regard (or lack of unconditional love) from parents.

56
Q

Humanistic approach: What can parents do that is withholding of positive regard/ love/ affection/ esteem?

A

A parent who sets boundaries or limits on their love for their child (conditions of worth) by claiming “I will only love you if…” is storing psychological problems for that child in the future. Therefore, conditions of worth is withholding of positive regard/ affection/ love/ esteem.

57
Q

Humanistic approach: What did Roger see as one of his roles as an effective therapist?

A

Being able to provide his clients with the unconditional positive regard that they failed to receive as children. Additionally, they should provide the client with genuineness and empathy.

58
Q

Humanistic approach: What did Roger refer to patients as and why?

A

Clients, as he saw the individual as an expert of their own condition.

59
Q

Humanistic approach: What is Roger’s client based therapy like?

A

Non-directive, and the client is encouraged towards the discovery of their own solutions within a therapeutic atmosphere that is warm, supportive and non-judgemental. The client is seen as in control of their own condition (free will).

60
Q

Humanistic approach: What does Roger’s client based therapy use?

A

Techniques such as unconditional positive regard to reduce incongruence

61
Q

Humanistic approach: What has Roger’s client based therapy been praised for?

A

A forward-looking and effective approach that’s focuses on present problems rather than dwelling on the past.

62
Q

Humanistic approach: What is Roger’s client based therapy best used for?

A

Best applied to the treatment of ‘mild’ psychological conditions such as anxiety and low self-worth

63
Q

Humanistic approach: What do humanists reject?

A

Reject any attempt to break up behaviour and experience into smaller components (they reject reductionism). In contrast to other approaches, humanists advocate holism; the idea that subjective experience can only be understood by considering the whole person.

64
Q

Humanistic approach: What is the humanistic approach being holistic a strength?

A

May have more validity than other approaches by considering meaningful human behaviour within its real-life context

65
Q

Humanistic approach: What is a strength of the humanistic approach?

A

Humanistic psychologists have been praised for bringing the person back into psychology and promoting a positive image of human condition. Freud saw humans as slaves to their past and claimed all of us existed somewhere between common unhappiness and absolute despair.

66
Q

Humanistic approach: Why is the humanistic approach promoting a positive image of the human condition a strength?

A

Humanists if psychology offers a refreshing and optimistic alternative; it sees all people as basically good, free to work towards the achievement of their potential and control of their lives.

67
Q

Humanistic approach: What is a weakness of the humanistic approach? (Vagueness)

A

Humanistic psychology includes a number of vague ideas that are abstract and difficult to test. Concepts such as self-actualisation and congruence may be useful therapeutic tools, but would prove problematic to assess under experimental conditions. Humanistic psychology is therefore short of empirical evidence to support its claims.

68
Q

Humanistic approach: What does the humanistic approach being vague tell us about the approach?

A

Therefore the approach is a less credible and scientific approach than many of the other approaches because the evidence to support it fails to establish cause and effect which is a fundamental requirement of scientific psychology.

69
Q

Humanistic approach: Why might the humanistic approach not apply to all cultures?

A

Many of the ideas that are central to the humanistic approach e.g. autonomy, freedom and personal growth, would be more readily associated with individualist cultures in the Western world. Collectivist cultures such as India, which emphasise the needs of the group, community and interdependence, may not identify so easily with the ideals and values of the humanistic approach.

70
Q

Humanistic approach: What does the humanistic approach not applying to all cultures suggest about the approach?

A

Therefore, it is possible that the approach would not travel well and is a product of cultural context within which it was developed.

71
Q

Cognitive approach: What causes behaviour?

A

Behaviour is influenced by conscious and unconscious internal mental processes that mediate between the stimulus (input) and response I.e. behaviour (response).

72
Q

Cognitive approach: What does the response compare the mind to and why?

A

Compares the mind to a computer in that it inputs information, stores and then produces a response (behaviour) as output (the computer model).

73
Q

Cognitive approach: What do the internal mental processes include?

A

Perception, attention, memory, language, thinking and problem-solving.

74
Q

Cognitive approach: Why does the cognitive approach have to use theoretical models and an example?

A

To illustrate the mental processes because they cannot be seen. For example, the Multi-Store Model of Memory helps us to understand processes of how we receive input from the environment, store the information in STM or LTM and how this information is retrieved.

75
Q

Cognitive approach: How are internal mental processes studies and why?

A

We cannot directly study the internal mental processes proposed by the cognitive approach because they are ‘private’ and so they are studied indirectly and inferences are made based on observable behaviour. This enables the cognitive approach to study internal mental processes scientifically and objectively through controlled experimentation.

76
Q

Cognitive approach: What has recently emerged?

A

Cognitive neuroscience, combining the study of cognitive processes and biological processes to try and understand the brain structures, mechanisms, processes and chemistry that are responsible for internal mental processes.

77
Q

Cognitive approach: What is a schema?

A

Cognitive (mental) framework of beliefs and expectations that help us to organise and interpret information in the brain.

78
Q

Cognitive approach: How does a schema develop and what is there use?

A

They are developed through experience and help us to make sense of new information. They are used as a ‘reference point’ to help us behave appropriately.

79
Q

Cognitive approach: What type of schemas are babies born with?

A

Simple motor schema e.g. a grasping schema. This would include moving a hand and shaping it around an object in coordination with what they see.

80
Q

Cognitive approach: What happens to our schemas as we get older?

A

We have more experience, our schema become more detailed and sophisticated e.g. schemas for psychology, what happens at the dentist etc.

81
Q

Cognitive approach: How can a schema be good?

A

They help us to process a lot of information quickly which is useful as a sort of mental short-cut that stops us being overwhelmed by environmental stimuli.

82
Q

Cognitive approach: How can a schema be bad?

A

They exclude anything that’s doesn’t fit our established ideas of the world. Therefore, we may develop stereotypes that are difficult to disconfirm, even with new and conflicting information.

They also distort our interpretations of sensory information (because we expect to see, hear etc. something in particular) leading to perceptual errors.

83
Q

Cognitive approach: What are 3 assumptions of the approach?

A
  • Models can be used to create testable theories about mental processing and these can be studied scientifically.
  • Humans are information processors because our internal mental processes extract, store and retrieve information that helps to guide our behaviour. The processing by humans can be compared to that of a computer.
  • However, we can’t study processes directly because they are ‘private’ so they’re studied indirectly and inferences are made on the basis of observed behaviour.
84
Q

Cognitive approach: What is cognitive neuroscience?

A

The scientific study of brain/ neurological structure, mechanisms, processes, chemistry that are responsible for cognitive/mental/ thinking processes.

85
Q

Cognitive approach: What is an inference?

A

Going beyond the immediate evidence to make assumptions about mental processes that cannot be directly observed.

86
Q

Cognitive approach: What is a strength of the cognitive approach (real world applications)?

A

It has many real-world applications
For example, cognitive approach has been used to explain mental illnesses such as depression in terms of faulty thinking processes, which has led to the development of treatments such as CBT which aims to change people’s thought processes.
Additionally, cognitive psychology has made important contributions to artificial intelligence and the development ‘thinking machines’ that may revolutionise how we live in the future.

87
Q

Cognitive approach: What are the implications of the cognitive approach having real world applications on the approach?

A

As the application have been successful, it suggests that the cognitive approach that underlies them is a valid explanation of behaviour. As the approach has many uses in the real-world, it also supports the approach’s external validity as it be used to better lives

88
Q

Cognitive approach: What is a strength of the cognitive approach (considered to be a scientific approach)?

A

The approach has always used highly controlled and rigorous methods in order to infer cognitive processes at work. This has involved the use of laboratory experiments in order to produce reliable, objective data? For example in Loftus and Palmer’s study investigating factors that affect EWT they used a laboratory experiment and showed the same standardised film clip to all the participants.

89
Q

Cognitive approach: What does the cognitive approach being scientific suggest about the approach?

A

As such, the study of the mind has established a credible, scientific way for reaching valid conclusions about how the mind works, supporting the cognitive approach.

90
Q

Cognitive approach: What is a major limitation of the cognitive approach (machine reductionism)?

A

Whilst there are many similarities between the human mind and the operation of computer (e.g. input, storage systems etc), the computer analogy has been criticised. Such reductionism ignores the influence of human emotion and motivation on the cognitive system and how this may affect our ability to process information. For example, research has found that human memory may be impacted by anxiety, for example in Johnson and Scott’s study, they found those in the lower anxiety condition had 49% accuracy of identifying someone (memory), whereas the high anxiety group has 33% accuracy of identify someone (anxiety impacted their memory).

91
Q

Cognitive approach: What does the cognitive approach suffering from machine reductionism suggest about the approach?

A

Suggests that by ignoring the role of such processes and how they affect our ability to process information and therefore our behaviour, the cognitive approach cannot be considered a complete explanation of human behaviour.

92
Q

Cognitive approach: What is a limitation of the cognitive approach (relies on inferences, often from studies involving artificial stimuli)?

A

Cognitive psychologists can only infer mental processes from behaviour that they observe in their research. Experimental studies of such mental processes often involve meaningless stimuli (e.g. learning random word lists to make inferences about memory processes) that may not represent the everyday processing experience.

93
Q

Cognitive approach: What does the cognitive approach relying on inferences suggest about the approach?

A

Consequently, research on cognitive processes may lack external validity in that the results may not generalise from artificial stimuli to real-life situations where internal mental processes occur. This suggests that the research cannot strongly support the cognitive approach. Even if the results do generalise, it cannot be confidently concluded that the inferences made on the basis of observed behaviour are valid as such processes cannot be directly measured. As such, such experimental evidence cannot strongly support the internal validity of the cognitive approach.

94
Q

The learning approach: Social learning theory: What is behaviour caused by?

A

Behaviour is learned from experience, but in a social context (other people).

95
Q

The learning approach: Social learning theory: Who developed the approach and what did he argue?

A

Albert Bandura developed the SLT approach. He argues that classical and operant conditioning could not account for all human learning.

96
Q

The learning approach: Social learning theory: What is a role model?

A

A person who carries out (or ‘models’) an attitude or behaviour to be learned. These models can be live (present in our environment) or symbolic (in the media).

97
Q

The learning approach: Social learning theory: What is identification?

A

When the learner relates to the role model and feels that they are similar in some way (e.g. same gender, age) or they attractive or of a higher status, imitation is more likely.

98
Q

The learning approach: Social learning theory: What is observational learning?

A

When the observer learns how to do the behaviour through observing the model.

99
Q

The learning approach: Social learning theory: What is imitation?

A

Copy the role models behaviour

100
Q

The learning approach: Social learning theory: What is vicarious reinforcement?

A

If the role model is rewarded for their behaviour, imitation is more likely, and if they punished for their behaviour, imitation is less likely.

101
Q

The learning approach: Social learning theory: What happened in Bandura’s study?

A

Adult (same gender to the child) acted aggressively towards bobo doll or played calmly with it (and then looked happy) They then left the child alone with the bobo doll to see if the child imitates the behaviour. Those who saw the adult act aggressively imitated and were aggressive towards the bobo doll. Those who saw the adult play calmly imitated this and played calmly with the doll.

102
Q

The learning approach: Social learning theory: What are meditational processes?

A

Cognitive (mental) processes that occur between stimulus (the observation of the role model’s behaviour) and response (imitation) that affect behaviour the learned behaviour is produced.

103
Q

The learning approach: Social learning theory: What are the 4 meditational processes?

A
  • Motivation
  • Attention
  • Retention
  • Reproduction
104
Q

The learning approach: Social learning theory: What is motivation (meditational process)?

A

The will or desire to perform the behaviour (usually linked to vicarious reinforcement)

105
Q

The learning approach: Social learning theory: What is attention (meditational process)?

A

Noticing and paying attention to the behaviour of the person they want to imitate.

106
Q

The learning approach: Social learning theory: What is retention (meditational process)?

A

Remembering the behaviour so that they can do the same.

107
Q

The learning approach: Social learning theory: What is reproduction (meditational process)?

A

Consideration of our own ability to perform the behaviour.

108
Q

The learning approach: Social learning theory: What are 3 assumptions of the approach?

A
  • SLT suggests that behaviour is learned from experience, but in a social context.
  • It is concerned with human rather than animal behaviour
  • SLT sees people as active manipulators of their own environment rather than passive receivers of experiences.
109
Q

The learning approach: Social learning theory: What is study that supports the approach?

A

Bandura et al’s bobo doll study

110
Q

The learning approach: Social learning theory: What does the study suggest about the approach?

A

Suggests that SLT is a valid explanation of behaviour as the children imitated the behaviour of the role models (adults) that they identified with (same gender) as a result of vicarious reinforcement (the adults appeared to be having fun).

111
Q

The learning approach: Social learning theory: What is a strength of SLT (culture)?

A

Has the advantage of being able to explain cultural differences in behaviour. Social learning principles can account for how children learn from other individuals around them, as well as through the media, and this can explain how cultural norms are transmitted through societies. This has been useful in understanding a range of behaviours e.g. how children come to understand their gender role.

112
Q

The learning approach: Social learning theory: What does the strength of SLT (culture) suggest about the approach?

A

This supports the external validity of the approach as an explanation of behaviour as it can explain why behaviours are different across cultures due to exposure to different role models and vicarious reinforcement.

113
Q

The learning approach: Social learning theory: What is a weakness of SLT (biological factors)?

A

By mainly focusing on external behaviour, Bandura makes little reference to the impact of biological factors on social learning. In the Bobo doll experiments, it as consistently found that boys were more aggressive than girls. This could be explained by hormonal factors such as testosterone, where the higher levels in Boyd may be linked to increased aggressive behaviour.

114
Q

The learning approach: Social learning theory: What does the weakness of SLT (biological factors) suggest about the approach?

A

This means that this important influence on behaviour is not accounted for in SLT and so it cannot be considered a complete explanation of behaviour.

115
Q

The learning approach: Social learning theory: What is a weakness of SLT (exposed to same role models)?

A

Cannot explain why people act differently when exposed to the same role models and behaviours. For example, why vicarious reinforcement of offender behaviour leading one person becoming an offender but not the other. Additionally, it cannot account for all behaviour e.g. why someone might become a criminal when he/she has not been associated with criminals and/or observed criminal behaviour.

116
Q

The learning approach: Social learning theory: What does the weakness of SLT (exposure to the same role models) suggest about the approach?

A

This suggests that SLT cannot account for individual differences and therefore cannot be considered a completely valid explanation of behaviour.

117
Q

Origins of psychology: What is Wundt’s method of introspection?

A

A systematic analysis of our own conscious experience of a stimulus. From this, we gain insight into the nature of mental processes involved in sensations, perceptions etc.

118
Q

Origins of psychology: When and where was Wundts’ lab?

A

Leipzig Germany in the 1870s

119
Q

Origins of psychology: What was Wundt’s aim?

A

To study the structure of the mind by breaking down behaviours such as perception and sensation into their basic elements (structuralism).

120
Q

Origins of psychology: What happened introspection?

A

Wundt would ask people to focus on an everyday object (e.g. a metronome) and look inwards to analyse it in terms of its component parts e.g. noticing sensations and feelings and images.

121
Q

Origins of psychology: What did Wundt’s work do?

A

Paved the way for later controlled research and study of mental processes, for example cognitive psychologists

122
Q

Origins of psychology: What is strength of Wundt’s research (controlled methods)?

A

All of introspections were recorded under strictly controlled conditions using the same stimulus every time. The same standardised instructions were issued to participants to make it as objective as possible.

123
Q

Origins of psychology: Weakness of Wundt (subjective data)?

A

The data was subjective in that it varied from person to person, so it was difficult to establish general principles. Introspection results were not reliably reproducible by other researchers in other laboratories. This may be because although participants can report their conscious experiences, the processes themselves (e.g. memory, perception) were unobservable.

124
Q

Behaviourist approach: Who founded it?

A

JB Watson in 1915 and emerged at the beginning of the 20th century

125
Q

Behaviourist approach: What do behaviourist reject?

A

Reject the vagueness of introspection and how difficult it was to measure, and so instead focused on how we are a product of our learning, experience and environment.

126
Q

Behaviourist approach : What causes behaviour?

A

All behaviour is learnt from the environment. We learn new behaviour through classical and operant conditioning.

127
Q

Behaviourist approach: Supporting evidence?

A

Pavlova study and skinners study

128
Q

Behaviourist approach: Real world applications

A

Token economy in prisons and psychiatric wards

129
Q

Behaviourist approach: Strength of Skinner’s study?

A

Used controlled conditions e.g. the Skinner box

130
Q

Behaviourist approach: Weakness (determinist)

A

Sees all behaviour as determined by past experiences that have been conditioned e.g. Skinner suggested that everything we do is the sum total of our reinforcement history. Therefore been accused of environmental determinism

131
Q

Comparing approaches: Is psychodynamic approach nature or nurture?

A

Advocated nature and nurture. If focuses nature on the side of human behaviour in unconscious forces (e.g. demands of the ID) and conflicts that we must deal with. However, how we cope with these is in a large way the product of our upbringing (nurture).

132
Q

Comparing approaches: Is behaviourist approach reductionist or holistic?

A

Reductionist in the sense it breaks up complex behaviour into stimulus-response units for ease of testing in the lab.

133
Q

Comparing approaches: Is biological approach reductionist or holistic?

A

Reductionist in the way that it explains human behaviour and psychological stages at the level of the gene or neurone.

134
Q

Comparing approaches: Is the cognitive approach reductionist or holistic?

A

Machine reductionist by presenting people as information processing systems and ignoring the influence of emotion on behaviour e.g. the role of anxiety on memory

135
Q

Comparing approaches: Is humanistic approach reductionist or holistic?

A

Formulates a holistic approach to understanding human behaviour. This involves investigating all aspects of the individual, including the effects of interactions with others and wider society

136
Q

Comparing approaches: Is behaviourist approach free will or determinism?

A

Determinism- sees all behaviour as environmentally determined by external influences that we are unable to control.

Psychology (12 decks)

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