Approaches Flashcards
1
Q
Origins of psychology ideas lead to
A
1- determanism (idea that all behaviour is determined)
2- which leads to us being able to predict behaviour
2
Q
When was first experimental psychology lab created
A
1879 in leipzig
(Institute of experimental psychology)
3
Q
Structuralism
A
Breaking human mind, thoughts and sensations down into basic elements
4
Q
Breaking human mind, thoughts and sensations down into basic elements
A
Structuralism
5
Q
Introspection
A
Recording conscious thoughts
6
Q
Recording conscious thoughts
A
Introspection
7
Q
Hypethtico-deductive model
A
8
Q
Falsifiable
A
Evidence can be refuted/proven wrong
9
Q
Replicable
A
Results can be easily replicated
10
Q
Objective
A
An unbiased view of theory/approach
11
Q
General laws
A
Should provide general laws about psychology
Can be used as a paradigm
12
Q
Systematic
A
An objective, well ordered method for close examination of an aspect of behaviour
13
Q
Strengths of Origins
A
+practical app (first lab)
+griffiths used introspection
14
Q
Weaknesses of origins
A
-temp validity
-introspection is subjective
15
Q
Evolution
A
The gradual change within a species over several generations in response to environmental pressures
16
Q
Natural selection
A
The process where inherited characteristics that enhance survival are passed onto next generation
17
Q
Adaptive
A
Refers to a behaviour or trait that will increase the chance of survival and boost reproductive success
18
Q
Seligman
A
Suggested there was a biological preparedness to phobias of certain things that would’ve threatened early man. For example snakes, heights and spiders
19
Q
Suggested there was a biological preparedness to phobias of certain things that would’ve threatened early man. For example snakes, heights and spiders
A
Seligman
20
Q
Genotype
A
Is the genetic constitution of an individual.
21
Q
Phenotype
A
A set of observable characteristics of an individual resulting from the interaction of its genotype with the environment.
22
Q
A set of observable characteristics of an individual resulting from the interaction of its genotype with the environment.
A
Phenotype
23
Q
Raine et al
A
Used PET scans to identify several areas of the brain murderers brains as significantly different to matched controls
24
Q
Used PET scans to identify several areas of the brain murderers brains as significantly different to matched controls
A
Raine et al
25
Broca’s area
Speech production in left frontal lobe
26
Wernickes area
Speech comprehension in Left temporal lobe
27
Speech comprehension in Left temporal lobe
Wernickes area
28
Speech production in left frontal lobe
Broca’s area
29
GABA
Regulates anxiety, visual and motor
30
Adrenaline
Boosts supply of oxygen and glucose makes sure body is energised for flight or fight
31
Serotonin
Mood control (happiness levels)
32
Strengths of biological approach
+falsifiable and objective
+ prac app (insight into mental health)
+ research support (maguire, Nedstadt, seligman, raine)
33
Weaknesses of biological approach
-reductionist
-animal research
-deterministic ignored individual differences
-cause and effects issues (dopamine hypothesis)
34
Displacement
Unsconsious redirection of an impulse onto substitute target
35
Repression
Id has impulses that ego doesn’t want to allow into conscious mind so uses repression to keep down
36
Denial
Blocking external events from conscious awareness
If situation is too much to handle the person can’t accept it
37
Regression
Individual going back to ways of behaving that are associated with a more happier time of life
38
0 years stage of psychosexual development
Oral stage
39
Oral stage potential behaviours of adult
Retentive - smoking, food and talking a lot
Expulsive- mute and eating disorder
40
1-3years stage of psychosexual development
Anal
41
Anal stage of development potential behaviours
Anal retentive - stubborn and tidy
Anal expulsive - disorganised and untidy
42
3-6 years stage of psychosexual development
Phallic
Oedipus and electra complex
43
Phallic stage potential behaviours
Narcissistic and wreckless
44
6years to puberty stage of psychosexual development
Latent
Sexual energy calms down
Interest shift towards social interactions
45
Puberty onwards stage of psychosexual development
Genital
46
Genital stage potential behaviour
Difficulty forming heterosexual relationships
47
Oedipus complex
Intense love for mother leads to seeing father as rival
Realises father is stronger ➡️ castration anxiety
Which is resolved by identifying with father
48
Electra complex
Strong affecting for father sees mother as rival
Existences penis envy and blames mother for lack of penis
Girls then identify with mother because of fear of losing her love
49
Little hans
5 year old with phobia of horses after seeing one collapse in street
Phobia was form of displacement which his repressed fear of father was transferred onto horses
50
Strengths of psychodynamic
+little Hans
+practical application (psychoanalysis)
51
Weaknesses of psychodynamic
-socially sensitive (way it talks about children)
-unscientific nature of TAT and dream analysis
52
Strengths of Maslow
+prac app (business)
53
Weaknesses of Maslow
-hard to measure
-culture bias (nevis)
-generalisability to all
-unrealistic
54
Nevis
Found in China belongingness were seen as more fundamental than physiological needs
55
Found in China belongingness were seen as more fundamental than physiological needs
Nevis
56
Ideal self
Who we wish to be
57
Actual self
Who we really are
58
Perceives self
Now we see ourselves
59
Congruence
Degree of similarity between ideal self and actual and perceived self.
60
Conditions of worth
Conditions that are considered necessary to earn positive regard from others
61
Person centred therapy
1 counseller must be genuine
2 unconditional positive regard (nonjudgmental)
3 empathy (must strive to understand)
Allows clients to move towards true self
62
Strengths of humanistic approach
+prac app (PCT)
+subjectivity as a strength (acknowledges differences)
+Harter et al
63
Weaknesses of humanistic
-not scientific
-cultural bias (nevis)
64
Extinction (behaviourism)
If the conditioned stimulus is continually presented without the unconditioned stimulus then the conditioned response gradually dies out or extinguishes
65
Spontaneous recovery (behaviourism)
If a conditioned response is not reinforced, it becomes extinguished but after a period of rest the response may suddenly reappear
66
Discrimination (behaviourism)
The conditioned response is only produced by presentation of the original stimulus (it doesn’t extend to other stimuli)
67
Generalisation (behaviourism)
Extension of the conditioned response from the original stimulus to similar stimuli
68
One trial learning
When conditioning occurs immediately after one trial only
69
Skinners box procedure
Rats placed in a box with 2 levers
First lever dispensed food the second shocked the floor
70
Skinners box results
Rats learned relatively quickly not to press the second lever and to press the first lever to get food
71
Primary reinforcer
Anything that fulfils a basic need
72
Secondary reinforcer
Only becomes a reinforce when associated with a primary reinforcer (caregiver that gives food)
73
Continuous reinforcement
Desired behaviour is reinforced everytime it occurs
(Rat gets food everytime it presses lever)
74
Partial reinforcement
Desired behaviour is reinforced only part of the time - fixed ratio schedule (ray gets food every 5 times it presses lever)
75
Varied ratio
Reinforcement pattern changes all the time
76
Positive reinforcement
Increasing the frequency of a desired behaviour by giving a pleasant consequence
77
Negative reinforcement
Increasing the frequency of a desired behaviour by removing something unpleasant
78
Punishment
Decreasing the frequency of a behaviour by giving an unpleasant consequence
79
Bobo doll sample
72 children between 3-5
80
Schema - Piaget
A mental/cognitive structure which contains knowledge about something based on experience
81
A mental/cognitive structure which contains knowledge about something based on experience
Schema - Piaget
82
Bartlett
Claimed schemas have a big role in how memories are encoded and thst they help us simplify the world
However can be used to fill in the gaps creating stereotypes
83
Claimed schemas have a big role in how memories are encoded and thst they help us simplify the world
However can be used to fill in the gaps creating stereotypes
Bartlett
84
Temple Wisconsin longitudinal study
Found 17% of uni students that scored highly on tests assessing negative thinking patterns went on to experience depression compared to 1% that scored low
85
Found 17% of uni students that scored highly on tests assessing negative thinking patterns went on to experience depression compared to 1% that scored low
Temple Wisconsin longitudinal study
86
Precocious mind
Memories and stored knowledge
87
Candidate gene (Bio)
Genes that are specifically involved in the development of the behaviour
88
Maguire taxi study (bio)
London Taxi drivers have to take knowledge test to test their knowledge of routes around London. Maguire found that the taxi drivers had larger and more dense grey matter in their hippocampus due to this
89
Informational processing model (Cog)
Human mind works like a computer taking information from our senses actively processing that information by trying to make sense of it. And then the output is the behaviour
90
4 types of schemas
Object
Self
Roles
Events
91
4 stages of schema development
Assimilation
Disequilibrium
Accommodation
Equilibrium
92
Inferences
Making an educated guess on phenomena we cannot observe based on results
93
Strengths of cognitive approach
+ explains individual differences when presented with the same input
+ CBT
-inferences
-mechanical reductionism
94
Tabula rasa
Locke
We are born as a blank slate and Pitt experiences write on this slate leading to our behaviour
95
Time contiguity
Sooner you’re reinforced for a behaviour the better of an effect it will have
96
Evaluations of behaviourism
+systematic desensitisation
+ can be applied to wide range of behaviours
-animal research
-environmental reductionism
97
Psycho dynamic with overview
Freud says we are animals and the emergence of society requires us to bring our animalistic impulses under control
98
Conscious level of consciousness
Small amount of mental activity we are aware of like thoughts
99
Pre-Conscious level of consciousness
Things we are unaware of but could be aware of if we wanted to such as memories
100
UnConscious level of consciousness
Things we are unaware of and can’t be aware of like Trauma, fears and violent motives
101
3 ways to acsess unconscious
Dream analysis (dreams are unconscious that spill into awareness)
Paradoxes (say something we don’t mean to say)
Projective tests (TAT tests)
102
ID (Psychodynamic)
Our instincts wants and needs contains the pleasure principle
Selfish wants such as sex food and violence
103
Superego (Psychodynamic)
Morality and responsible for guilt
Relentless policeman insists we do the right thing
Develops at 6
104
Ego (Psychodynamic)
Executive of personality. Balancing ideas of ID and Suoerego
Reality principle
Protects itself with Defense mechanisms
105
Psychoanalysis
First talking therapy
Involves the release of pent up tensions
Catharsis
106
Social learning overview
We learn through role models
Involved
Cognitive processes between stimulus response
107
Vicarious reinforcement
Observing the consequences of a Bagar in someone else makes you more/less likely to carry out the behaviour
108
Imitation
Simply copying a behaviour but not taking on the attitudes and beliefs of the individual you’re copying
109
Identification
Taking on the behaviour as well as attitudes of the role model
110
Mediational processes
Cognitive processes that occur between the observation of a behaviour and the replication of it -ARRM
111
ARRM
Attention
Retention
Reproduction
motivation
112
Bandura research procedure
Aimed to see whether aggression could be modelled to younger children
72 kids average age of 4 put into 8 groups- half watched aggressive model
113
Bandura research results
Children that observed the aggresive model were far more likely to show aggressive behaviours
Boys were more physically aggresive and girls were more verbally aggresive
More likely to imitate same sex model
114
SLT evaluation
+ prac app (don’t show kids these behaviours)
+ application to other behaviours (addiction)
-environmental reductionism
+explains individual differences
+bandura support
115
Humanism overview
Rogers
Individuals central motivation is to learn and grown towards a state of self actualisation
Takes an ideographic approach studying everyone as a unique person
116
Self actualisation
Concept where someone has achieve their full potential in life and is at peace
117
Unconditional positive regard
Having someone who looks at you positively no matter what happens
Essential for self actualisation
Children who develop negative regard develop low self esteem
118
Free will (humanism)
Being Ultimately in control of our own behaviour
Humans in acknowledges constraints on free will such as laws
119
Self concept
Ideal - who we want to be or who we are aiming to be
Actual- who we actually are
Perceived- who we think we are
120
Congruence
The degree of synchrony between the 3 self concepts
The bigger the gap (incongruence) the more vulnerable we are to severe mental health disorders
121
Conditions of worth
Requires that someone must have to be loved.
These can be perceived or real
122
Humanism counselling
Client centred therapy - encouraged the development of positive self regard and overcome incongruence
Client therapist relationship is essential to make clients feel comfortable and accepted. To ensure they been UPR
123
Evaluations of Humanism
+ Hollistic
+practical applications (CCT)
-highly subjective (ideographic)
-ideographic nature may hamper practical applications
