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Approaches Flashcards

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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

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2
Q

When was first experimental psychology lab created

A

1879 in leipzig
(Institute of experimental psychology)

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3
Q

Structuralism

A

Breaking human mind, thoughts and sensations down into basic elements

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4
Q

Breaking human mind, thoughts and sensations down into basic elements

A

Structuralism

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5
Q

Introspection

A

Recording conscious thoughts

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6
Q

Recording conscious thoughts

A

Introspection

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7
Q

Hypethtico-deductive model

A
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8
Q

Falsifiable

A

Evidence can be refuted/proven wrong

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9
Q

Replicable

A

Results can be easily replicated

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10
Q

Objective

A

An unbiased view of theory/approach

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11
Q

General laws

A

Should provide general laws about psychology
Can be used as a paradigm

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12
Q

Systematic

A

An objective, well ordered method for close examination of an aspect of behaviour

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13
Q

Strengths of Origins

A

+practical app (first lab)
+griffiths used introspection

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14
Q

Weaknesses of origins

A

-temp validity
-introspection is subjective

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15
Q

Evolution

A

The gradual change within a species over several generations in response to environmental pressures

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16
Q

Natural selection

A

The process where inherited characteristics that enhance survival are passed onto next generation

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17
Q

Adaptive

A

Refers to a behaviour or trait that will increase the chance of survival and boost reproductive success

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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

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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

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20
Q

Genotype

A

Is the genetic constitution of an individual.

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21
Q

Phenotype

A

A set of observable characteristics of an individual resulting from the interaction of its genotype with the environment.

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22
Q

A set of observable characteristics of an individual resulting from the interaction of its genotype with the environment.

A

Phenotype

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23
Q

Raine et al

A

Used PET scans to identify several areas of the brain murderers brains as significantly different to matched controls

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24
Q

Used PET scans to identify several areas of the brain murderers brains as significantly different to matched controls

A

Raine et al

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25
Q

Broca’s area

A

Speech production in left frontal lobe

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26
Q

Wernickes area

A

Speech comprehension in Left temporal lobe

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27
Q

Speech comprehension in Left temporal lobe

A

Wernickes area

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28
Q

Speech production in left frontal lobe

A

Broca’s area

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29
Q

GABA

A

Regulates anxiety, visual and motor

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30
Q

Adrenaline

A

Boosts supply of oxygen and glucose makes sure body is energised for flight or fight

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31
Q

Serotonin

A

Mood control (happiness levels)

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32
Q

Strengths of biological approach

A

+falsifiable and objective
+ prac app (insight into mental health)
+ research support (maguire, Nedstadt, seligman, raine)

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33
Q

Weaknesses of biological approach

A

-reductionist
-animal research
-deterministic ignored individual differences
-cause and effects issues (dopamine hypothesis)

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34
Q

Displacement

A

Unsconsious redirection of an impulse onto substitute target

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35
Q

Repression

A

Id has impulses that ego doesn’t want to allow into conscious mind so uses repression to keep down

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36
Q

Denial

A

Blocking external events from conscious awareness
If situation is too much to handle the person can’t accept it

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37
Q

Regression

A

Individual going back to ways of behaving that are associated with a more happier time of life

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38
Q

0 years stage of psychosexual development

A

Oral stage

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39
Q

Oral stage potential behaviours of adult

A

Retentive - smoking, food and talking a lot
Expulsive- mute and eating disorder

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40
Q

1-3years stage of psychosexual development

A

Anal

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41
Q

Anal stage of development potential behaviours

A

Anal retentive - stubborn and tidy
Anal expulsive - disorganised and untidy

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42
Q

3-6 years stage of psychosexual development

A

Phallic

Oedipus and electra complex

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43
Q

Phallic stage potential behaviours

A

Narcissistic and wreckless

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44
Q

6years to puberty stage of psychosexual development

A

Latent
Sexual energy calms down
Interest shift towards social interactions

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45
Q

Puberty onwards stage of psychosexual development

A

Genital

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46
Q

Genital stage potential behaviour

A

Difficulty forming heterosexual relationships

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47
Q

Oedipus complex

A

Intense love for mother leads to seeing father as rival
Realises father is stronger ➡️ castration anxiety
Which is resolved by identifying with father

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48
Q

Electra complex

A

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

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49
Q

Little hans

A

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

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50
Q

Strengths of psychodynamic

A

+little Hans
+practical application (psychoanalysis)

51
Q

Weaknesses of psychodynamic

A

-socially sensitive (way it talks about children)
-unscientific nature of TAT and dream analysis

52
Q

Strengths of Maslow

A

+prac app (business)

53
Q

Weaknesses of Maslow

A

-hard to measure
-culture bias (nevis)
-generalisability to all
-unrealistic

54
Q

Nevis

A

Found in China belongingness were seen as more fundamental than physiological needs

55
Q

Found in China belongingness were seen as more fundamental than physiological needs

A

Nevis

56
Q

Ideal self

A

Who we wish to be

57
Q

Actual self

A

Who we really are

58
Q

Perceives self

A

Now we see ourselves

59
Q

Congruence

A

Degree of similarity between ideal self and actual and perceived self.

60
Q

Conditions of worth

A

Conditions that are considered necessary to earn positive regard from others

61
Q

Person centred therapy

A

1 counseller must be genuine
2 unconditional positive regard (nonjudgmental)
3 empathy (must strive to understand)

Allows clients to move towards true self

62
Q

Strengths of humanistic approach

A

+prac app (PCT)
+subjectivity as a strength (acknowledges differences)
+Harter et al

63
Q

Weaknesses of humanistic

A

-not scientific
-cultural bias (nevis)

64
Q

Extinction (behaviourism)

A

If the conditioned stimulus is continually presented without the unconditioned stimulus then the conditioned response gradually dies out or extinguishes

65
Q

Spontaneous recovery (behaviourism)

A

If a conditioned response is not reinforced, it becomes extinguished but after a period of rest the response may suddenly reappear

66
Q

Discrimination (behaviourism)

A

The conditioned response is only produced by presentation of the original stimulus (it doesn’t extend to other stimuli)

67
Q

Generalisation (behaviourism)

A

Extension of the conditioned response from the original stimulus to similar stimuli

68
Q

One trial learning

A

When conditioning occurs immediately after one trial only

69
Q

Skinners box procedure

A

Rats placed in a box with 2 levers
First lever dispensed food the second shocked the floor

70
Q

Skinners box results

A

Rats learned relatively quickly not to press the second lever and to press the first lever to get food

71
Q

Primary reinforcer

A

Anything that fulfils a basic need

72
Q

Secondary reinforcer

A

Only becomes a reinforce when associated with a primary reinforcer (caregiver that gives food)

73
Q

Continuous reinforcement

A

Desired behaviour is reinforced everytime it occurs
(Rat gets food everytime it presses lever)

74
Q

Partial reinforcement

A

Desired behaviour is reinforced only part of the time - fixed ratio schedule (ray gets food every 5 times it presses lever)

75
Q

Varied ratio

A

Reinforcement pattern changes all the time

76
Q

Positive reinforcement

A

Increasing the frequency of a desired behaviour by giving a pleasant consequence

77
Q

Negative reinforcement

A

Increasing the frequency of a desired behaviour by removing something unpleasant

78
Q

Punishment

A

Decreasing the frequency of a behaviour by giving an unpleasant consequence

79
Q

Bobo doll sample

A

72 children between 3-5

80
Q

Schema - Piaget

A

A mental/cognitive structure which contains knowledge about something based on experience

81
Q

A mental/cognitive structure which contains knowledge about something based on experience

A

Schema - Piaget

82
Q

Bartlett

A

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
Q

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

A

Bartlett

84
Q

Temple Wisconsin longitudinal study

A

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
Q

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

A

Temple Wisconsin longitudinal study

86
Q

Precocious mind

A

Memories and stored knowledge

87
Q

Candidate gene (Bio)

A

Genes that are specifically involved in the development of the behaviour

88
Q

Maguire taxi study (bio)

A

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
Q

Informational processing model (Cog)

A

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
Q

4 types of schemas

A

Object
Self
Roles
Events

91
Q

4 stages of schema development

A

Assimilation
Disequilibrium
Accommodation
Equilibrium

92
Q

Inferences

A

Making an educated guess on phenomena we cannot observe based on results

93
Q

Strengths of cognitive approach

A

+ explains individual differences when presented with the same input
+ CBT

-inferences
-mechanical reductionism

94
Q

Tabula rasa

A

Locke
We are born as a blank slate and Pitt experiences write on this slate leading to our behaviour

95
Q

Time contiguity

A

Sooner you’re reinforced for a behaviour the better of an effect it will have

96
Q

Evaluations of behaviourism

A

+systematic desensitisation
+ can be applied to wide range of behaviours

-animal research
-environmental reductionism

97
Q

Psycho dynamic with overview

A

Freud says we are animals and the emergence of society requires us to bring our animalistic impulses under control

98
Q

Conscious level of consciousness

A

Small amount of mental activity we are aware of like thoughts

99
Q

Pre-Conscious level of consciousness

A

Things we are unaware of but could be aware of if we wanted to such as memories

100
Q

UnConscious level of consciousness

A

Things we are unaware of and can’t be aware of like Trauma, fears and violent motives

101
Q

3 ways to acsess unconscious

A

Dream analysis (dreams are unconscious that spill into awareness)

Paradoxes (say something we don’t mean to say)

Projective tests (TAT tests)

102
Q

ID (Psychodynamic)

A

Our instincts wants and needs contains the pleasure principle

Selfish wants such as sex food and violence

103
Q

Superego (Psychodynamic)

A

Morality and responsible for guilt
Relentless policeman insists we do the right thing
Develops at 6

104
Q

Ego (Psychodynamic)

A

Executive of personality. Balancing ideas of ID and Suoerego
Reality principle
Protects itself with Defense mechanisms

105
Q

Psychoanalysis

A

First talking therapy
Involves the release of pent up tensions
Catharsis

106
Q

Social learning overview

A

We learn through role models
Involved
Cognitive processes between stimulus response

107
Q

Vicarious reinforcement

A

Observing the consequences of a Bagar in someone else makes you more/less likely to carry out the behaviour

108
Q

Imitation

A

Simply copying a behaviour but not taking on the attitudes and beliefs of the individual you’re copying

109
Q

Identification

A

Taking on the behaviour as well as attitudes of the role model

110
Q

Mediational processes

A

Cognitive processes that occur between the observation of a behaviour and the replication of it -ARRM

111
Q

ARRM

A

Attention
Retention
Reproduction
motivation

112
Q

Bandura research procedure

A

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
Q

Bandura research results

A

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
Q

SLT evaluation

A

+ prac app (don’t show kids these behaviours)

+ application to other behaviours (addiction)

-environmental reductionism

+explains individual differences

+bandura support

115
Q

Humanism overview

A

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
Q

Self actualisation

A

Concept where someone has achieve their full potential in life and is at peace

117
Q

Unconditional positive regard

A

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
Q

Free will (humanism)

A

Being Ultimately in control of our own behaviour
Humans in acknowledges constraints on free will such as laws

119
Q

Self concept

A

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
Q

Congruence

A

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
Q

Conditions of worth

A

Requires that someone must have to be loved.
These can be perceived or real

122
Q

Humanism counselling

A

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
Q

Evaluations of Humanism

A

+ Hollistic
+practical applications (CCT)

-highly subjective (ideographic)
-ideographic nature may hamper practical applications

Psychology (11 decks)

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