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Psychology P2 > Approaches > Flashcards

Approaches Flashcards

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1
Q

Outline Wundt and evaluate

A

Father of Psychology
Founded Institute of experimental psychology, set up first lab in Germany
Published first book on psychology, establish as separate science
used introspection to study perception

+ study of mental processes through introspection paved way for cognitive psychology
- methods lacked objectivity, not scientific
- not replicable as very subjective, based on people’s feelings
- behaviourists more influential? More reliable and scientific

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2
Q

introspection

A

Systematic analysis of own conscious experience when presented with stimulus

Experience analysed in components eg emotions and sensations
Developed by Wundt

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3
Q

Strengths of introspection

A

+ first to study mental processes
+ helped establish psychology as a science
+ paved way for cognitive psychologists

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4
Q

limitations of introspection

A
  • not objective, relies on peoples thoughts and feelings
  • doesn’t explain how the mind works
  • doesn’t provide reliable data, not replicable or scientific
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5
Q

arguments for psychology as a science

A

has same aims - to predict and understand
uses scientific methods - controlled and unbiased eg behaviourism

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6
Q

arguments against psychology as a science

A

some approaches don’t use scientific methods, use unreliable one eg interviews
findings are hard to generalise
psychological experiments open to variables such as demand characteristics

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7
Q

Behaviourism assumptions

A

All behaviour is learnt from environment
Focus on observable behaviour
Animals and humans learn the same
Observable and objective

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8
Q

Classical conditioning

A

Learning through association
Pavlov’s dogs

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9
Q

Pavlov

A

classical conditioning
rang bell when he fed dogs, learnt to associate food with bell so salivated when it was rang

NS - bell
Became CS
When paired with UCS of food
UCR - salivation
Becomes CR

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10
Q

Principles of classical conditioning

A

Generalisation - stimuli similar to CS produce CR
Discrimination- stimuli similar to CS don’t produce CR
Extinction- CS doesn’t produce CR (happens when CS is presented without UCS many times) (association gone)
Spontaneous recovery - previously extinct CR produced in response to CS (happens after a period of time)
Higher order conditioning - new CS produces CR

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11
Q

Operant conditioning

A

Learning by consequences
Positive reinforcement - receiving something desirable in response to an action
Negative reinforcement - something undesirable removed when an action is done
Both make the behaviour more likely to be repeated or not

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12
Q

Skinner

A

operant conditioning
rats in the Skinner box learnt to press lever to be given food (positive reinforcement)
also learnt to prevent an electric shock with a lever (negative reinforcement)

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13
Q

Little Albert

A

shows classical conditioning in humans
taught baby to associated loud bang (UCS) with white rats
created CR of fear when shown CS rats
generalised to white fluffy objects

unethical
lacks ecological validity
supports Pavlov

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14
Q

evaluation of pavlov and skinner

A

+ objective, controlled studies
+ real world application to treatments

  • uses animals, unethical and cant be generalised
  • deterministic
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15
Q

Strengths of behaviourism

A

Scientific - gave psychology credibility by making it objective (eg amount of saliva)
Real life application - used in prisons (token economy) or for phobia treatment

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16
Q

Limitations of behaviourism

A

Mechanistic view - viewers humans and animals as passive responders, like machines
Environmental determinism - produce of environment, ignores conscious decisions
Animal research - ethical issues, may lack validity, can’t generalise from dogs
Reductionist - ignores biological factors

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17
Q

Outline SLT

A

Learning though observation and imitations
Use of role models, modelling and indentification
Uses mediation all processes

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18
Q

Describe modelling and identification

A

Modelling - learning by observing and imitating a role models behaviour, requires identification with the model
Identification - pick up on certain characteristics such as age, gender and kindness

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19
Q

Reinforcements in SLT

A

Positive and negative reinforcement make the behaviour more likely to be repeated
Vicarious reinforcement - observation of consequences of someone else’s actions affects likelihood behaviour is copied, rewarded behaviour more likely to be copied

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20
Q

Mediational processes in SLT

A

Attention - have to pay attention to behaviour to copy it
Retention - need to remember what they observed
Reproduction - judge whether you have the ability to copy it
Motivation - evaluate consequences and rewards make it more or less likely

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21
Q

Bandura et al outline

A

shows how children imitate role models behaviour

  • matched pairs
  • 72 participants

3 conditions where children were either shown a violent role model, non aggressive or no role model playing with bobo doll

observed children’s behaviour
those exposed to aggressive role model imitated this behaviour and were more aggressive and vice versa
control slightly more aggressive than non aggressive group

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22
Q

Bandura et al evaluation

A

+ provides evidence for SLT
+ controlled observation = replicable and reliable

  • lacks ecological validity
  • limited sample
  • unethical as encouraged aggression
  • may be more of a test for obedience than imitation, demand characteristics
23
Q

Strengths of SLT

A

+ less reductionist, considers cognitive factors in behaviour (meditational processes)
+ real world application - useful in education and advertising, behaviour is copied
+ Bandura
+ controlled and objective studies

24
Q

Limitations of SLT

A

Reductionist - basic cause and effect mechanism, ignores biological influences
Artificial and weak research - Bandura, test for obedience?

25
Q

Outline the cognitive approach

A

Looks at internal mental processes of the mind
Uses experiemntal methods to test behaviour scientifically
Compare the mind to a computer
Computer and theoretical models used to explain mental processes
Inferences are made as processes can’t be directly observed

26
Q

Computer and theoretical models in the cognitive approach

A

Used to represent the human mind to understand IMP

Theoretical - diagrammatic representations of internal mental processes
Eg the multi-store model

Computer - compared human mind to a computer
Data input - information through sense organs
Data processing - brain
Data output - action done
However humans have free will and emotions unlike computers

27
Q

Schema (and it’s issues)

A

A mental framework that organises and interprets information
- allows us to take shortcuts
- predict what may happen based on past experience
- holds expectations and beliefs

But
- creates stereotypes
- may miss info that doesn’t fit with schema

28
Q

use/limitation of schema

A

+ allow us to predict what may happen based on experiences
+ organise and interpret large amounts, not overwhelmed

  • lead to inaccurate memories as changed to fit schema (Bartlett)
  • negative self schemas can impact mental health
29
Q

Bartlett

A

studied schemas
asked participants to read and recall story
- contained concepts unfamiliar to the western participants - didn’t fit schema

added and changed information to fit their schema and help them to interpret it
- fit their cultural schema

+ standardised procedure = replicable and reliable
- lacks temporal validity - more aware of other cultures now

30
Q

Strengths of the cognitive approach

A

Considers mental processes
Real world application - CBT

31
Q

Cognitive neuroscience

A

Maps human behaviour to brain function
emerged due to technology advancements
- eg fMRIs, and PET scans

Shows which areas of brain are active during different actions

Tulving - linked different areas of pre-frontal cortex to LTM

Can be used to explain mental disorders
Eg parahippocampal gyrus in OCD

32
Q

Evaluation of cognitive neuroscience

A

+ real world application - explain mental conditions leading to treatments
eg parahippocampal gyrus in OCD

+ scientific methods - objective
+ provides evidence for cognitive approach - IMP

  • correlation doesn’t mean causation, activity in the brain may not be causing the behaviour
  • reductionist - biological explanations for behaviour eg neurotransmitters
33
Q

Weaknesses of the cognitive approach

A

Research in artificial settings, computer models, not valid in real world, compared humans to computers when they have free will and emotions
Reductionist - doesn’t take into account individual differences, assumes everyone processes stuff in the same way
Relies on inference - can’t be directly observed

34
Q

Assumptions of the biological approach

A

Explains behaviour through hormones and genetics
Behaviour is due to nature and can be treated with biological treatments
Uses twin and adoption studies
Genetics can explain diseases, mental illness and addictions

35
Q

Strengths of the biological approach

A

Has supporting evidence, scientific
Real world application, if biological cause, biological treatments can be used

36
Q

Gottesman

A

meta analysis of twin studies
48% concordance rates of schizophrenia in identical twins
17% in non identical twins
shows that there is genetic basis to behaviour, supports biological approach

37
Q

Weaknesses of the biological approach

A

Reductionist - doesn’t ask into account influence of environment, childhood experiences, family etc
Stops people taking responsibility for behaviour

38
Q

Genotype and phenotype

A

Genotype - genetic makeup of a person
Phenotype - physical characteristic caused by the genes + interaction with the environment

39
Q

Outline the psychodynamic approach

A

Developed by Freud
Human behaviour has unconscious causes
Childhood experiences essential in development of adult personality and behaviour

40
Q

Levels of consciousness

A

Conscious - what we are aware of
Precocious - made up of repressed memories that we can recall if we want to
Unconscious - memories, desires and fears which have been repressed but can influence behaviour

41
Q

Three parts of the personality

A

Id - basic, animal part of it, constrains innate, aggressive and sexual instincts, obeys the pleasure principle, present at birth

Ego - exists in both conscious and unconscious, acts as rational parts, balanced the id and superego, develops in 3 years

Superego - both parts, takes morals into consideration, makes us feel guilty, present from 4/5 years

42
Q

Conflict between the parts of the personality

A

Conflict can occur between the parts of the personality, can cause anxiety, the ego must mediate between the id and superego to reduce anxiety, does this using defence mechanisms:
- repression - the ego represses the unwanted though by stopping them becoming conscious
- denial - refusing to accept or ignoring reality
- displacement - negative impulse is redirected into something else, another person or object

43
Q

Freuds 5 stages of development

A

Oral - 0-18 months, sucking behaviour
Anal - 18 months, 3.5 years, faeces
Phallic - 3.5-6, genital fixation - Oedipus and Electra complex
Latent - 6 years - puberty, repressed sexual urges
Genital - puberty to adult, awakened sexual urges

Can become fixated at any state due to not enough pleasure ( comes from how they are raised)
Repressed into the unconscious but effects adult behaviour

44
Q

Strengths of the psychodynamic approach

A

Real world application - psychoanalysis helps patients
First theory to focus on psychological causes not physical
Less reductionist- nurture and nature
Case studies - Little Hans

45
Q

Little Hans

A

supports Freuds psychosexual stages and defence mechanisms

case study of a boy who experienced the Oedipus complex and phallic stage
he also displaced his fear of his father onto horses to cope (defence mechanisms)

46
Q

Weaknesses of the psychodynamic approach

A

Based on subjective interpretation as unconscious requires inference from behaviour - unreliable and open to bias
Released to unconscious mind, unfalsifiable, can’t be studied
Psychoanalysis is expensive and takes time
Reductionist - biological causes?

47
Q

Outline the humanistic approach

A

Focuses on the individual, treats everyone as unique
Less deterministic, believed humans have free will
Everyone is driven to achieve full potential (self actualisation)

48
Q

Maslow’s Hierarchy of Needs

A

Physiological needs - food, water, shelter needed to stay alive

Need for safety - physically and economically safe

Need for love and belonging - affection, acceptance and
belonging most important thing to them

Need for esteem - focused on achievement and gaining respect from others

Self actualisation - fullest potential, best you can be

49
Q

Characteristics of a self actualised person

A

Strong sense of self awareness
Fully accepting themselves and others
Ability to deal with uncertainty
Strong sense of creativity

50
Q

How self concept is created

A

Self concept is how you see yourself
Positive self concept created through
- unconditional positive regard, gets affection no matter behaviour
- conditions of worth, approval and affection as result of behaviour

51
Q

What is congruence

A

Happens if you experience unconditional positive regard and conditions of worth
Means self concept and ideal self are the same

52
Q

Rogers therapy (humanistic)

A

Aims to reduce incongruence
Close the gap between ideal and self concept
Uses unconditional positive regard to make patients value themselves

53
Q

Strengths of the humanistic approach

A

Positive approach - people strive to be the best
Less deterministic, people have free will
Treats people as individuals
Real world application - led to therapy

54
Q

Weaknesses of the humanistic approach

A

Less emphasis of biological factors
Lacks objectivity, largely subjective as based on feelings
Hard to test scientifically
Idiographic, doesn’t create general rules for all

Psychology P2 (4 decks)

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