Approaches Flashcards

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1
Q

what are operationalised variables?

A

operationalised- means to provide details of how this will be done or measured

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2
Q

who was the father of psychology?

A

wilhelm wundt
-believed human mind could be studied scientifically
-shifted psych away from philosophy and made it more controlled and objective research
-his approach paved the way for the acceptance of psych as a science

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3
Q

when and where was the first psychology dedicated lab?

A

1.) Germany
2.) 1879

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4
Q

what was Wundt’s aim?

A

study structure of mind (structuralism)

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5
Q

what is introspection?

A

systematic analysis of our own conscious experience of a stimulus

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6
Q

how was introspection conducted?

A

focus on an everyday object (metronome) and look inwards to analyse in terms of its component parts e.g. noticing SENSATIONS FEELINGS and IMAGES

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7
Q

how do behaviourists think behaviour is learnt?

A

from the environment. Learn new behaviours through classical or operant conditioning

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8
Q

what approach believe when born the mind is a blank state?

A

behaviourist

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9
Q

what type of behaviour are behaviourists concerned with.

A

observable behaviour (external) this can be objectively and scientifically measured

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10
Q

explain how classical conditioning leads to new behaviour.

A

unconditioned stimulus (which already provokes unconditioned response) is generalised with neutral stimulus which will provoke a conditioned response (same as unconditioned response)

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11
Q

what studies shows classical conditioning?

A

Pavlov’s dogs
Little Albert

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12
Q

describe the study pavlov’s dogs

A
  • tube placed in dogs mouths to collect saliva
  • rung a bell every time they were presented with food
  • generalised bell with food so produced saliva when bull was rung regardless of if food was present.
    Bell: Neutral stimulus
    Food: unconditioned stimulus
    Salivation: unconditioned Response
    Bell: Conditioned stimulus (CS)
    Salivation: Conditioned response (CR)
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13
Q

describe the little albert study

A
  • White rat (NS) → no fear of rats
    (before conditioning)
  • A loud bang (UCS) → causes fear
    and anxiety (UCR) (before
    conditioning)
  • White rat (NS) and loud bang
    (UCS) → causes fear (UCR)
    (during conditioning)
  • White rat (CS) → fear (CR)
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14
Q

what is timing in classical conditioning?

A

if the NS is presented after the UCS,
or it is presented before but there is a big time gap between the NS and UCS, conditioning does not take place.

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15
Q

what is extinction in classical conditioning?

A

a CR is not permanent. If the CS is
presented enough times without the UCS, it loses its ability to produce a CR.

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16
Q

what is spontaneous recovery in classical conditioning?

A

following extinction, if the CS and UCS are paired together again, the association between them is made much quicker.

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17
Q

what is generalisation in classical conditioning?

A

a CR is produced to stimuli similar to the CS.

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18
Q

what are the type of reinforcement?

A

Positive reinforcement increases the likelihood of a response occurring because it involves a reward for the behaviour.

Negative reinforcement increases the likelihood of a response occurring because it involves the removal of, or escaping from, unpleasant consequences (e.g. it leads to stopping or avoiding an electric shock)

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19
Q

what are the types of punishment?

A

Positive punishment = The consequence is receiving something unpleasant which decreases the probability of the behaviour being repeated (e.g.
the behaviour leads to an electric shock or a smack).
• Negative punishment = The consequence is removing something desirable and decreases probability of the behaviour being repeated.

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20
Q

what is operant conditioning?

A

a type of learning where
behaviour is acquired and maintained based on its consequences.

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21
Q

what is an example of operant conditioning?

A

skinners box

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22
Q

what did skinners box demonstrate

A

mechanisms of positive and negative
reinforcement. Positive reinforcement was
shown when the rats pressed down on a lever
to receive food as a reward, and subsequently learnt to repeat this action to increase their
rewards. Negative reinforcement was shown when the rat learnt to press down on the lever
to avoid the unpleasant consequence of an
electric shock

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23
Q

what are strengths of behaviourist approach?

A

very scientific = objectively and scientifically collect reliable d data using highly scientific research methods such as lab experiments where there are strictly controlled conditions which reduce effects of confounding and extraneous variables which increases both reliability and validity of findings. By focusing on external behaviour that can be measured behaviourist approach is more reliable.

Real Life Applications = an increased understanding of classical and operant
conditioning has led to the development of treatments and therapies for serious mental disorders. For example, token economies have been used as a way of dealing with
offending behaviour: inmates who carry out socially-desirable behaviour (such as
tidying their cell and avoiding conflicts) receive tokens (secondary reinforcers) which can be traded for privileges (primary reinforcers), such as extra TV-time. Therefore,
behaviourist principles have had positive impacts on the lives of many.

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24
Q

what are the limitations of the behaviourist approach?

A

too deterministic = sees all behaviour as a product of past reinforcement which doesn’t account for emotions, motivations or reasoning skills hence it is a limited explanation

ethical issues = protection from harm.
- skinners box caused physical harm to rats
- little albert study caused psychological harm as well as not offering the right to withdraw
HOWEVER as a result of these breached guidelines it may be worth it for knowledge gained from them

Use of animals rather than humans

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25
Q

what are assumptions of cognitive approach?

A

∙ States mental processes can and should be studied scientifically and objectively.
∙ Inferences are used to study mental processes indirectly.
∙ Uses idiographic and nomothetic methods of investigation
∙ Use theoretical and computer models to help them understand cognitive processes e.g. multi-store model of memory.

26
Q

what are schemas?

A

Schema are packages of information or ideas developed by experience.

They act as a mental shortcuts.

27
Q

how do schemas develop?

A

Babies are born with 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.

As we get older (and have more experience), our schema becomes more detailed and sophisticated e.g. schemas for psychology, what happens in a dentist etc.

28
Q

how are schemas good?

A

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

29
Q

how are schemas bad?

A

they exclude anything that 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 can distort our interpretations of sensory information (because we
expect to see, hear etc. something in particular) leading to perceptual
errors.

30
Q

what are computer models in cognitive approach?

A

the human mind is like a computer with input and output of information.

31
Q

how are theoretical models used in cognitive approach?

A

Theoretical models such as information
processing approach explains how
information flows through the cognitive
system. An example of this is the Multi-store model of memory.

32
Q

evaluate cognitive approach

A

LIMITATIONS

Inferences

∙ Going beyond the immediate evidence to make assumptions about mental processes that cannot be directly observed i.e. conclusions are indirectly drawn about the way internal mental processes operate on the basis of observed behaviour.

machine reductionism.

There are some similarities between the human mind and a computer processes HOWEVER this computer model has been criticised. Computer models ignore the influence of emotions on memories and motivation has on the ability to process information. For example, research has shown anxiety can affect eye-witness testimonies.
∙ Therefore, machine reductionism may weaken the validity of the cognitive approach.

STRENGTHS

Use of scientific methods.

For example lab studies and use of highly objective research in cognitive neuroscience. This means that the study of the mind has a credible scientific basis.
∙ Counterargument – however cognitive psychologists often study mental processes indirectly by making inferences and do not study behaviour directly like other approaches.

Real world application

Cognitive neuropsychologists have made positive contributions to the development of artificial intelligence for example which have revolutionised our lives.
∙ Other examples include – development of treatments for depression such as cognitive behaviour therapy (CBT)
∙ Has improved the reliability of eye-witness testimony.
∙ These demonstrate the value of the cognitive approach

33
Q

how does social learning theory state behaviour is learnt?

A

learning occurs through the following stages:
- An observer identifies
themselves with a desirable role model.
- This role model displays or models a specific behaviour, which is imitated by the observer.
- The likelihood that the observed behaviour
will be imitated is increased if the role model is seen to be ‘vicariously reinforced’ or
rewarded.

34
Q

what is a role model (SLT)?

A

A person with whom the observer identifies with. Be through gender, age etc.

35
Q

what is identification (SLT)?

A

process by which an observer relates to/ associates themselves
with a role model and aspires to become more like that role model.

36
Q

what is vicarious reinforcement?

A

A type of indirect learning which occurs when an observer
sees their role model being rewarded for displaying a certain behaviour.

37
Q

what is meditational processes?

A

Cognitive processes which mediate/intervene between stimulus and response.

38
Q

what are the r mediational processes?

A
  • attention
  • retention
  • motor reproduction
  • motivation
39
Q

Describe Bandura’s Bobo Doll experiment?

A

36 boys and 36 girls,
aged between 3 and 6 years old, were tested. There were three experimental groups, 3
with the first being exposed to real-life aggressive models, a second group observing
the same models displaying aggressive acts on film and a third group viewing an
aggressive cartoon character. The researchers found that the children who’d observed an aggressive role model behaved more aggressively themselves towards the Bobo doll compared to the non-aggressive role model control group. Links can be made to
the process of social learning theory.

40
Q

what are the limitations of Bandura’s Bobo Doll experiment?

A

ignores biological differences between boys and girls = Bandura ignored the finding that “boys, in relation to girls, exhibited 4 significantly more imitative aggression, more aggressive gun play, and more nonimitative aggressive behaviour”. This may be explained due to boys having higher levels of the
hormone testosterone, which has been linked to increased aggressiveness. Therefore, this suggests that SLT may not be a complete explanation for gender differences in
behaviour, due to not accounting for the biological and hormonal differences between the
sexes.

Demand Characteristics = Bobo doll is specifically designed to be hit. y not represent or measure how children would be
aggressive in day-to-day situations, perhaps towards objects or people that are not
meant to be struck. participants may have deliberately acted more
aggressively towards the doll in order to please the experimenter.

41
Q

what are the strengths of Bandura’s Bobo Doll experiment?

A

explains human behaviour effectively = Human cognitive and decision-making
processes may be considered as more complex than that of animals. SLT has the advantage, over behaviourism, that it recognises the role of mediational processes as the conscious and cognitive insight that humans have into their behaviour

42
Q

what are assumptions of the biological approach?

A
  • humans = biological organisms made up of physiological processes therefore all cognitive processes are biological this means that mind is inside the brain but separate
  • genes, hormones, neurotransmitters etc must be understood to explain behaviour
43
Q

what are genes?

A

region(s) of DNA which codes for a particular physical characteristic or psychological feature of an organism

44
Q

what is a Genotype?

A

the particular set of genes a person has

45
Q

what is a phenotype?

A

the characteristics of the individual determined by both genes and the environment

46
Q

what is neurochemistry?

A

the action of chemicals in the brain. Much of our though and behaviour rely on chemical transmission in the brain. This occurs using neurotransmitters

47
Q

what is PKU?

A

a rare genetic condition that can be detected in babies using a heel prick test.
If left baby can develop learning disability
If detected early child can have typical development if placed on a restrict diet

48
Q

what are Monozygotic twins?

A

IDENTICAL
same placenta + fertilised splits into 2

49
Q

what are Dizygotic twins?

A

NON-IDENTICAL
-diff fertilised eggs
- diff placentas

50
Q

what are the strengths of the biological approach?

A

use of scientific methods = highly precise equipment e.g. FMRIs + EEGs. Data = objective (reliable)

real world application = understanding neurochemistry has led to treatments e.g. anti-depressants

51
Q

what are the limitations of the biological approach?

A

too deterministic = current judicial system expects individuals to take moral responsibility for their actions, and so such actions cannot be entirely blamed on
genetic factors.

antidepressants dont work for everyone. Andrea Ciprianu et al compared effectiveness of anti-depressants found patients who took placebo reported feeling better.

52
Q

what is the nervous system?

A

specialised network of cells is our primary communication system

53
Q

what are the 2 main functions of the nervous system?

A

1.) to collect, process and respond to info in the environment

2.) to co-ordinate the working of the diff organs and cells in the body.

54
Q

describe the central nervous system

A
  • consists of brain + spinal cord
  • brain = centre of all concious awareness. Cerebal cortex = brain’s outer layer, is 3mm thick and covers the brain (only found in mammals) - brain divided into 2 hemispheres
55
Q

what is the function of the spinal cord?

A

passes messages to + from the brain + connects PNS
responsible for reflex actions

56
Q

describe the Peripheral Nervous System

A

transmits messages via neurons to and from the CNS

57
Q

what are the subdivisions and their functions of the PNS

A

SEMANTIC NS = muscle movement and receives info from sensory receptors.
Autonomic NS = vital functions in the body such as breathing, heart rate, digestion, sexual arousal and stress responses.

further subdivisions = sympathetic + parasympathetic NS

58
Q

what are the functions of the sympathetic and parasympathetic NS?

A

SYMPATHETIC
- increases heart rate
- increases breathing rate
- dilates pupils
- inhibits digestion
- inhibits salvia production
- contracts rectum

PARASYMPATHETIC
= opposite of all them

59
Q

what is the endocrine system?

A
  • works alongside the NS to control bodily functions
  • acts slower than NS but has responses which are more widespread + last longer than NS
  • endocrine glands produce hormones
  • hormones are secreted into the blood stream + affect any cell which has a specific receptor for that hormone
60
Q

what is fight or flight?

A
  • when a stressor is perceived part of the brain the hypothalamus activates the pituitary gland
  • ## this triggers the sympathetic state
61
Q

what is adrenaline?

A

a hormone released by adrenal glands. It’s secreted into the blood stream + triggers physiological changes needed for flight or fight response

62
Q

what is parasympathetic action?

A

once threat has passed the parasympathetic NS returns body to resting state
rest and digest response