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PSYCHOLOGY > Approaches > Flashcards

Approaches Flashcards

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1
Q

origins timeline.

A

Wundt, psychodynamic, behaviourist, humanist, cognitive, SLT, biological, cognitive neuroscience.

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2
Q

Origins - Wundt.

A
  • First ever psychology lab, Germany.
  • Introspection.
    • Controlled environment.
    • Record own conscious thoughts and breaking them into constituent parts.
    • Stimulus is presented and you are asked to record thoughts.
    • Analysis of thoughts is broken into components e.g. sensations, feelings, visual imagery.
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3
Q

Psychodynamic approach.

A
  • Sigmund Freud.
  • Unconscious mind.
  • Tripartite personality.
  • Psychosexual stages.
  • Defence mechanisms.
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4
Q

Unconscious mind.

A
  • Store of biological instincts.
  • Determine behaviour and personality.
  • Threatening + disturbing memories that are repressed and forgotten.
  • Protects using defence mechanisms.
  • Thoughts can be accessed through parapraxes.
  • Unaware of.
  • Preconscious= unaware of but can be accessed.
  • Conscious= aware of.
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5
Q

Structure of personality.

A

ID.
- Primitive.
- Pleasure principle.
- Unconscious drives and instincts.
- Selfish and demands instant gratification of needs.
EGO.
- Defence mechanisms.
- Reality principle.
- Mediator (reduces conflict) between id and super ego.
- Develops around 2 years old.
SUPER EGO.
- Internalised sense of right and wrong.
- Morality principle.
- Moral standards.
- End of phallic stage.

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6
Q

Psychosexual stages.

A

-Each stage= conflict.
- Child must resolve conflict to move to next stage.
- Fixation= Child doesn’t resolve conflict.
1. ORAL. (0-18 months).
- Fixation results in passivity, gullibility, immaturity and manipulative personality.
2. ANAL. (18-36 months).
- Anal retentive: Obsession with organisation or excessive neatness.
- Anal expulsive: Reckless, careless, defiant, disorganised.
3. PHALLIC. (3-6 years).
- Oedipus complex.
- Electra complex.
- Resolution of these complexes form gender identity and superego.
4. LATENCY. (6 years- puberty).
- People don’t tend to fixate or extremely sexually unfulfilled.
5. GENITAL. (11+years)
- Frigidity, impotence, unsatisfactory relationships.

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7
Q

Oedipus + Electra complex.

A

OEDIPUS.
- Male.
- Boys develop a sexual desire for mother and envy dad.
- Experience castration anxiety and fear dad.
- Resolved by engaging in masculine behaviours and identify with father.
ELECTRA.
- Female.
- Penis envy and desire father.
- Resolved by repressing desire for penis with desire for baby.
- Blame mother for castration + repress feelings.

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8
Q

Ego defence mechanisms.

A
  1. Repression.
    - Forcing a distressing memory out of the conscious mind.
  2. Denial.
    - Refusing to acknowledge some aspect of reality.
  3. Displacement.
    - Transferring feelings from true source of distressing emotion onto a substitute target.
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9
Q

Psychodynamic evaluation.

A
  • Can be considered subjective.- Freud developed approach based on his own personal interpretations of human behaviour, not all psychologists would agree. - e.g. others may interpret Oedipus and Electra complex differently. - reduces validity.
    + Research support.- Little Hans. Evidence for phallic stage, suggested his phobia of horses was linked to castration anxiety and feared his father.- increases validity.
  • Quality of RS sample.- gender bias. case study. - can’t be generalised. - decreases validity.
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10
Q

Behaviourist approach.

A
  • Pavlov and Skinner.
  • Classical and operant conditioning.
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11
Q

Behaviourist assumptions.

A
  • Studying behaviour that can be observed and measured.
  • Uses lab studies to maintain control and objectivity.
  • Behaviour is learned.
  • Baby’s mind is a blank slate (Tabula rasa).
    -Basic processes govern learning are the same in all species.
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12
Q

Classical conditioning.

A
  • Learning through association.
  • Pavlov’s dogs.
    1. BEFORE.
    food = salivation. (uncon stimulus = uncon response).
    2. BEFORE.
    Bell = no salivation. (neutral stim = no con response).
    3. DURING.
    bell + food = salivation. (neutral + uncon stim = uncon response).
    4. AFTER.
    bell = salivation. (conditioned stim = conditioned response).
    LITTLE ALBERT EXPERIMENT.- WATSON + RAINER.
  • 9 month old child- feared loud noises.
    1. Given stimuli such as white rabbit, dog, monkey and rat.- no fear shown.
    2. 2 months later = rat + noise.
    3. When shown rat = crying + avoidance.
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13
Q

Operant conditioning.

A
  • Learning via reinforcement.
    1. Positive reinforcement.= Rewarded for pro-social behaviour.
    2. Negative reinforcement.= Action stops something negative from happening.
    3. Punishment.= Unpleasant consequence.
    SKINNER’S BOX.
    1. Hungry rat in cage.
    2. Lever= food (positive reinforcement).
    3. Rats learn to go to lever.
  1. Rat in cage.
  2. Uncomfortable electric current.
  3. Lever = stops current.
  4. Rats learn to go to lever (negative reinforcement).
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14
Q

Behaviourist evaluation.

A

+ Research support.- Little albert, skinner’s rats, Pavlov’s dogs.- Increases validity.
- Quality of research support.- Sample bias.- Case study, male, cross-species validity.
- Ignores free will.- Behaviour is only determined by reinforcement from our past experiences.- Ignores conscious decision making process outlined in other approaches.
+ Practical applications.- School reward system, point systems and detentions.- Increases validity.

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15
Q

Social learning theory.

A
  • Bandura.
  • Mediational processes.
  • Vicarious reinforcement.
  • Identification.
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16
Q

SLT assumptions.

A
  • Behaviour is learned.
  • People learn through vicarious reinforcement.
  • Considers behaviourist and cognitive.
17
Q

Bandura’s bobo doll experiment.- (part 1).

A
  • 36 girls, 36 boys.
  • 3 conditions.
  • Quiet adult, aggressive adult, Control group (no adult).
    1. Playroom 10 mins, no adult.
    2. Playroom 10 mins, adult/ no.
    3. Playroom 10 mins, behaviour observed.
  • Behaviour was influenced by adult.
  • Learn by observing and imitation.
18
Q

Bandura’s bobo doll experiment.- (part 2).

A
  • Showed videos to children of adults playing aggressively with bobo doll.
    G1. Praised for behaviour.
    G2. Punished for behaviour.
    G3. No consequences of behaviour.
  • Findings= G1. Lowest aggression levels. G2. Highest aggression levels.
  • Learn via vicarious reinforcement.
19
Q

Identification.

A
  • The process by which people are more likely to imitate people they identify with.
20
Q

Mediational processes.

A

STIMULUS - MEDIATIONAL PROCESSES - RESPONSE.
- Attention.= The extent to which we notice certain behaviours.
- Retention.= How well the behaviour is remembered.
- Motor reproduction.= The ability of the observer to perform the behaviour.
- Motivation.= The will to perform the behaviour, which is determined by whether the behaviour was rewarded.

21
Q

Slt evaluation.

A
  • Reductionist.- Reduces complex behaviour down to one factor. Learning. - More factors contribute such as biology. Question validity.
    + Practical application.- Understands aggression, addiction and other behaviours. - Can be learnt by imitation and observation.
    + Research support.- Bandura- Increases validity.
  • Participants may have shown demand characteristics.- Knew they were being observed.- Figure out aim and change behaviour.- Decreases validity.
22
Q

Biological approach.

A
  • Emphasises physical processes in the body.
  • Neurochemical basis.
  • Genetic basis.
  • Genotype + Phenotype.
  • Evolution.
23
Q

Biological assumptions.

A
  • Everything psychological has a biological basis.
  • We must study biological structures + processes within the body to fully understand behaviour.
  • Mind lives within the brain.
24
Q

Neurochemistry.

A
  • Chemicals in the brain that regulate psychological functioning.
  • Most thoughts and behaviour rely on chemical transmission.
  • Axon, synaptic vesicle, neurotransmitter, dendrite, post-synaptic nerve terminal, synaptic cleft, post-synaptic receptor.
  • Imbalance in neurochemicals has been implicated as a possible cause of mental disorders.
  • Low levels of serotonin = OCD.
  • High levels of dopamine = Schizophrenia.
25
Q

Genetic basis.

A
  • Genes= Code for physical and psychological features.
  • Studying genetic basis of behaviour.- uses twin studies.
  • Concordance rates = No. of twins that both display behaviour.
  • Monozygotic = identical.
  • Dizygotic = non-identical.
  • Monozygotic = higher concordance rates.
  • Genotype = Genetic code written in DNA.
  • Phenotype = Physical representation of genotype.
26
Q

Biological evaluation.

A

+ Practical application. - Knowledge of synaptic transmission.- drugs to treat.
- Biologically deterministic. - Behaviour predetermined by biology. - 4 factors.
+ Scientific methods. - Brain scans - fMRI. - Controlled.
- Difficult to separate nature v nurture. - genotype + phenotype.
- Biologically reductionist.

27
Q

Humanistic assumptions.

A
  • Person - centred approach.
  • Individual has free will.
  • People are self-determined.
  • Rejects scientific models that attempt to establish general principles of behaviour.
28
Q

Hierarchy of needs.

A
  1. SELF-ACTUALISATION. - Desire to become the most one can be.
  2. ESTEEM. - Respectful, self-esteem, status, freedom, strength.
  3. LOVE + BELONGING.- Friendship, intimacy, family, connection.
  4. SAFETY NEEDS. - Security, health, property, resources.
  5. PHYSIOLOGICAL NEEDS. - Air, water, shelter, sleep, clothing.
    - Progression can be delayed by in congruence.
    - AIM = To achieve self-actualisation.
29
Q

Personal growth.

A
  • Essential.
  • Development and changing of a person to become fulfilled, satisfied and goal orientated.
30
Q

Rodgers and the self.

A
  • In order for personal growth to be achieved an individual must be broadly congruent to ideal self.
  • Incongruent = difficult to self-actualise.
31
Q

Client centred therapy.

A
  • Reduce gap between self-image and ideal-self.
  • Rodgers suggests feelings of worthlessness and low self-esteem stem from childhood experiences.
  • Lack of unconditional positive regard as a child.
  • Parents who set boundaries and limits on love contribute to future psychological problems.
  • Discover solutions within a supportive, therapeutic and non-judgmental environment.
32
Q

Humanistic evaluations.

A
  • Culturally bias. - Individual freedom + personal growth - individualistic western culture. - ignores collectivist cultures.- cant generalise and universally apply.
    + Free will. - Different to others. - ignores determinism.
    + Practical application.
33
Q

Cognitive approach.

A
  • How mental processes affect behaviour.

PSYCHOLOGY (6 decks)

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