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Psychology - paper 2 > Approaches > Flashcards

Approaches Flashcards

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1
Q

Define psychology

A

scientific study of human mind & its functions, especially those affecting behaviour in a given context

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2
Q

introspection

A

systematic analysis of own conscious experience of a stimulus

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3
Q

who created introspection

A

Wundt

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4
Q

2 main principles of introspection

A

1) all behaviour is seen as being caused (determined)
2) if behaviour is determined then it should be possible to predict how human beings would behave in different conditions (predictability)

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5
Q

what did Wundt open and where

A
  • first psychology lab
  • Leipzig, Germany
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6
Q

what is the idea of structuralism

A

experience is analysed in terms of its components or parts e.g. idea consciousness is split inti thoughts, images, & sensations

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7
Q

Strengths of Wundts research (5)

A
  • scientific features
  • controlled conditions
  • recorded interviews - allowed for replicability
  • establishes basis of psychology
  • methods paved way for more controlled & systematic methods
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8
Q

Weaknesses of Wundts research (3)

A
  • Introspection relied on non observable responses & clients could not report conscious aspects
  • Introspection produced subjective data as Wundt had to interpret the responses himself
  • introspection patients had to reflect on own cognitive processed & describe them - may not be truthful?
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9
Q

who was the psychodynamic approach developed by

A

Freud

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10
Q

3 key assumptions of psychodynamic approach

A

1) unconscious is key
2) tri-partite personality
3) early childhood experiences are key

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11
Q

preferred research method of psychodynamic approach

A

case studies

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12
Q

what is a case study

A
  • detailed stidy of single individual, institution or event
  • provides rich record of human experience but hard to generalise from
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13
Q

strength of case study

A

controlled experimental methods

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14
Q

weaknesses of case study (2)

A
  • not specific (can’t see introspection)
  • not objective
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15
Q

what id role of the unconscious referred to as & its structure

A
  • iceberg
  • conscious - ego
  • pre-conscious - superego
  • unconscious - ID
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16
Q

what does the structure of the personality believe (2)

A
  • three parts of personality are thought to have an ongoing, dynamic relationship.
  • if one becomes dominant there may be conflict & abnormalities occur
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17
Q

Structure of the personality - the ID
- principle/what it operates according to
- role conscious/unconscious

A
  • pleasure principle - eros & thanos
  • unconscious
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18
Q

Structure of the personality - the EGO
- principle/what it operates according to
- role conscious/unconscious

A
  • reality principle - acts as compromise between ID & SUPEREGO
  • conscious
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19
Q

Structure of the personality - the SUPEREGO
- principle/what it operates according to
- role conscious/unconscious

A
  • morality principle (split into 2 parts
    -> conscience = internalisation of societal rules
    -> ego ideal = what we strive towards - determined by parental standards of good behaviour & guides towards socially acceptable behaviour
  • conscious
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20
Q

what are defence mechanisms

A

unconscious strategies designed to reduce conflict between ID & SUPEREGO

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21
Q

3 defence mechanisms

A
  • denial
  • repression
  • displacement
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22
Q

denial

A

refusing to acknowledge some aspect of reality

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23
Q

repression

A

pushing distressing memory into the unconscious mind but still influences behaviour

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24
Q

displacement

A

transferring feelings from the source of a distress ion emotion onto a substitute target

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25
Q

regression

A

behaviours associated with earlier stages of psychological development

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26
Q

5 psychosexual stages of development

A
  • oral
  • anal
  • phallic
  • latency
  • genital
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27
Q

what is each psychosexual stage marked by

A

conflict the child must resolve to successfully progress onto the next stage

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28
Q

what did freud believe happens at different psychosexual stages

A

child receives sensations of pleasure through stimulation of different areas of the body

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29
Q

when is the oral stage

A

0-1 years

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30
Q

when is the anal stage

A

1-3 years

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31
Q

when is the phallic stage

A

3-5 years

32
Q

when is the latency stage

A

5/6 years - puberty

33
Q

when is the genital stage

A

puberty - adulthood

34
Q

oral stage focus of pleasure

A

mouth

35
Q

anal stage focus of pleasure

A

anus

36
Q

phallic stage focus of pleasure

A

genital area

37
Q

latency stage focus of pleasure

A

psychosexual energies shift to physical & intellectual activities so no further psychosexual development takes place

38
Q

genital stage focus of pleasure

A

genital area

39
Q

how is pleasure obtained in oral stage (3)

A
  • feeding
  • sucking
  • biting
40
Q

how is pleasure obtained in anal stage (2)

A
  • witholding faeces
  • expelling faeces
41
Q

what is central to the oral stage (2)

A
  • feeding
  • weaning
42
Q

what is central to the anal stage

A

toilet training

43
Q

what is central to the genital stage

A

developing mature sexual relationships

44
Q

what happens during the phallic stage

A
  • gender role & moral envelopment are thought to occur here through IDENTIFICATION with same sex parent
  • child experiences OEDIPUS & ELECTRA complex
45
Q

what happens during the latency stage (2)

A
  • any earlier conflicts are repressed
  • EGO & SUPEREGO continue to develop
46
Q

what happens during the genital stage

A

sexual desires become conscious alongside onset of puberty

47
Q

consequences of unresolved conflict in oral stage (4)

A
  • smoking
  • nail biting
  • sarcastic
  • critical
48
Q

consequences of unresolved conflict in anal stage (retentive & expulsive) (2)

A

Retentive:
- perfectionist
- obsessive

Expulsive:
- thoughtless
- messy

49
Q

consequences of unresolved conflict in phallic stage (2)

A
  • narcissistic
  • reckless
50
Q

consequences of unresolved conflict in latency stage

A

none

51
Q

consequences of unresolved conflict in anal stage

A

difficulty forming heterosexual relationships

52
Q

What happens during Oedipus complex (6)

A
  • phallic stage boys develop incestuous feelings toward mother
  • develop hatred to wards father (rival for mothers love)
  • believe father will castrate them if find out about desires
  • represses feelings towards mother
  • identify with father
  • complex & conflicts resolved
53
Q

what happens during Electra complex (7)

A
  • phallic stage girls develop penis envy
  • desire father & his penis
  • form hatred of mother (possess father & penis)
  • represses hatred & identifies with mother
  • takes on mothers gender role & moral values
  • desire for father replaced with desire to have baby
  • complex & conflicts resolved
54
Q

case study for oedipus complex

A

little Hans

55
Q

strengths psychodynamic approach (2)

A
  • practical applications & significant contributions to society
  • theoretical benefits
56
Q

weaknesses psychodynamic approach (3)

A
  • abstract & untestable
  • reliance on case studies (may not generalise)
  • psychic determinism (no idea of free will)
57
Q

Behaviourism key assumptions (3)

A
  • focus on the observable
  • focus on scientific & experimental methods
  • basic processes that govern learning are same in all species
58
Q

behaviourism preferred research methods (2)

A
  • controlled animal studies
  • controlled lab experiments
59
Q

classical conditioning researcher

A

pavlov

60
Q

how does classical conditioning suggest we learn

A

through association between two stimuli

61
Q

summarise classical conditioning

A

Before conditioning:
NS —> No response
UCS —> UCR

During conditioning:
repeated & stimuli presented close in time
NS + UCS —> UCR
association occurs between two stimuli

After conditioning:
CS —> CR

62
Q

outline pavlova research (6)

A
  • aimed discover what caused salivation (salivation reflex)
  • used bell (NS) then presented food
  • dog salivated when presented food (UCR)
  • dog begins associate bell with food
  • (food always presented immediately after bell)
  • dog now salivates when bell heard (CS -> CR)
63
Q

Little Albert researchers

A

Watson & Rayner

64
Q

outline little albert study

A
  • exposed to stimuli e.g. white rat, rabbit, dog & monkey - no response observed
  • paired rat & Lous noise stroking steal bar with hammer - fear & anxiety (UCR) observed
  • repeated 6 times
  • now when shown stimuli or man with white mask - fear observed
  • created CR between Albert & now CS
  • learning & generalisation occurred - fear carried across to other animals
65
Q

real life applications of classical conditioning

A
  • getting injection
  • smartphone tone & vibration
  • dog training
66
Q

how does operant conditioning suggest we learn

A

through reinforcement & punishment

67
Q

operant conditioning key researcher

A

skinner

68
Q

summarise skinners research (3)

A
  • positive reinforcement = rat pressed lever & got food
  • negative reinforcement = rats in box with floor constantly shocking them, pushed lever & shock went away
  • positive punishment = rat pressed lever & got shocked
69
Q

define positive reinforcement

A

adding something (receiving a reward) to a situation to increase likelihood of behaviour being repeated

70
Q

define negative reinforcement

A

taking something away from a situation to avoid an unpleasant aspect/make it more pleasant to increase likelihood of a behaviour being repeated

71
Q

define punishment

A

behaviour followed by unpleasant consequence to make behaviour less likely to be repeated

72
Q

operant conditioning real life application

A

token economy - given small ‘rewards’ that lead to proper reward
- e.g. child collects stars when done something good, collect enough to get big reward like new toy

73
Q

Behaviourism strengths (2)

A
  • scientific credibility - focuses on observable behaviour - controlled lab conditions - high internal validity - replicate
  • real life applications - token economy & phobia treatment
74
Q

Behaviourism weaknesses (2)

A
  • problem with research – controlled lab conditions - may not generalise to humans - artificial so may not reflect real life
  • mechanistic view & environmental determinism - incomplete -
75
Q
A

Psychology - paper 2 (3 decks)

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