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Approaches Flashcards

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1
Q

What did Wilhelm Wundt believe?

A

All aspects of nature, including the human mind, could be studied scientifically eg controlled, objective
He promoted the experimental method

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2
Q

What did Wundt develop?

A

Introspection to study mental processes (eg memory, thinking) which lead to the introspection approach
Paved the way for later controlled research and study of mental processes by cognitive psychologists

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3
Q

What is introspection?

A

Process where a person gains knowledge about own mental and emotional states by observation of conscious thoughts and feelings in terms of intensity, quality and duration
It breaks down conscious awareness into basic structure ls of thoughts, feelings, images and sensations reflecting in these by showing an everyday object
Systematic reporting of experience of everyday object
Focus on objectivity

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4
Q

Empiricism

A

Belief all knowledge is derived from sensory experience, characterised by use of scientific methods

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5
Q

Introspection limitations

A

Introspection is subjective
Unreliable
Difficult to establish general principles
Should study observable to be scientific

Introspection not falsifiable
Based on individual interpretation
Cannot be falsified
Not scientific

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6
Q

scientific approach strengths

A

Relies on objective and systematic methods of observation
Scientific method

Scientific knowledge is self corrective
If not factual is disregarded or modified
Repetition of experiments mean hard to exist for long

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7
Q

Scientific approach limitation

A

Objective and controlled observations
Artificial situations
Tell little about real life environments

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8
Q

Learning approach: classical conditioning (Pavlov) beliefs

A

All behaviour is learned
Focus on observable behaviour

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9
Q

Learning approach: operant conditioning (Skinner) experiment

A

Rat accidentally press lever, given food pellet - hungry rats press (positive)
Food pellet stops- rats press few more times then abandons (extinction)
Unpleasant stimuli eg noise stopped by lever (negative)
Electric shock following press (punishment)

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10
Q

Learning approach strengths

A

Practical applications- treat phobias
Token economy- reward appropriate behaviours (psychiatric patients)
Effective treatment

Controlled environment
Minimise extraneous variables
Repeatable

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11
Q

Learning approach weaknesses

A

Deterministic
Thought no free will, by external factors
Unrealistic- more logical for impact of different things, including free will (soft determinism- environmental factors but choose to behave)

Animal research
Nonhuman
Humans have free will
(/ skinner- illusion, only external factors guiding)

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12
Q

SLT beliefs

A

Learning through observation and imitation of influential role models

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13
Q

SLT: identification

A

Connecting between a child (observer) and a role model (imitated), often based on perceived similarity

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14
Q

SLT: vicarious reinforcement

A

Learning though observing consequences of role model’s behaviour in terms of reward and punishment

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15
Q

Bandura’s mediational (mental) processes

A
  1. Attention (observed and attended to model)
  2. Retention (place in LTM to be retrieved)
  3. Production (think able to replicate)
  4. Motivation (want to imitate)
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16
Q

SLT: Bandura et al (Bobo doll) procedure

A

36 boys, 36 girls
3 groups consisting of 12 boys and girls
2 groups exposed to aggressive/non adult models, 1/2 with same sex model
Control: no model
Pts deliberately annoyed by not allowed to play with toys shown
Filmed, one way mirror

Non aggressive: assembled toys, ignored bobo
Aggressive: after 1 min attacked bobo (punched, sat, hit with mallet) sequence performed 3x over 9 mins with aggressive comments

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17
Q

SLT: Bandura et al (Bobo doll) findings

A

Aggressive model: more aggressive
Girls verbally aggressive
Observers more likely imitate same sex role model

Shows observation and imitation accounts for learning specific aggressive acts without reinforcement

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18
Q

SLT: Bandura et al (Bobo doll) limitations

A

Lab: lack ecological validity
Not same and genuine aggression directed at humans
May not act aggressively outside setting
No fear of punishment

Demand characteristics
Unfamiliar setting, adult role model
Thought violence expected so changed to meet aim
Low internal validity

Limited sample (3-6yrs)
Low generalisability for older
More cognition/ free will/ learned norms)
Low population validity

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19
Q

SLT: Bandura et al (Bobo doll) strength

A

Ethical
Short period observed
BUT unknown LT side effects
Maybe more aggressive not protection

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20
Q

SLT strengths

A

Led to effecting phobia treatments
Modelling- encourage learn more appropriate response by observing reaction
Benefited society

Real life evidence
Behaviours invove elements of SLT eg smoking addiction
Akers: probability of engaging in criminal behaviour increases when exposed to role models, identify, vicarious reinforcement
Valid explanation

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21
Q

SLT limitations

A

Oversimplisitc
Ignores other influences eg biological
Boys more aggressive hormonal factors, testosterone
Boys with XYY chromosomal abnormality
Complexity of behaviour- holistic approach needed

(Bandura’s AO3)
demand characteristics, ecological validity

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22
Q

Cog: computer model

A

Using computer analogies as a representation of human cognition

Information inputted through senses, encoded into memory, combined with previously stored information to complete task

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23
Q

Cog: information processing approach

A

Input - processing - output

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24
Q

Cog: what mental processes contribute to information processing

A

Attention (selecting important info)
Thinking (problem solving)
Storage (store in memory)
Retrieval

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25
Q

Cog: inference

A

Cannot study mental process’s directly

A conclusion reached based on evidence and reasoning

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26
Q

Cog: serial processing

A

One piece of info is processes at a time

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27
Q

Cog: schema

A

Cognitive framework that helps organise and interpret information in memory, based on experience

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28
Q

Cog: theoretical models: multistore model of memory

A

Sensory info from env (input)
Enters sensory register for short time
Attention= info transferred to STM
Rehearsal keeps info in STM
(If not rehearsed, decay or displaced by new info)
Rehearsal in stm transfers info to LTM
When needed retrieve

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29
Q

Cog: cognitive neuroscience

A

Scientific study of influence of brain structures on mental processes/ use of scanning techniques, post mortems to locate physical basis of cognitive processes

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30
Q

Cog: brain imaging techniques

A

Study living brain, detailed info about brain structures involved in different kinds of mental processing eg memory, attention, perception, problem solving

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31
Q

Cog: What does PET scan stand for?

A

Positron emission tomography

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32
Q

Cog: what does FMRI stand for

A

Functional magnetic resonance imaging

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33
Q

Cog: cognitive neuroscientists study

A

Neurotypical individuals and those with damage from trauma, disease or surgery
Brain injuries mapped by brain imaging techniques
Cognitive tests (memory) while scanning
Activity patterns compared to normal intact brain

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34
Q

Cog: what is double dissociation

A

Two patients show a ‘mirror image’ of impairment eg person one does 1 but not the other vice versa

HM: surgery for epilepsy, hippocampus removed, no LTM

KF: motorcycle accident, poor STM

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35
Q

Cog: limitations

A

Low ecological validity
Studies used tasks little common to everyday experience
Eg memory (random digit lists)
Low generalisability

Ignores emotion and motivation
Tells how cognitive processes take place, not why
Effect of emotion and motivation on ability to process info ignored
Over dependence on info analogies, irrelevant to computer not humans

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36
Q

Cog: strengths

A

Scientific
Experimental method, high controlled methods of collecting and evaluating data for inference
Conclusions about how the mind works based on more than common sense and introspection
Credible scientific basis

Practical applications
Contribution to understanding of causes of psych disorders
Eg depression characterised by negative thoughts an self, future, world
CBT effective treatment and quick

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37
Q

Bio: main assumptions

A

Behaviour is due to physical cause

Abnormal behaviours treated by biological methods: drugs

Neuroanatomy (brain structure) studied by brain imaging
Genetics studies by twin studies

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38
Q

Bio: genes

A

Consists of DNA: codes physical and physiological features
Inherited
Make up chromosomes

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39
Q

Bio: concordance rate

A

Extent two genetically related individuals share the same characteristic/ behaviour/ disorder

40
Q

Bio: how to assess influence of genetics

A

Family studies
Twin studies
Concordance rates

41
Q

Bio: first degree relatives share

A

50% genes

42
Q

Bio: second degree relatives share

A

25% genes

43
Q

Bio: Nestadt et al (family studies)

A

First degree relatives of OCD sufferers have 11.7% chance of developing OCD compared to 2.7% in general

population suggests genetic basis
More genetics shared, more likely

44
Q

Bio: Miguel et al (twin studies)

A

53-87% concordance rate for OCD for MZ twins compared to 22- 45% DZ

45
Q

Bio: McGuffin et al (twin studies)

A

46% concordance rate for depression for MZ compared to 20% DZ

46
Q

Bio: frontal lobes functions

A

Speech, thought, learning

47
Q

Bio: temporal lobe functions

A

Hearing, memory

48
Q

Bio: parietal lobes functions

A

Process sensory info eg temperature and pain

49
Q

Bio: occipital lobes function

A

Process visual info

50
Q

Bio: neurochemistry

A

Study of chemical processes which take place in the nervous system

51
Q

Bio: neurotransmitter

A

Released when nerve impulse reaches end of neuron

52
Q

Bio: excitatory neurotransmitter

A

Triggers nerve impulse in receiving neuron and stimulate brain action

Eg dopamine (pleasure/ emotion and motivation)

53
Q

Bio: inhibitory neurotransmitter

A

Inhibit nerve impulses to calm the brain and balance mood

Eg serotonin (sleep, memory, pleasure/ emotion, aggression, appetite)

54
Q

Bio: Raine et al (bio structures)

A

Examined PET scans of violent criminals
Found reduced activity in frontal lobes
Suggests responsible for aggressive and impulse behaviour

55
Q

Bio: case study

A

In depth detailed investigation of an individual or small group

56
Q

Bio: Phineas Gage

A

Metal bar through brain front lobes
Little intellectual impairment
Changes in personality: more angry, foul mouthed

Control of behaviour especially personally and aggression

57
Q

Bio: Woollett and Maguire (hippocampus and LTM)

A

Taxi driver in Ldn test
Brain scans: enlarged hippocampus
Suggest important role in LTM

58
Q

Bio: evolution and behaviour

A

Retained some behavioural patterns form hunter gatherer era eg aggression

Charles Darwin: different beaks, food supply, variations

59
Q

Bio: genotype (fertilisation)

A

2 sets of chromosomes into from int zygote
Zygote divides into 2 which divide further called replication

60
Q

Bio: genotype

A

Genetic code ‘written’ in DNA

61
Q

Bio: phenotype

A

Observable characteristics as a consequence of interaction of genotype with the environment

62
Q

Bio limitations

A

Deterministic
Behaviour governed by internal bio cause - no control
Implicates legal system
Criminals: morally responsible
XYY chromosomal abnormality (aggressive gene)
Defence in court

Difficult to separate nature vs nurture
Twins and family members exposed to similar environments
Could support nurture instead of

63
Q

Bio strengths

A

Practical applications
Explains cause of disorders eg OCD
led to drug treatments: effective and quick acting
Eg SSRIs increase setting, manage OCD symptoms
Live relatively normal life

Scientific
Experimental studies- controlled
Eg brain scanning
More development in tech= more accurate measurement processes
No bias

64
Q

Psychodynamic: unconscious

A

Vast storehouse of bio drives and instincts that influence behaviour and personality

Contains threatening or disturbing memories repressed

65
Q

Psychodynamic: preconscious

A

Includes thoughts and ideas we become aware of in dreams or slips of the tongue

66
Q

Psychodynamic: personality: id

A

Primitive and irrational
Present at birth
Demand ms immediate satisfaction of needs
Rules by Pleasure principle

67
Q

Psychodynamic: ego

A

Rational
Mediates between id and superego
Reduce conflict between id and superego demands using defence mechanisms
Develops age 2
Governed by reality principle

68
Q

Psychodynamic: superego

A

Develops ages 3-6
Represents moral standards of same sex parent
Punishes ego for wrongdoing (guilt)
Not rational

69
Q

Psychodynamic: ego defence mechanisms

A

Unconscious
Distort reality to reduce anxiety caused by the conflict
Stopped from becoming aware of unpleasant thoughts and feelings associated with traumatic situation

70
Q

Psychodynamic: repression

A

Putting unpleasant thoughts into the unconscious
Prevents unacceptable desires, motivations or emotions becoming conscious

71
Q

Psychodynamic: denial

A

Refuse to accept reality to avoid dealing with painful feelings associated with event

72
Q

Psychodynamic: displacement

A

Redirecting thoughts/ feelings in a situation unable to express them to the person they are directed towards
Take it out on substitute target

73
Q

Psychodynamic: what are the stages of psychosexual development

A
  1. Oral
  2. Anal
  3. Phallic
  4. Latency
  5. Genital
74
Q

Psychodynamic: oral age

A

0-1 yr

75
Q

Psychodynamic: anal age

A

1-3 yrs

76
Q

Psychodynamic: phallic age

A

3-6 yrs

77
Q

Psychodynamic: latency age

A

6-12 yrs

78
Q

Psychodynamic: genital age

A

12+

79
Q

Psychodynamic: oral

A

Id present from birth
Focus of pleasure on mouth eg eating, sucking)
Mothers breast is object of desire

Unresolved conflict:
Smoking, nail biting, critical, sarcastic

Schizophrenia (sense of reality)

80
Q

Psychodynamic: anal

A

Ego starts to develop
Focus of pleasure is anus (withholding and expelling faeces)

Unresolved conflict:
Anal retentive
Perfectionist, obsessing

OCD

Anal expulsive
Thoughtless, messy

81
Q

Psychodynamic: phallic

A

Superego develops
Focus of pleasure is genital area

Oedipus or electra complex

Unresolved conflict:
Narcissistic, reckless

Antisocial personality disorder ( weak superego, no guilt)

82
Q

Psychodynamic: latency

A

Mastery of world around them
Earlier conflicts repressed

83
Q

Psychodynamic: genital

A

Sexual desires become conscious with onset of puberty

Unresolved conflict:
Difficulty forming heterosexual relationships

84
Q

Psychodynamic: Oedipus complex

A

Incestuous feelings towards mother
Murderous hatred for father (rival)

Fear father will castrate them, repress feelings and identify with father taking gender roles and moral values

85
Q

Psychodynamic: electra complex

A

Penis envy, desire father, hate mother
Give up desire and replace with desire for baby (identifying with mother)

86
Q

Psychodynamic: Little Hans (Oedipus complex)

A

5 yrs old
Phobia of horses after seen one collapse
Phobia was a form of displacement which repressed fear of father transferred to horses
Real fear of castration

87
Q

Psychodynamic strength

A

Practical applications
Treatment of abnormal individuals
Led to therapy called psychoanalysis
Access unconscious mind eg hypnosis
Beneficial to society

88
Q

Psychodynamic limitations

A

Gender bias
Views of women and femal psychosexual development less developed than males
Women viewed as morally inferior with a less developed superego (never could be resolved)
Women seen as defective males
Androcentric bias (male centred) so limited in explaining all behaviour
Lead to prejudice

Not unfalsifiable
Not scientific
Not open to empirical testing and possibility of being disproved
Many concepts at unconscious level to impossible to test as no certain way to know occurs
Pseudoscience

Case studies
Little Hans
Unique
May not represent others
Interpretations subjective
Lack population validity
Limited credibility

89
Q

Humanistic: beliefs

A

Humans are self-determining and have free will
Active agents with ability to determine own development
Rejects scientific models: should study subjecting experience rather than general laws

90
Q

Humanistic: self-actualisation

A

Innate tendency to achieve their full potential

91
Q

Humanistic: personal growth

A

Essential part of being human

Concerned with developing and changing as a person to become more fulfilled, satisfied or goal- oriented

Divorce and loss of job may make one fluctuate on Maslow’s hierarchy

92
Q

Humanistic: Rogers (the self, congruence and conditions of worth)
What is The self?

A

How we perceive ourselves as a person
Two basic needs:
Positive regard from others
a feeling of self worth (develop in childhood as a result of interacting with parents and other later on)

93
Q

Humanistic: Rogers: how to achieve personal growth

A

Concept of self must have congruence with (equivalent) ideal self
If gap too big there’s state of incongruence and self actualisation cannot be achieved due to negative feelings of self worth

94
Q

Humanistic: Rogers: unconditional positive regard

A

Accepted for who they are

95
Q

Humanistic: Rogers: conditional positive regard

A

Accepted only if doing what other want them to

Develop conditions of worth
Only achieve self actualisation if theses are met

96
Q

Humanistic: Rogers influence on counselling psychology

A

Problems are direct result of conditions of worth and conditional positive regard received

Therapists provide empathy and unconditional positive regard to increase feelings of self worth, reduce amount of incongruence and help become fully functioning person

Client centred
Individual is expert on condition
Discover own solutions in supportive atmosphere
Used in education, social work

97
Q

Humanistic limitations

A

Anti scientific
Abstract and difficult to test
No causal relationship
No empirical evidence

Limited impact
Effective for certain disorders
Not illnesses that don’t have self awareness
Effectiveness issues

Culture bias- individualist cultures only

Psych (8 decks)

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