Approaches descriptions Flashcards

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1
Q

Introspection

A
  • first systematic, experimental attempt to study the mind by breaking up conscious awareness into basic structures of thoughts, images and sensations
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2
Q

Wundt

A

-father of psychology
-lab in Germany, studied aspects of behaviour that could only be done under strictly controlled, experimental conditions
-examined structure of the mind by breaking down behaviours (structuralism + introspection technique)
-pps would attempt to record their thoughts and break down their responses
-pps shown an image and described inner processes they experienced whilst looking at the image

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3
Q

Emergence of psychology as a science

A

-Watson (behaviourist) questioned scientific status and value of introspection because it didn’t produce objective data
-Watson believed only objectively measurable behaviour should be studied
-Watson and Skinner introduced scientific methods using lab experiments with high levels of control so could be repeated easily
-Biological and cognitive approaches use scientific method

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4
Q

Learning approach assumptions

A

-psychology should be seen as science, theories supported by evidence
-psychologists should only study observable behaviour
-people have no free will- environment determines behaviour
-when born our mind is a clean slate
-little difference between animal and human learning

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5
Q

Classical conditioning
(approach, definition, research)

A

Learning approach- behaviourist
Learning through association
Pavlov
-dog UCR to food (UCS) was to salivate
- Pavlov paired food with a bell (NS) to give a conditioned response of salivation even without foo

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6
Q

Operant conditioning
(approach, definition, research)

A

Learning approach- behaviourist
Learning through reinforcement
Skinner
-experimented on rats in specially designed Skinner’s boxes
-Every time rat activated lever, rewarded with food
-rats repeated the behaviour
-also showed how rats can be conditioned to avoid negative consequences eg. electric shock

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7
Q

Social learning theory

A

Bandura
-believed we learn directly through operant + classical conditioning
-but also learn indirectly by observing + imitating others if rewarded for their behaviour = vicarious reinforcement
-Modelling- in order for social learning to take place, someone must model the behaviour. Can be live models eg. parents or symbolic eg. celebrities
-Identification- extent to which person relates to the model. In order for this, observers must feel similar enough to them

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8
Q

4 mediational processes

A

Bandura
1. Attention- extent to which we notice certain behaviours
2. Retention- how well the behaviour is remembered
3. Motor reproduction- ability of the observer to perform the behaviour
4. Motivation- will to perform behaviour, often depends on if the behaviour was rewarded or punished

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9
Q

Bobo doll

A

Bandura
-recorded behaviour of children who saw adults behave aggressively towards bobo doll
-adult hit doll with hammer and shouted abuse at it
-when children observed later, their play was much more agrressive towards bobo doll compared to those who had watched a non-aggressive adult

Bandura + Walters
-showed videos of adult acting aggressively toward bobo doll
-one group saw adult praised for behaviour
-another saw adult punished for behaviour
-when given own bobo doll, first group more aggressive than second group

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10
Q

Schemas

A

-cognitive approach
-package of ideas or information developed through experience
-allows us to take cognitive shortcuts when introduced to new environments
-schemas can contribute to stereotypes
-as experiences happen, new schemas developed or old schemas modified

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11
Q

Research evidence for schema
Cognitive approach

A

Bugelski + Alampay, rat-man study
-2 groups pps shown sequence of pictures either animals or faces
-Then shown ambiguous picture of rat-man
-pps who saw faces more likely to perceive image as a man
-pps who saw animals more likely to perceive image as a rat

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12
Q

Theoretical and computer models

A

-cognitive approach
Theoretical models
- way to study internal processes
-eg. information processing approach where information flows through cognitive system in sequence of stages like MSM

Computer models
-compare human mind to computer, similarities in the way information is processed
-use the concept of CPU (brain), the use of coding to turn information into usable format and use of stores to hold information

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13
Q

Emergence of cognitive neuroscience
Cognitive approach

A

-scientific study of how the brain structures affect mental processes
-eg. Broca found area in frontal lobe which when damaged affected ability to speak
-brain scanning techniques are used to identify specifc areas of the brain responsible for specific task eg. fMRI + PET scans
-also useful in establishing neurological basis of mental disorders eg. parahippocampal gyrus functions abnormally in OCD sufferers
-Surgeon can place electrode on brain whilst patient is awake, while the patient describes what they feel or think
-also computer generated models, which has led to brain mapping techniques called brain fingerprinting. This could be used to see if witnesses are lying in court

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14
Q

Genotype-
Phenotype-
Biological approach

A

-genetic code written in DNA of cells
-Behaviour and physical structure of an individual arising from interaction between genotype and environment

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15
Q

Biological approach

A

-Twin studies, DZ and MZ concordance rates. If not 100%, environment must play a role
-Evolution-individuals had to compete for resources, fittest survived, advantageous behaviours passed on to next generation
-Neurochemistry- levels of neurotransmitters can affect mood and behaviour, can cause mental illnesses eg. schizophrenia due to too much dopamine
-Hormones- hormones cause physiological reactions in cells, altering their activity. Supported by Carre who found ice hockey players had higher testosterone when playing at home stadium, suggesting hormone energised them to defend home territory

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16
Q

Biological structures research

A

Maguire, taxi drivers
-16 right handed male taxi drivers, compared to 50 healthy right handed males
-had MRI scans
-found larger region of grey matter in posterior hippocampus of taxi drivers
-correlation between time spent as taxi driver and volume of posterior hippocampus

17
Q

Humanistic psychology

A

Rogers + Maslow
-concerned with explanations of healthy growth in individuals
-developed against behaviourists and psychodynamic psychology
-studies whole person and uniqueness of every individual
-people have freewill unlike deterministic approach eg. psychodynamic and behaviourist
-rejects scientific method, studies subjective experience (person-centred approach)

18
Q

Hierarchy of needs
Humanistic

A

Maslow
1-5 = bottom to top
1. physiological needs eg. food, sleep etc.
2. safety eg. employment, family, health, property
3. love/belonging eg. friendship, family
4. esteem eg. confidence, achievement, respect
5. self actualization = motivation to reach full potential eg. morality, creativity, problem solving, acceptance of facts

To reach self actualization, a persons basic needs must be met.
Only 1% of people actually reach self actualization

19
Q

The self, congruence and conditions of worth
Humanistic

A

Rogers
congruence- where self-concept and ideal self are similar or matched
-for personal growth to be achieved concept of ideal self must be similar or have congruence with their concept of self
-if the gap is too large, the person experiences incongruence, making self actualization impossible due to negative feelings of self worth
-to reduce the gap Rogers developed person centred counselling
-issues we experience as adults have their roots in childhood due to lack of unconditional positive regard (unconditional love)
-conditions of worth- when a parent sets boundaries or limits on their love eg. i will love you if….

20
Q

Person centred therapy/ counselling
Humanistic

A

Rogers
-non-directive and based on roger’s view everyone is the best expert of themselves so can find a solution
-counsellor encourages client to talk openly and counsellor check their understanding so they can enter the clients world
-counsellor accepts feelings and offers unconditional positive regard without conditions of worth
-this means the client can accept their feelings and the inner conflict is replaced by harmony and acceptance
-success of therapy is less to do with techniques used than with the relationship the therapist develops with the client

21
Q

Psychodynamic approach

A

Freud
-assumes behaviour is a result of early childhood experience
-our conscious minds are only the tip of the iceberg
-larger part of the iceberg is the unconscious
-unconscious controls most of our everyday actions and behaviours and can reveal themselves in slips of the tongue (freudian sleeps)
-structure of personality, defence mechanisms, personality development

22
Q

Structure of personality
Psychodynamic

A

Freud
- 3 part, id, ego, superego
1. id- pleasure principle, present from birth, unconscious mind. Demands immediate gratification regardless of circumstance eg. hungry so id demand food there and then
2. ego- reality principle, balance between other types of personality, conscious mind. Makes compromises between impulsive demands of id and moralistic demands of superego. Develops from the age of 2
3. superego- morality principle, develops at 4-5 yrs, unconscious mind. Represents moral standards of the child’s same-sex parent, causes feelings of guilt for wrongdoing

23
Q

Defence mechanisms
Psychodynamic

A

-aim to reduce anxiety caused by conflict between superego and id
-unconscious mind
-psychologically unhealthy and undesirable
1. repression- motivated forgetting, when an anxiety provoking thought is pushed out of the conscious into the unconscious, fears resurface in dreams or freudian slips
2. displacement- transferring feelings onto a substitute target eg. being cross so kicking a door
3. denial- refusing to believe the threatening situation is reality

24
Q

Personality development
Psychodynamic

A

Old Age Pensioners Like Golf
1. Oral stage- 0-1 yrs, focus of pleasure in mouth eg. sucking biting. Fixation- smoking, biting nails, chewing gum
2. Anal stage- 1-3 yrs, focus of pleasure on bodily waste, toilet training. Fixation causes anally retentive= perfectionist, obsessive or anally expulsive= disorganised, sloppy
3. Phallic stage- 3-5/6 yrs, oedipus complex= boys fear castration from their father and so repress their desire for their mother and identify with their father. Electra complex= girls suffer penis envy and their desire to have a child with their father causes them to identify with their mother. Fixation causes- narcissistic, reckless, possibly homosexual
4. Latency stage- 5/6-puberty - sexual urges stop as children are too engrossed with play for anything else
5. Genital stage- puberty onwards, sexual desires become conscious alongside the onset of puberty. Fixation causes difficulty forming heterosexual relationships

25
Q

Features of learning approach

A

-behaviourist approach (conditioning)
-SLT (mediational processes and Bandura research

26
Q

Features of cognitive approach

A

-role of schema
-theoretical and computer models
-emergence of cognitive neuroscience