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Psychology > Approaches - paper 2 > Flashcards

Approaches - paper 2 Flashcards

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1
Q

wundt & introspection

origins of psychology

A
  • wundt opened the first psychological laboratory in leizig in 1879
  • introspectionism - asking particapnts to observe their inner mental process and report it - shown a picture and asked about emotions - controlled enviroment
  • mental process can be observed
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2
Q

advanatages of wundts work

origins of psychology

A
  • still used today - shows that his research has a big impact on psychological testing - higher validity
  • inspired the rest of psychologhy which then meant that the scientific approaches were made
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3
Q

disadvantages of wundts work

origins of psychology

A
  • unreliable - depends on self report techniques - change to make researcher happy
  • subjective data
  • cannot be reolicated as emotions are different everytime - lowers validty
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4
Q

before psychology

origins of psychology

A
  • known as expiremental philosphy - mind and body are seperate
  • john lock (1632-1704) - proprosed empiricim (nurture) - humans dont inherit knowledge or instict- each human is tabla rasa (blank slate)
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5
Q

new psychology

origins of psychology

A
  • charles darwin (1809-1882) - evoluntionary theory - survival of te fittest (nature)
  • wilhelm wundt (1832-1920) - opened first psychological lab - intropspection and structuralism
  • griffiths (1994) - cognitive bias in fruit gamble machines - took gamblers and non to casino - gamblers made machine a person
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6
Q

basic assumptions of behaviourist approach

behaviourist approach

A
  • behaviour is learned from expirence
  • only observed behaviour is measured - this is bc subejective behaviour is difficult to test
  • study animals as they share same principles as humans
  • we are born a tabla rasa (blank slate)
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7
Q

classical conditioning - pavlov

behaviourist approach

A
  • classical condiitioning is done by associations
  • dogs is shown an uncoundictioned (food) stimulus and has an uncounditioned response (drooling)
  • then add a neutral stimuli (bell)
  • then add the neutral stimuli with the uncounditional stimuli dog will show uncounditioned response
  • carry on until the neutral stimuli is now a conditioned stimuli - conditioned response
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8
Q

pavlov also found ….

behaviourist approach

A
  • timing - association only happens when the uncoundtioned and neutral stimuli are presented at similar times
  • extinction - if assoctistion doesnt oocur for a while then the conditioned response dies out
  • generalisation - respond in the same way to other similar stimuli to the orginal conditioned stimuli
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9
Q

watson and rayner

behaviourist approach

A
  • taught little alert to fear rats through asscoiation to loud noises
  • loud nose when saw the rat
  • saw rat cried
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10
Q

operant conditioning - skinner

A
  • positive reinforcement - giving something good to encourage behavoiur - pressing the lever and getting food
  • negative reinforcement - taking away something bad to encourage behaviour - a loud noise that was turnt off by lever
  • punishment - postive is giving something bad , negative is taking something good - electric shock when lever was pressed
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11
Q

advanatges of behaviourist approach

behaviourist approach

A
  • real life application - operant conditioning used in token econmoy system in prision , tokens in exchange for privelages - better society - increases appliciable
  • scientific creditbility - objective measurements value evidence and hypothesis - classes as a science - increases value of approach
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12
Q

disadvanatges of behaviourist approach

behaviourist approach

A
  • reductionist - ignored other factors to the stimuli, emotions, gender, - ingores factors that could influence the way we behave - different approach
  • animal research - skinner & pavlov - theory cannot fully generlise to humans as there are differnces - lowers validty bc cant gernerlaise
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13
Q

social learning theory

social learning theory

A
  • vicarious reinforcement - indriect learning through others peoples rewards and punishments
  • moddeling - someone who influences another persons behaviours
  • imitation - observe and copy the behaviour
  • indentification - wanting to be your role model who has similar characteristics
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14
Q

cognitive mediational process - social learning theory

A
  • attention
  • retention
  • reproduction
  • motivation
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15
Q

attention

social learning theory

A
  • behaviour has to grab out attention
  • has to be noteworthy to observe
  • pivital to wether a behaviourhas influence
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16
Q

rettention

social learning theory

A
  • a memory of the behaviour has to be form
  • social learning theory is not immediate
  • you need the memory to refer to it and imitate it
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17
Q

reproduction

social learning theory

A
  • limited by our physical ability
  • influences our decisions to try and imitate it
  • cognitiive process of considering our capability
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18
Q

motivation

social learning theory

A
  • rewards and punishment will be considered
  • rewards are higher more likely to do
  • if vicarious reinformecment is not high they wont copy
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19
Q

bandura bobo doll study

social learning theory

A
  • a - investigate if social behaviors (i.e., aggression) can be acquired by observation and imitation.
  • s - 36 boys and 36 girls from the Stanford University Nursery School aged between 3 to 6 years old.
  • m - split into three groups, agressive, non agressive, no model towards a bobo doll - put them in a room with bobo doll and see what happened
  • r - reacted to doll how adult did - gender differnce - same sex reacted more - boys lways more agressice
  • c - learn social behavior such as aggression through the process of observation learning, through watching the behavior of another person
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20
Q

evaluations of bobo doll

social learning theory

A
  • G - stanford nursery - certain type of person rich af
  • r - many different expiremnts and same outcomes
  • a - children children growing up with violent tv/games
  • v - high validity - coval behaviour (copying behaviour) - howevere not common agression
  • e - more to children after - could affect them when they are older
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21
Q

advantages of social learning theory

social learning theory

A
  • supporting evidence - bandura bobo doll study - high validity
  • real life application - help children to see with violent video games - helps with parenting
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22
Q

disadvanatges of social learning theory

social learning theory

A
  • ethical issue - particapant harm - bandura could effect the children later - make them more agressive
  • doesnt tell us why children want to copy - in studies bandura did with no rewards to adults they still copied - doesnt support vicarious reinforcement
  • doesnt explain why boys were more agressive than girls - must be another factor - biological explanation
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23
Q

cognition

cognitive approach

A
  • cognition is the proess of thinking and knowing within our brain which is interal activity
  • compared to a computer
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24
Q

cognitive assumptions

cognitive approach

A
  • mental processes cause behaviours - attention, perception , memory , language process
  • uses schemas - mental framework
  • takes in from enviroment
  • cognitions devolp as biologsl does
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25
Q

schemas

cognitive approach

A
  • mental framkework that stores all undertsnading of infomation
  • mental shortcut
  • accomindation - making new schema
  • assimilation - infomation in pre-existing schema
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26
Q

theoretical & computer model

cognitive approach

A
  • info flows through brain like computer - input, storage, retrival (multistore memory model)
  • computer analagy - central processing (brain) - coding (changes info) - store (holds info)
  • makes inference
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27
Q

advantages of the cognitive approach

cognitive approach

A
  • has many applications - explains things in faulty thinking - led to treatments for depression therapy like cbt - succsesful for treatmenst which means approach is right - has value
  • scientific credibiltiy - expiremnts on humans - conclusions based on objective measurments -increases credibility
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28
Q

assumptons of biological approach

biological approach

A
  • all thought feelings and behaviours are biologal
  • study biological structures and process - neurochemostry
  • characteristics passed down - heridity
  • darwins theory of evololution
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29
Q

disadvantages of the cognitive approach

cognitive approach

A
  • evidence used to support has been done on damaged individuals - cant generalise to the public but is interesting - dont reprosent majority of public - reduces credibilty
  • the us of the computer model - encoding , storage - big differnces like having feelings and emotions - machine reductionist to simplied - need a more complex one
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30
Q

genes

biological approach

A
  • genetic variation
  • phenotype - the actual gene & genotype - characterisitcs that can be changed by enviroment
  • section of dna which codes for a specific proteins
  • polygenic
  • inherited from parents
31
Q

neurochemicals

biological approach

A
  • neurotransmitters - chemicals which allow message to travel to brain
  • dopamine - serotonin - adrenaline
  • seds message which create behaviour
32
Q

brain structures

biological approach

A
  • brocas area
    1. brocas aphasia - damage to it
    2. in frontal lobe
    3. produces language
  • damage can case changes in the brain
  • wernicks area
    1. undertsanding language
33
Q

evolutions

biological approach

A
  • darwins theory
  • natrual selection
  • identical twins
  • physical and psychological
  • survival of the fittest
  • dominent genes
34
Q
A
35
Q

twins

biological approach

A
  • monozygotic - identical
  • dizygotoc - non identical
  • mz share 100% of their genes
  • dz only share 50%
36
Q

advantages of biological approach

biological approach

A
  • suppoting evidence - coccaro compared cocordance rate of crominal behaviour - found mz had 50% and dz had 19% - suggest genetic must be a reason - signicficatly higher - has to be a biological reaosning
  • GET ANOTHER ONE
37
Q

disadvanatges of biological approach

biological approach

A
  • twins share similar environemt - treated differently - grow up together - cant generalise - also need to assume they have one through the same expirences - cant generalise
  • ANOTHER ONE NEEDED
38
Q

assumtion of psychodynamic approach

psychodynamic approach

A
  • sigmund freud
  • unconsious mind is the primary source of human behaviour
  • three elements - ID, the EGOand the SUPEREGO
  • always in constant movement hence psychodynamic
  • when in conflict the ego employs defence mechanisms
  • formed from early childhood experinces
39
Q

key idea - the role of the unconcious

psychodynamic approach

A
  • uncouncious mind is the main source of our behaviour
  • only concious of a very small part of what is going on
  • some ascpects we have no concious acess
  • gain some insight into unconsious through our dreams or parapraxes
  • concious level - thouhts , perceptions
  • preconcious level - memeories , stored knowledge
  • unconcious level - fears , violnet motivations , sexual desires , selfish needs , immoral urges , irrational wishes
40
Q

key idea - the tripartite personality

psychodynamic approach

A
  • different parts of personality
  • always being in an ongoing dynamic relationship
  • ID - entirly in the unconcious
  • EGO - largely consious
  • SUPEREGO - largely unconcious
  • EXAMPLE
  • ID - “want to go home”
  • EGO - “il stay for 30 mins”
  • SUPEREGO - “need to be nice to boss”
41
Q

ID - tripartite personality

psychodynamic approach

A
  • “the devil”
    • instincts
  • operates on pleasure principle
  • present from birth
  • if dominant ; PSYCHOTIC - hedonistic , selfish , get what they want without caring
42
Q

EGO - tripartite personality

psychodynamic approach

A
  • “middle man”
  • reality
  • operates on reality principle
  • mediates bewteen ID and SUPEREGO - reduces conflict by defence mechaninsm
  • devolps at 2
  • if dominant ; HEALTHY - reational , realsitic
43
Q

SUPEREGO - tripartite personality

psychodynamic approach

A
  • “angel”
  • morality
  • operates on morality principle - reprosentsmoral standards of same sex parents
  • around age 5
  • if dominant ; NEUROTIC - follows rules , wants control , extreme guilt and anxiety
44
Q

key idea - defence mechanism

psychodynamic approach

A
  • the ego uses defence mechanisms to balance conflicting demands from ID and SUPEREGO
  • unconsious and ensure the ego is able to reduce anxiety
  • if carry on for a long time they could become damdging
45
Q

types of defence mechanism

psychodynamic approach - defence mechanism

A
  1. denial
  2. displacement
  3. projections
  4. regression
  5. repression
46
Q
  1. denial

psychodynamic approach - defence mechanism

A
  • stating the problem/anxiety does not exist
  • ” i do not have a drink problem “
47
Q

,2. displacement

psychodynamic approach - defence mechanism

A
  • take out impulse on less threatening person or object
  • slaming the door instead of shouting at your parents
48
Q

,3. projection

psychodynamic approach - defence mechanism

A
  • placing unacceptable impusles onto someone else
  • “you have a problem not me”
49
Q

,4. regression

psychodynamic approach - defence mechanism

A
  • returning to a previous stage of development
  • adults having a temper tantrum
50
Q

,5. repression

psychodynamic approach - defence mechanism

A
  • putting infomation into unconcious
  • “i have no memory of being kidnapped at 5 so it never happened” - was traunmatic
51
Q
A
52
Q

psychosexual stage

psychodynamic approach - psychosexual stage

A
  • early childhood experiences are what forms our tripartite adult personality
  • any mental health rpoblems can be traced back to our first five years
  • based of the idea libido - energy created by survival and sexual intincts of the ID
  • expressed in different ways through different parts of the body until it eventually ends up being expressed through sex
  • any trauma through stages can resilt in energy being fixiated on this stage and part of the body
53
Q

,1. ORAL STAGE

psychodynamic approach - psychosexual stage

A
  • 0-1 years
  • how babies explore the world - no motor control
  • happens from weaning
  • feeding (mum or bottle)
  • proper time (stopes feeding within 4 months) - healthy and idependant adult
  • too early - suffers from trauma , has oral fixation and chews gum, bites finger nails
  • too late - looks for oral fixation , becomes manipulative and addictive
54
Q

,2. ANAL STAGE

psychodynamic approach - psychosexual stage

A
  • 1-3 years
  • control of bladder and bowel movements
  • learn how to use a potty
  • encouraging and doing it at own pace - compenant personality , balanced relationships , respects authority
  • to early, force it , punish mistakes - develeps anal retenive personality , obeys authority , stingy and controlling , disgust over body
  • neglect any efforts - anal explusive personality , messy and unorganised , doesnt obey authority , incononsitent of others
55
Q

,3. PHALLIC STAGE

psychodynamic approach - psychosexual stage

A
  • 3-6 years
  • genitals
  • good relationship with father - respects eceryone , good undertsanding of man
  • dad was absence - fixation of mum , compares with other men , not sure of sexuality , agressive towards women
  • maintains penis envy - feel weak towards men , angry towards women
56
Q

phallic stage - oedipus complex

psychodynamic approach - psychosexual stage

A
  • boys dusre to posses his mother
  • kept out of his concious awanrness
  • murderous hatred for his rival for her attentions
  • emerging superego punishes the boy resulting in feelings of guilt and fear of father
  • gets castration anxiety
  • represses feelings for his mother to become more like his father
  • identification - learns his gender identity , and is also how he fully devolops his superego
57
Q

phallic stage - electra complex

psychodynamic approach - psychosexual stage

A
  • girls believe they have been castrated
  • devolps penis envy
  • blame their mother
  • hostile towards her
  • unconsciously sexually attached to their father
  • see mother as their riveral
  • can get their father attention by identifiying with their mother
  • develops gender identity and superego
  • grils dont identify as stronly so have a weaker superego
  • replaces their penis envy with a desire for a baby
58
Q

,4. LATENT PHASE

psychodynamic approach - psychosexual stage

A
  • 7-13 years
  • have friends of same sex
  • our labido is compressed
  • our sexual energy is used for life skills (friends ect)
  • superego strengthens - understand right and wrong
59
Q

,5. GENITAL PHASE

psychodynamic approach - psychosexual stage

A
  • puberty - death
  • libido become active again and have sexual desires
  • fight with superegos and id to go with social norms
  • try to get a balance ego
60
Q

freuds evidence - little hans

psychodynamic approach - psychosexual stage

A
  • 5 year old who had a fear of horses
  • dad took him to freud for therapy
  • freud said that hans had a fear of horses bc it reminded him onf his dads black moustache
  • blinders - dads glasses
61
Q

postives of the psychodynamic approach

psychodynamic approach

A
  • very influential
  • hugh shift in thinking
  • first one to suggest the use of case studies - little hans
  • moved to observations rather than introspection
  • explained many things such as gender devoplment and perosnality development
  • practical applications - created psychoanalysis
  • the orginal talking therapy
  • found significant improvaements in sysmtoms and was maintained years after treatment
62
Q

weakness of the psychodynamic approach

psychodynamic approach

A
  • untesatble concepcts - largly in the unconcious
  • cannot be observed and cannot prove that it exists
  • psychic determinism - explains all behaviours from childhood experiences
  • if this was true then free will is an illusion and we have no choice
  • there are implications
  • gender bias - women and female sexuality were less well developed than his views on male sexuality
  • remain ignorant of female sexulality and how it may differ from male sexuality
  • extreme adrocentrism - assuming male behaviour as nomral and anyting different is weird
  • alpha bias - exagerating the differnces between men and women
63
Q

humanistic approach assumptions

humanistic approach

A
  • rejects scientific approach
  • people have free will - not determined by biological or external factors
  • people are basically good
  • poeple are motivated to self actualize
  • individuals experiences are most important
  • extremely subjective - view as an individual not as a whole
64
Q

maslows hierarchy of needs

humanistic approach

A
  • triangle
  • self-actualisation - a persons motiviation to reach their full potential
  • morality , ctreativity , spontaneous , problem solving , lack of prejudice , acceptance of facts
  • self-esteem - self esteem , confidence , achievement , respect for others , respcect from others
  • love/beloning - friendsship, familiy , sexual intamcy
  • safety - secruity of body , or employment , of resources , of morlaity , of familiy , of health , of property
  • physiological - breathing , food , water , sleep , sex , homostasis , excretion
65
Q

maslows self acqualisation characteristics

humanistic approach

A
  • used rich white men
  • accuarte perspective of reality
  • comfortbale acceptance
  • reliant on own experiences
  • task centering
  • good loving relationships
  • comfort with solitude
66
Q

evaluations of maslow

humanistic approach

A
  • not generalisable
  • beta bias
  • gender bias
  • androcentric bias - men persepective is correct
  • no scientific research
  • cant disprove
  • real life application
67
Q

carl rogers idea in the humanistic approach

humanistic approach

A
  • we thrive to achieve our ideal selfs as we are motivated towards self improvement
  • two basic needs - feel nutured and have feeling of self worth
  • starts in childhood - if loved by parents without conditions you will have healthy self worth , conditions of love - parents limit their love
68
Q

car rogers ideas on humanistic approach

humanistic approach

A
  • personal growth is achieved by concept of self being equvilant to their ideal self
  • if to big of a gap inconguence and self actualisation wont happen
  • rare for complete inconguence as we have defence mehcanisms
  • client centured therapy
  • issues as adults are rooted from childhood
  • lack of unconditional psotive regard
  • client driven - encouraged to dicovoery own solutions
  • called clients instead of patients
  • redice incongruence between self and ideal self
69
Q

self actualisation

humanistic approach

A

a perosns motivation to reach their full potentioal

70
Q

incongruence

humanistic approach

A

the difference of conept of self and ideal self

71
Q

conditional postive regard

humanistic approach

A

when an individual is only regarded under certain circumstances

72
Q

positves of maslows in the humanistic approach

humanistic approach

A
  • support conditons of worth - research into sdolescents show that those who experience condtional postive regar are likly to display more false self behaviour
  • doing things to meet others expections even if it clashes with their values
  • people who are pretending to be kind to people who their parents would have liked are more likly to have depression
  • client centured therapy - transformed psychotherapy
  • new therapy sessions across the uk and usa
73
Q

negatives of carl rogers in the humanistic approach

humanistic approach

A
  • limited application - loose set of rather abstract concepts
  • no a comprehensive theory - cannot explain a wide variety of conceps
  • scientfically difficult - evidence can not establish a casual relationship between variables - non experimental reserach methods
  • some show therapy didnt help at all
  • overly idealised and unrealisitc view of himan nature - poeple are not as inherintantly good and growth orinated
  • doesnt look at the bad in people
  • over simplified
  • jahodas 6 charactersitcs
  • thinking all self actualisation is the same for everybody
  • unrealistic

Psychology (7 decks)

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