Approaches - paper 2 Flashcards
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
- structurvilsm - reductionist , looking at specific aspects that make up a psychological part
- had to infer
- founding father of cognitve approach
- language and learning could not be studied in a strictly scientfic manner
- mental process can be observed
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
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
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)
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
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)
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
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
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
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
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
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
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
14
Q
cognitive mediational process - social learning theory
A
- attention
- retention
- reproduction
- motivation
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
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
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
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
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
20
Q
evaluations of bobo doll
social learning theory
A
- G - stanford nursery - certain type of person rich af
- r - many different experiments and same outcomes
- a - children children growing up with violent tv/games
- v - high validity - coval behaviour (copying behaviour) - however not common aggression
- e - more to children after - could affect them when they are older
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
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
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
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
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
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
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
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
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
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
- denial
- displacement
- projections
- regression
- repression
46
Q
- 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
