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Pysch > approaches rev > Flashcards

approaches rev Flashcards

1
Q

assumptions of humanistic

A

-unique way of percieving understanind the workd
-understand peoples subjectivity
-people are self determining
- free will choices abt the way they think and act
-whole life hoslism
-sciemce cannnot measure behaviour -humans su jective in how they behave science is objecuive

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2
Q

key psychologists in the humaistic perspecivte

A

abraham maslow and carl rogers

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2
Q

self actualisation

A

-innate tendency for gworth and fuldilment
-desire to become everything they are cabale of
-needs mest before this

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3
Q

maslows hierarchy

A

physiological
saftey
love
esteem
self actualisation

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4
Q

Congruence

A

fit between the perceived self (how you see yourself) and the ideal self (who you want to be)​
If the gap between the two ‘selves’ is too big the person will experience a state of incongruence and self actualization will not be possible due to the negative feelings if self-worth that arise from incongruence.​
need uncoditional pos regard
feel like only loved and values if they meet certsin conditions
conditis create incogeucne

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5
Q

client centred therapy - humaistic

A

In order to reduce the gap between the perceived self and the ideal self, Rogers developed client centered therapy to help those cope with the problems of everyday living. ​
Rogers claimed that many of the issues we experience as adults such as worthlessness and low self-esteem is due to childhood and a lack of unconditional positive regard. ​
A parent who sets boundaries or limits on their love for their child – conditions of worth builds of psychological problems for that child in the future. ​
Rogers says to be an effective therapist – you should provide clients with unconditional positive regard they failed to receive as children

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6
Q

humaistic apliacation

A

Rogerian therapy has revolutionised counselling.
Praised for brining the ‘person back into psychology’.​
More validity than other approaches​
The approach has limited impact within the discipline of psychology as a whole
The approach has little evidence to support its claims.​

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7
Q

gannon L

A

It is not possible to falsify the assumption that human thoughts and behavior are driven by evolved predispositions, which make the approach unscientific.​

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8
Q

instincts

A

Aggression can be viewed as an instinct. ​
An instinct is an unreflective urge within members of a species that is present from birth (though it may get weaker or stronger later in life). Instincts can be restrained by willpower, trained or encouraged by provocation and frustration​

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9
Q

three sections of the mind

A

consious
pre consious
uncpnsious

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10
Q

consious

A

is that part of the mind we are aware of. It contains the thoughts we are currently thinking at any given moment. ​

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11
Q

preconsious

A

is the part of the mind we are occasionally aware of. For example, aggression in dreams can be a clue to unconscious aggressive urges - but remember, dreams are always symbolic and not to be taken literally.​

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12
Q

unconcious

A

is the rest of the psyche that we are unaware of. This contains powerful aggressive urges that would frighten and shock us if we ever became consciously aware of them. Fortunately for us, they only appear in disguised form in dreams and “Freudian slips”

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13
Q

three parta of the personalirt

A

id
ego
superego

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14
Q

id

A

consists of urges and desires. The id isn’t rational or reflective: it is made up entirely of feelings. The id exists entirely in the unconscious mind. Because the id is based on “the pleasure principle”, it doesn’t understand logic. If the id is denied its pleasure, it becomes frustrated. This can lead to aggressive urges. Present at birth as babies cry for instant gratification.​
pleasure principle

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15
Q

ego

A

is the second part of the psyche that develops in toddlers. It exists within the conscious mind. It is based on “the reality principle” because it understands the outside world. The ego balances the conflicting demands of the id and superego. The ego satisfies the id by fulfilling its urges indirectly and symbolically (for example, by fantasising about violence). The ego has no moral sense.​
realoity primciple
balances conflicitng demands of id and superego
no moral sense

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16
Q

superego

A

ulfils the moral role and emerges later in development around the age of 5 or 6 years. We are partly aware of it and partly unaware (conscious and unconscious mind) It represents our moral sense of what is right or wrong. through guilt and shame when we fail to meet the highest moral standards. The superego is just as irrational and punishing as the id. ​
morality principle

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17
Q

defence mechanism

A

The Ego has a difficult job balancing the conflicting demands of the Id and the Superego, but it does have help in the form of defence mechanisms. ​
They are unconscious and ensure that the Ego is able to prevent us from being overwhelmed by temporary threats to humans. ​

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18
Q

tyoe of defence mechanisms

A

reprsssion
denial
displacemnt

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19
Q

repression

A

Forcing a distressing memory out of the conscious mind.​

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20
Q

denial

A

Refusing to acknowledge some aspect of reality.

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21
Q

displacement

A

Transferring feelings from true source of distressing emotion onto a substitute target. ​

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22
Q

freuds psychosexual theory

A

Some people deal with these challenges more successfully than others, and if we fail to overcome a challenge, we become fixated or stuck in one stage, which affects our adult personality. ​

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23
Q

name the psychosexcual stages

A

oral stage
anal stage
phallic stage
latent period
genital stage

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24
Q

oral stages

A

Birth to 1 Year: the child also develops a sense of trust and comfort through this oral stimulation. The focus of pleasure is the mouth and the mother’s breast is the object of desire. The challenge in this age is that the child needs to become more independent from the caregiver. If fixation occurs at this stage, Freud believed the individual would have issues such as smoking, aggression, critical, sarcastic, nail biting etc. ​

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25
Q

anal stage

A

1 to 3 years. During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. The child gets pleasure by controlling bowel movements. If parents punish, ridicule, or shame a child for accidents, destructive personality will develop. The child will become perfectionist, obsessive or messy.

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26
Q

phallic stage

A

3 to 6 Years. Freud suggested that during the phallic stage, the primary focus of the libido is on the genitals. Electra complex (penis envy) and the Oedipus complex (castration anxiety.) The child will develop a phallic personality: narcissistic, reckless and possibly homosexual. ​

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27
Q

latent period

A

6 to Puberty. During this stage, the superego continues to develop while the id’s energies are suppressed. Fixation at this stage can result in immaturity and an inability to form fulfilling relationships as an adult. ​

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28
Q

genital stage

A

uberty to Death. Freud believed that the ego and superego were fully formed and functioning at this point. Sexual desires become conscious alongside the onset of puberty. If fixation occurs, then homosexual relationships will take place. ​

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29
Q

oedipus comlex

A

In the Phallic stage (3-6yrs) Freud claimed that little boys develop incestuous feelings towards their mother and a murderous hatred for their father – who they saw as their rival (Oedipus complex). Fearing that their father will castrate them, the boys repress their feelings for their mother and identify with their father. ​

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30
Q

electra complx

A

Freud suggested girls also go through something similar – penis envy: they desire their father & hate their mother (Electra complex) – give up this desire over time and replace it with a desire for a baby.​

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31
Q

little hans

A

Supported his theory of the Oedipus Complex with the case of Little Hans. Hans was a five-year old boy who developed a phobia of horses after seeing one collapse. Freud suggested his phobia was a form of displacement in which his repressed fear of his father was displaced onto the horse. Horses were symbolic of Hans’ real unconscious fear – Castration.​

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32
Q

basic assumptions of biological appraoches

A

-infleucned by genetic inheritance
-cns brain essential for thought and behaviour to occur
-infuelnced by chem processes chem imbalance bipolar
-humans eveolved through evolution so we have much in cokmmon wirh animals

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33
Q

genetics and behaviour

A

Behavioural characteristics are caused by our genes. These are found on chromosomes, which are made up of DNA, and they are inherited from our parents.​
​
If a family member has a certain trait, you are more likely to have the same trait.​
​
​
People inherit a predisposition to behave in a certain way.​
​

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34
Q

twins and behaviour

A

monozygotic twins higjer concordance rates fr schiso bipolar and enoerexia

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35
Q

phenotype

A

The actual expression of your genetic make up (height, eye colour)​
What happens when the genotype interacts with the environment. ​

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35
Q

genotype

A

Your unique genetic make up (apart from monozygotic twins)​

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36
Q

serotonin

A

lowlevels dep

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37
Q

adrenaline

A

high levels stress emotion arousal

38
Q

testerone/oestorgen

A

highlvels sex agression

39
Q

dopamine

A

high levels shizo

40
Q

what men rsate

A

good looks, youth, chastity higher than women (believed to be good signs of female fertility)​

41
Q

what women rate

A

Women rate good financial prospects, and dependability higher than men (women are believed to look for qualities in men that means they will provide for them)​

42
Q

methods used bio approach

A

eeg
mri
animals
casestudys
twin study

43
Q

contrubutions of the biloigucal approach

A

Dramatic contributions to psychology in understanding basic human behaviours such as eating, sleeping etc ​
​
Brain scanning techniques provides greater understanding of the impact specific areas has on behaviour​
​
Practice application such as drug treatments for psychological disorders ​

44
Q

the biological approach is deterministic

A

claiming that all thought and behaviour is caused by factors outside of our control.
EVIDENCE: For example, according to this approach behaviour is caused by our genes and the activity of neurotransmitters in the brain.
EVALUATION: This is a weakness because it ignores the idea of free will and that we as humans have control over our behaviour - we are not simply pre-programmed by genes.

45
Q

the biological approach is reductionist

A

attempts to reduce all aspects of human behaviour down to just one level of explanation.
EVIDENCE: For example, all human behaviour is reduced down to just physical processes such as activity of neurotransmitters (e.g. OCD is explained in terms of levels of serotonin in the brain).
EVALUATION: This is a weakness because it underestimates the role of our environment in behaviour. However, reductionism is also a strength because by isolating just one factor it allows researchers to investigate that factor scientifically.

46
Q

the biological approach uses highly scientiifc methods

A

or example MRI/CAT scans are used to investigate the brain and the areas of the brain that are responsible for certain disorders/behaviours. EVALUATION: This is a strength because it means that research findings are objective.

47
Q

philosphical roots of psychology

A

Has roots in 17th and early 18th century philosophy once known as experimental philosophy. ​
​
Early influences included Rene Descartes, and his concept of Cartesian dualism, brain is not the same as the mind. ​
​
This is a clear starting point for psychology.​

48
Q

empiricism

A

John Locke proposed the concept of empiricism - all knowledge is derived from sensory experience and can be studied using the scientific method​
​

49
Q

wundt

A

Opened the first psychology laboratory in Leipzig, Germany.​
Study the structure of the human mind, by breaking down behaviours into their basic elements, hence his approach became known as STRUCTURALISM​

50
Q

intropsection

A

Wundt used introspection - ‘looking into’.​
​
Participants were asked to reflect on their own cognitive processes and describe them. ​
​
Wundt established psychology as a science by using the scientific method.

51
Q

wundt assumptions

A

All behaviour is seen as being caused (determined)
If behaviour is determined, then it should be possible to predict how human beings would behave in different conditions (predictability)​
​

52
Q

is instrospection scientific

A

Introspection relies primarily on non-observable responses ​
​
Introspection produced data that was subjective

52
Q

behaviourism rejects introspection

A

Early behaviourist such as Watson, rejected introspection as unobservable. ​
​
Argued we can only measure behaviour we can see​

53
Q

Griffiths

A

used introspection to study the cognitive processes of fruit machine gamblers. ​
He asked them to ‘think aloud’ whilst playing a fruit machine into a microphone on their lapel. ​

54
Q

four goals of [sych

A

Description. tells us “what” occurred​
Explanation. ells us “why” a behaviour or a mental process occurred​
Prediction . identifies conditions under which a future behaviour or mental process is likely to occur​
Change. applies psychological knowledge to prevent unwanted behaviour and to bring about desired change​
​

55
Q

strengths of the scientific approach

A

Knowledge acquired using scientific methods are more than just the passive acceptance of facts​
Causes of behaviour can be established through the use of methods that are empirical and replicable​
Scientific knowledge is self-corrective meaning that it can be refined or abandoned​
​

56
Q

weakness

A

Scientific psychologists create contrived situations that create artificial behaviours​
Much of the subject matter of psychology is unobservable, therefore cannot be measured with any degree of accuracy​
Not all psychologists share the view that that human behaviour can be explored through scientific methods​

57
Q

how people learn

A

operant learning
classical conditioning

58
Q

before conditioning

A

us and ur

59
Q

during conditioned

A

us ns ur

60
Q

after conditioing

A

cs cr

61
Q

operant conditiooning

A

earning through the consequences of behaviour.​
​
Positive/negative reinforcement​
​
+ behaviour strengthened by the addition of something such as praise or a direct reward​
behaviour is strengthened by the consequence of the stopping or avoiding of a negative condition​
​
Punishment – less likely to repeat​

62
Q

positive reinforcement

A

The reward is desirable consequences, feeling relaxed, confident, gaining approval of friends. ​

63
Q

negatice reinforement

A

The reward is the removal of an unpleasant consequence, relief from withdrawal symptoms​

64
Q

evaluation of skinner

A

Skinner used a strong experimental method which allowed him to control the conditions in which it was setup in. The ‘Skinners Box’ in particular is a good example of this in practice where the consequence was manipulated to see the effects on the rats behaviour. All of this allowed him to draw a strong cause and effect relationship.

:( - Critics have pointed out that he has relied strongly on the fact he can extrapolate his findings from rats onto humans. We are very different to rats and specifically we have free will, it can be argued that we do not have our behaviour determined by positive and negative reinforcement

65
Q

evaluation of pavlovs conditioning

A

It is difficult to say that conditioning works the same for every animal as some animals find it harder to form associations with certain stimuli. Thus Seligman proposed preparedness, this means that animals are prepared to associate aspects that will help their survival such as the smell of meat with food, but are less ready to associate random items such as a bell with a tree.

66
Q

Outline Skinners operant conditioning

A

Skinner studies how animals can learn from consequences of their own actions. Consequences involve either:
Positive reinforcement where something desirable is obtained or negative reinforcement where something undesirable is removed.
Skinner used a ‘Skinner Box’ which he placed one rat inside at a time. Each box had a variety of different stimuli including a speaker, lights an electric floor and a food dispenser connected to a lever. The time taken for the rats to learn that pressing the lever was recorded. He found that rats would initially run around the cage until accidentally pressing the lever then it was rewarded the food. The more it was put into the box, the quicker they got at learning about the lever. The rat had learnt that when it pressed the leaver there was a reward in return

67
Q

outline pavlov

A

Pavlov was studying dogs salivation however during his studies he found that dogs would end up salivating before there was any food, the direction of his studies changed and outlined classical conditioning.
He eventually ended up ringing a bell before giving the dogs food and then he would ring a bell and give no food, the dogs still salivated. The food is the UCS and salivation is the UCR. The bell had become the CS and salivation the CR.

68
Q

slt assumtpions

A

Observation & Imitation (modelling)​
Mental or cognitive processes are essential.​
Observational learning from identification of appropriate ‘models’.​
​Vicarious Reinforcement.​
Distinction between learning behaviour and the performance of that behaviour – Self-Efficacy.

69
Q

role of mediational processes

A

attention
retention]
resporduction
motivation

70
Q

attention

A

how much you concentrate on the model showing the behaviour

71
Q

retention

A

storing the behaviour you have witnessed

72
Q

resproduction

A

copying the behaviour you witnessed​
​

73
Q

Motivation

A

good reason to show the witnessed behaviour – a real/imaginary incentive

74
Q

bandura method

A

Method:​
2 groups. One group of children were in a room with an adult that shouted abuse at a doll and hit it with a hammer.​
The other group, the ‘control group’ saw non-aggressive behaviour from adults towards the dolls.​
Results​
The children were put in a room alone. ​
High levels of aggressive behaviour was apparent from children who had observed aggression.​
Conclusions​
Boys were also more aggressive than girls.​
Exposure led to aggressive behaviour.​

75
Q

Three main characteristics that make you likely to influence the observer and thus increase the likelihood of imitation:​

A

The more similar the model is seen to be by the observer. (Age/sex)​
​
Behaviour that is simple and easy is more likely to be imitated.​
​
Aggressive and antisocial behaviour is also more likely to be imitated (eg Bandura’s original study emphasises this.)​
​

76
Q

how behavipur is simialr to slt

A

Role of reinforcement ​
​
Behaviour is learnt ​

77
Q

behaviour differences from slt

A

Expectancy ​
​
SLT makes a distinction between learning and performance ​
​
Animals are not seen as the same as humans ​

78
Q

is behaviourism free will or detrministic

A

A degree of free will because you can choose how to behave​
However, your choice might still be determined by expectancy​

79
Q

contributions of the slt

A

Classical conditioning – explaining phobias, treating phobias (systematic desensitisation)
SLT – understanding aggression, eating disorders

80
Q

strength of bandura

A

POINT: One strength of SLT is it emphasises the importance of cognitive factors
EVIDENCE: Neither classical nor operant conditioning can offer a fully comprehensive account of human learning on their own because cognitive factors are not taken into account. Humans and animals store information about the behaviour of others and use this to make judgements about when it is appropriate to perform certain actions.
EVALUATION: This shows that SLT provides a more complete explanation of human learning than the behaviourist approach by recognising the role of meditational processes.

81
Q

limitation of bandura

A

POINT: One limitation of the SLT is that it relies too heavily on evidence from contrived lab studies.
EVIDENCE: Many of Bandura’s ideas were developed through observation of children’s behaviour in lab settings. This raises the problem of demand characteristics as the artificial setting may have encouraged the children to behave as they believe was expected of them therefore reducing the study’s internal validity.
EVALUATION: This suggests that Bandura’s research actually tells us little about how children actually learn aggression in everyday life.

82
Q

Assumptions of the Cognitive Approach​

A

Thought process should be studied scientifically.​
​Stimulus – response is accurate BUT there is a thought process between stimulus and response ​
The human mind is like a computer, called the ‘computer analogy’ (encodes/stores/retrieves

83
Q

Theoretical and computer models

A

Theoretical models are used to help understand/explain mental processes​
​
Models of memory demonstrates how memories are stored, forgotten, retrieved etc​
​

84
Q

Information processing model

A

input
processing
output

85
Q

input

A

Information comes in from the environment via our senses and is coded by the individua

86
Q

processing

A

The information, once encoded, can be processed (using schemas, for example) ​

87
Q

output

A

The output is the behavioural response. This is emitted following the processing.

88
Q

differences of comp and human

A

Computer coding is not affected by emotions (i.e. anxiety)​
Computer code has been directly inputted but humans add meaning to the input they receive through the senses, e.g. perception and interpretation​
Computers always pay attention to inputs; humans can direct their attention away from one input to another​
Humans receive inputs via various senses​
​

89
Q

similarities of comp and humans

A

Both take data from outside and code it (Schemas)​
They are both capable of storage (memory). ​
They both have the capacity to work on material, i.e. transform it in some way, e.g. working memory. ​

90
Q

emergence of cog new science

A

The study of brain structure on mental processes.​
​
Marries brain scanning technologies (PET, fMRI) with the study of cognitive processes.​

How damage to certain parts of the brain impact on cognitive functioning.

91
Q

Contributions of the cognitive approach​

A

Led to an emergence of cognitive science as a unified programme for studying the mind ​
​
Cognitive psychology is often at the forefront of many university departments. ​
​
Helps us to understand the cause of many psychological problems such as phobias and depression​
​
CBT is an effective treatment that is widely used ​
​
Important contribution to the field of artificial intelligence (AI) and robots.​

92
Q

Evaluation: application to everyday life cog

A

Cognitive psychologists are only able to infer mental processes from the behaviour they observe.
-Cognitive psychology, as a consequence, occasionally suffers from being too abstract and theoretical in nature.
-Experimental studies of mental processes are often carried out using artificial stimuli (such as memory tests with lists of words). They may not represent everyday memory experience.
-May lack external validity.

93
Q

Evaluation: machine reductionism cog

A

Computer analogy: even though there are similarities between the human mind and a computer (inputs, storage systems, outputs, the use of a central processor) analogy used by many.
-Machine reductionism ignores the influence of human emotion and motivation on the cognitive system, and how this may affect our ability to process information.
-Research has found that human memory may be affected by emotional factors, such as the influence of anxiety on eyewitness

Pysch (14 decks)

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