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Psychology Paper 2 > Approches > Flashcards

Approches Flashcards

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1
Q

Wundt farther of psychology

A

First to be called a psychologist
Opened a psychology lab in Germany 1879
Explore human mind

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2
Q

Introspection

A

Means looking into
Examination of one’s thoughts
Presented with a problem to solve or memories and report back inner experiences
Should be obtained during task performance rather than after to avoid memory problems

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3
Q

AO3 introspection

A

Report may be distorted deliberately may pretend to have positive ones

Deley between concocoius experience and reporting the existence forget parts

Can’t be replicated not reliable

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4
Q

Scientific method in psychology

A

Emperical
Objective
Replicable
Controlled
Theory

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5
Q

AO3 introspection not particularly accurate

A

Lacks validity not very accurate
Argue human little knowledge of causes of their own behaviour so dosent have much value
So introspection as a method very vague difference to use in study’s

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6
Q

AO3 introspection Wunt method unreliable

A

Behaviourist criticised argue to unscientific
Report consciousness experiences but process themselves e.g memory considered unobservable lack emepericissm and reliability key element of scientific method

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7
Q

Strength of scientific approach to psychology

A

Relie on objective and systematic methods of observation better than just passive acceptance of facts
Can establish cause and effect behaviour method that are empirical

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8
Q

Weakness scientific approach to psychology

A

Very controlled create unrealistic environment tell us little how people act in real world

Subject matter in psychology unobservable can’t be measured accuracy it’s most inferential of all sciences

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9
Q

Main assumption psychodynamic approach

A

Sigmund Freud
Theories based on principle that unconscious drives have major influence on our lives how we behave

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10
Q

The conscious

A

The small amount of mental activity we know about

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11
Q

The pre conscious

A

Things we could be aware of if we wanted or tried

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12
Q

The unconscious

A

Things we are unaware of and can not become aware of

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13
Q

3 assumptions

A

Role of the unconscious

Tripartite model of personality

Psychosexual development

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14
Q

Assumption 1 role of the unconscious

A

Unconscious thoughts Sometimes reveal themselves through Freudian slips in creativity and neurotic symptoms

Unconscious extended its influence every part of our lives and sleep

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15
Q

Assumption 2 tripartite model of personality

A

ID - instincts (pleasure principle) innate from birth

Ego - reality principle develop 1 year old

Superego morality conscience develop around age 5

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16
Q

Personality development

A

ID and super ego conflict with eachotner
Ego manages the conflict
Depend on strength how well it does
Key to healthy personality good balance between the Id and superego

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17
Q

How does who strength develop

A

Naturally with age damage or enhanced life experiences
Child taught right and wrong have strong ego
Life experience important and relationship with parents

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18
Q

Assumption 3 psychosexual development

A

Libido driving force express sexual energy in development
Each stage person life force or lobido attached particular organ of the body

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19
Q

Oral stage 0-1

A

Libido focuses on mouth
Pleasure gained eating sucking
At this stage the Id In control

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20
Q

Anal stage 1-3

A

Libido focussed on the anus
Pleasure to or whithholding going the toilet
Ego beggins to develop

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21
Q

Phallic stage 3-6

A

Libido focused on the genitals
Exploration and interest in genitals
ID ego fully formed
Super ego created end of this stage resolution of the opedious or electra complexes

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22
Q

Opedious Complex

A

Boy develops sexual desires for mum posses mum get rid of dad if dad found out take what he loves most (penis) develop castration anxiety resolve problem imitating copying joining dad behaviour take on mate gender role

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23
Q

Electra complex

A

Girls believe don’t have a penis mum already castrated them turn to dad for love to regain penis
Suffer penis envy rest for lives resolve this by male baby male lover or career

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24
Q

Latency stage 6 - puperty

A

Girls friends girls boys friend sour boys
All earlier conflict repressed into unconscious

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25
Q

Genital stage puperty

A

Libido on genitals opposite sex
Adult personality set problem earlier stage return
Focus on development of independence

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26
Q

Fixation

A

Overindulge or frustrated in stages lead to issue as adult

Overindulge- reluctant to leave psychological benefit of a particular stage overly satisfied

Frustrated need of developing indervidual particular stage may not been adequately met

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27
Q

AO3 strength

A

Application to therapy
Assumption unconscious and childhood importan determine behaviour lead psychotherapies develop e.g dream therapy psychoanalysis well used treatment for issues demonstrates utility of approach improve lives

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28
Q

AO3 strength

A

Research support
Little hans phobia horses but displament phobia of dad and fear of castration experience Oedipus complex
Does have some supportive evidence but limited

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29
Q

Behaviourist main approach

A

All born blank slate
All we have at birth is the capacity to learn
All behaviour learned from the environment
Focus of the approach - observable behaviour

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30
Q

Classical conditioning

A

Learning by association

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31
Q

Classical conditioning method

A

Before conditioning :
food. Salvation
UCS - UNR

During condition :
Bell Food. Salvation
NS. - UCS. - UCR

after conditioning

bell Salvation
CS. - CR

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32
Q

Other important features of classical conditioning

A

Timing
Extinction
Spontaneous recovery
Stimulus generation

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33
Q

Timing

A

Timing of the pairing of the NS with the UCS needs to be right or conditioning may not take place

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34
Q

Extinction

A

The CR does not always become permanently established if the CS is presented a few times without the UCS then the behaviour disappears

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35
Q

Spontaneous recovery

A

If CS and UCS are paired quickly back together again then the link between them is made much more quickly

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36
Q

Stimulus generation

A

Once animal been conditioned will also respond to other stimuli that are similar to the CS

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37
Q

Operant conditioning

A

Learning through rewards and punishments

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38
Q

Positive reinforcement

A

Giving a reward for behaviour that encourages the behaviour to continue

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39
Q

Negative reinforcement

A

Taking away something negative to encourage a behaviour to continue

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40
Q

Rat in a Skinner box

A

Demonstrated pigeon or rat in a Skinner box randomly moves around box

Occasionally leads to accidentally pressing lever and food pellet being delivered

Rat soon learned through positive reinforcement continue pressing the lever show behaviour can be learnt

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41
Q

Other important features of operant conditioning

A

Schedule of reinforcement
Punishment

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42
Q

Schedules of reinforcement

A

Continuous reinforcement schedule most effective e.g good pellet given to ray when press lever

43
Q

Punishment

A

Decrease behaviour be positive add something unpleasant ground child or negative taking away something pleasant fave toy

44
Q

AO3 strength behaviourism

A

Been applied to therapies been created to treat phobias
E.g systematic desensitisation eliminate learned fear response replace with another matter demonstrates utility of behaviourist approach help improve lives of people with phobias

45
Q

A03 strength behaviourist approach

A

Research support little Albert conditioned fear of white rats strike steel bar behind his head whne he reached for them so formed association of fear with white rats highlights behaviour term way we learn it e.g CC

46
Q

One weakness of behaviourism

A

Over looks other factors e.g cognitions other rage could be a product way we think e.g stem from illness such as depression result faulty thinking so can’t offer complete explanation human behaviour

47
Q

Humanistic approach main assumptions

A

Focus on conscious experience free will topic meaningful to humans strive personal growth/fulfilment

Make significant personal choices within the constraints imposed by these other factors (external influences)

48
Q

Maslow theory

A

Interested not what went wrong but what went right with a person

Hierarchy of needs - personal growth/fulfilment

Movement in psychology- positive psychology happiness

49
Q

Maslow hierarchy of needs

A

Self actualisation
Esteem needs
Love and belonging
Safety needs
Physiological needs

50
Q

Hierarchy of needs summary

A

Basic needs at bottom most advanced at top

Each level fulfilled to reach self actualisation

More basic a need more powerfully is experienced more difficult to ignore

51
Q

Self actualisation

A

People reach it share certain characteristics- creativity accepting accurate perception of world

Experience moment inspiration ecstasy leave behind fears

52
Q

Focus on the self

A

How we regard ourselves as a person people got 2 basic needs
Positive regard- from others
Self worth
Develop during childhood parent and friend
Closer self concept and ideal self greater self worth and psychological health

53
Q

Congruence

A

Similarity person idea self and how they perceive themselves to be in real life

Most people feel state of incongurence

54
Q

Incongurnces

A

Difference between ideal self and actual self

55
Q

Unconditional positive regard

A

Acceptance by others no matter what no condition of worth feel good no matter what

56
Q

Conditional positive regard

A

Only accept based on what others want us to do develop conditions of worth
Where we precieve others expect of us can see positive light

57
Q

strength of humanistic approach

A

Application to treatment of mental health issues e.g depression and anxiety
Led to development of counselling therapies that are utilised around the world treat mental health problems impacts r it has improved people’s lives such problems

58
Q

Strength of humanistic approach

A

Research support back up concept with approach e.g Harter et al teens need to fulfil certain conditions meet parent approval end up not liking themselves create flase self lead to depression this shows good face validity and further demonstrate utility of approach

59
Q

Social learning theory main assumption

A

Learning is primarily through observation
Observe role models learn about consequences of behaviour through indirect or vicarious reinforcement

60
Q

Role models

A

Live role model - parent teacher or mate

Symbolic model - someone protrayed in media tv character

61
Q

Identification

A

Extent person relate to role model feel similar
Children more likely identify model same sex
Identification make learning more effective

62
Q

Vicarious reinforcement

A

Learning consequence of an action and adjusting behaviour accordingly

Try rewarded behaviour than punished

Don’t have to experience reward or punishment directly

63
Q

Bandura 4 meditatioal processes

A

Attention how much behaviour we notice

Retention- how much we remember

Motor production- ability of person to perform behaviour

Motivation - was behaviour seen reward or punished

64
Q

Imitation

A

What child learn is acquired imitation behaviour and attitude parents
Faster process than conditioning
Key factors
Characteristic of model
Ability to perform
Observe consequences

65
Q

Direct reinforcement

A

Person after seeing an action be vicariously reinforced then decides imitate behaviour may be directly reinforced (operant conditioning link)

Potentially reinforce behaviour more

66
Q

Bandora bobo doll study

A

Demonstrated theory how aggressiveness is learned through modelling
Observing someone else behave aggressively later imitating it

67
Q

BOBO doll procedure

A

Half children exposed to adult interacting with agressove behaviour others non aggressive

Aggressive they display physical acts hitting throwing punching and verbal aggression (POW)

68
Q

Findings of BOBO doll

A

Children exposed to agressove behaviour reproduced it and others virtually no aggression

Follow up study found chid who saw model rewarded for aggressive behaviour more lily show high level aggression in own play

69
Q

strength of SLT

A

Principals have been use to understand behaviour
Probability someone engaging criminal behaviour increase whne identity with criminal model imitate behaviour they display help with early intervention stop negative influence change to more positive
This matters because can be applied not only explaining behaviour but changing it

70
Q

Strength SLT

A

Research evidence bandura
Children exposed to aggressive behaviour themselves whne lkahing with Toys than those who weren’t exposed
Demonstrated utility of SLT explaining human behaviour

71
Q

Weakness STL

A

overlooks other factors like biology assume all behaviour learnt observation role model that we imitate others argue from genetic predisposition born with don’t learn behaviour
Matters because can’t offer full explanation for behaviour

72
Q

Main assumption cognitive approach

A

Explain behaviour terms of thoughts Beliefs and attitudes internal aspect of the mind
How people store manipulate interpret info study process like perception memory thinking and problem solving

73
Q

Schema

A

Cognitive framework we use to to organise and interpret info in the brain

74
Q

Effect of schemas

A

Take short cuts when interpreting huge amount of info deal with on daily basis

However can exclude info not conform to schema fill in gaps may not be true

75
Q

Computer models

A

Using computer analogy we can argue info inputted through senses encoded in memory then compounds with previously stored info

Humans could be seen to be same as computers terms of mental processing

76
Q

Theoretical models

A

Used to explain how memory (mental processes) might work

MSM WMM simplified representations based on current research evidence

77
Q

Model of memory

A

Is a representation of memory help us to understand how our memory works and what our memory might look like

78
Q

Emergence of cognitive neuroscience

A

Rapid advances latter 20th century in study of human brain

Non invasive neuron imaging techniques help to understand how different part of the brain is linked to cognitive activities and taks

79
Q

FMRI

A

Measure brain activity person performs a task by measuring blood flow indicate neural activity in brain activity more oxygen means area more active so rescuers able to map which area involved in mental activity

80
Q

EEG

A

Measure electrical activity in the brain
Electrode go on scalp detect electrical charges activity in brain cell graphed over period of time
Used to detect disorder like epilepsy
Spike on chart show epilepsy slow waves injuries or disease

81
Q

Strength of cognitive approach

A

Application to treatment of depression
Internal mental processes increased understanding why people develop depression faulty thinking negative schema led to cognitive behavioural therapy matter as it is an effective treatment for depression improve lives

82
Q

Strength of cognitive approach

A

Research by psychologists found patient with depression more likely have misinterpreted info negatively and feel hopeless about future matters as it support ideas cognitions involved in development behaviours

83
Q

Biological approach main assumptions

A

Explain all behaviour in term of physical bodily processes e.g
Genetic basis behaviour passed generation to generation
Role of neuro chem and nervous system
Biological evolution

84
Q

Assumption 1 influence of genes on our behaviour

A

Certain behaviours inherited by parents (nature )
Indervidual combo genetic instructions make personality intelligence about differ
Determine eye colour or create genetic predisposition behave certain way
More trait influenced by genes greater it’s hereditary

85
Q

Genotype

A

Genetic code that is written in the DNA of an individual cell
Genotype influenced by environmental factors- trauma event in life unbringing

86
Q

Phenotype

A

Way a person genes are expressed through physical behaviour psychological characteristics

87
Q

RM twin study

A

Mz - identical 100% same DNA
Dz - non identical 50% DNA
Higher concordance rate more a behaviour likely inherited and if inherited concordance rate MZ twins higer than DZ

88
Q

Concordance rate

A

Term used in stats and by genetics to describe the rate of probability two people shared genes develop same disease

89
Q

Offending behaviour

A

Christians examined over 3,500 town pairs in Denmark and identified concordance rate of criminal behaviour
MZ - female 21 - male 35
DZ - female 8 - male 13

90
Q

Finding of offending behaviour

A

Do indicate a degree of inheritance of offender behaviour
But concordance rate are low indicate environment still play large part criminal behaviour

91
Q

Assumption 2 influence of biological structures (neuroanatomy ) on behaviour

A

Nervous system
Brain

92
Q

2 divisions of the nervous system

A

Central nervous system
Pheripheral nervous system

93
Q

Central nervous system

A

Brain and spinal cord

94
Q

Pheripheral nervous system

A

Somatic NS.
Automatic NS
Sympathetic NS Parasympathetic NS

95
Q

6 lobes of the Brain

A

Frontal - thinking planning organising emotions

Motor - movement

Sensory - sensations

Parietal - perception making sense of world spelling

Occipital - Vision

Temporal - memory understanding language

96
Q

Clive wearing

A

Injured his brain

Our memory can be spilt into STM and LTM

he damages his STM but not LTM

Had an effect on his behaviour

97
Q

Assumption 3 neurochemistry

A

Neurotransmitters

98
Q

Excitatory

A

Trigger nerve impulses in the receiving neuron stimulate brain action e.g dopamine associated with drive or motivation

99
Q

Inhibitory

A

These inhibit nerve impulses in order to calm the brain down and balance mood

Serotonin needs to be at the right level to maintain a stable mood

100
Q

Assumption 5 Evolution and behaviour

A

Over time organism become adapted to their environment (bio evolution)
Called natural selection
Compete for resources
Those wihr adaptibe traits win comp more likely survive and reproduce
Trait passed onto off spring and become widespread in population

101
Q

Criticism of Bio approach

A

Over looks other factors like learning that can explain behaviour

Bio assume all behaviour inherited or product of biology behaviourist argue it come form environment what we learn

Matters because bio not offer full explanation of human behaviour so it’s limited

102
Q

Strength of biological approach

A

Evidence certain behaviour explain bio like schizophrenia

Twin studies provide support genetic explanation of schizophrenia conducted large scale family found higher concordance rate MZ 48% DZ 17%

Matters because it has high internal validity

103
Q

Strength of biological approach

A

Application to treatment of illness such as OCD with drug therapy

Neurochem increased our understanding why people liners like OCD low levels of seretonin thought to be associated OCD SSRI increase level reduced symptom

Matters because help people with there mental health

Psychology Paper 2 (3 decks)

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