Issues and Debates Flashcards
1
Q
in animal research guide lines how should animals be cared for
A
- animals must be housed when they are not being studied
- animals must have companions if appropriate to their species
2
Q
how do animal ethics guidelines minimise impact on animals
A
- should should use the minimum amount of animals that is required
- when possible alternatives must be used such as videos rather than live animals
3
Q
Ethical issues in research - Social
A
-obedience research carries the risk of causing psychological harm
- however, issues of ethics were essential for the results
- social psych in the 50s and 60s would be considered wrong, for example lack of right to withdraw
4
Q
Ethical issues in research - Cognitive
A
- brain damage patients concern for protecting right to privacy and memory of consent
- cognitive psych rarely goes against BPS Guidelines
- use of filed experiments causes difficulty in gaining informed consent
5
Q
Ethical issues in research - Biological
A
- as tech has improved, access to models of brains an animals are more accessible
- can be argued that Pps leave a study with more knowledge that might change the way they think of themselves
- invasive surgeries on animals
6
Q
Ethical issues in research - Learning
A
- skinner used food deprivation to encourage animals to do tasks
- pavlova dogs were immobilised which could lead to excessive stress
- OP can lead to learned behaviours that can change someone
7
Q
Ethical Issues in research - Clinical
A
- in new drug treatments, Pps may be subjected to side effects
- Sz patients are vulnerable and should be cared for to not cause unnecessary harm
8
Q
Ethical issues in research - Sherif
A
- children were not allowed to call home causing stress
- prizes of pocket knives were given to adolescents (unnessecary risk)
- parents were not informed of the study
9
Q
Ethical Issues in research - Baddeley
A
- Baddeley used necessary deception to avoid demand characteristics (they did not know the full aims), which would have affected informed consent. - - he did gain their consent to take part.
- overall highly ethical
10
Q
Ethical issues in research - Raine et al
A
- the murderers were taken off their meds 2 weeks prior which could reduce QOL
- they were injected with a radioactive substance which can cause harm
- all Pps provided consent to take part in the study
11
Q
Ethical issues in research - Watson and Rayner
A
- the mother withdrew Albert showing that alberts was subjugated to high levels of stress
- Little Albert was unable to give his consent and didnt know what was happening
- Researchers did not know how long effects would last
12
Q
Ethical issues in research - Rosenhan
A
- Pseudo patients had no way out of the hospital which could be stressful
- The patients were subjected to harsh treatment from the staff and witnessed abuse
13
Q
Practical issues - Social
A
- Burger, had a standardised procedure which was controlled which lead to similar results
- Milgram, lacked generalisability
14
Q
Practical issues - Cognitive
A
- case studies can not be generalised to the population
- Bartletts war of the Ghost cannot be replicated as Pps were retested at random times
15
Q
Practical issues - Learning
A
- Pavlovs Dogs have both low generalisability and ecological validity
- Bandura has standardised procedure
16
Q
Practical issues - Biological
A
- Leve et al, had high generalisability as he used 360 families
- Brendgen had ecological validity and inter rater reliability
17
Q
Practical issues - Clinical
A
- Goldstein, longitudinal study
- Williams et al had set procedure
18
Q
For practical issues what do you use to evaluate?
A
G
R
A
V
E
19
Q
What is reductionism?
A
breaking something down into parts to study. then the findings from the ‘parts’ are put together.
20
Q
What is Holism?
A
when something is studied as a whole
21
Q
Reductionism - Social
A
- Latane in social impact theory reduces obedience to an equation and ignores interactions and other individuals
- Milgram reduces obedience to authority
22
Q
Reductionism - Cognitive
A
- studying memory in the Lab is not the same as in real life, it ignores the environment
- the WMM divides the STM into slave systems without recognising the connections. this can be also be said about the MSMM
23
Q
Reductionism - Learning
A
- Skinner explains behaviour as an outcome of previous behaviour
- Operant conditioning explains learned behaviour as a result of stimulus - response connection
24
Q
Reductionism - Biological
A
- focusing on aggression when studying the brain means reducing behaviour to individual structures
- there are cultures that show higher levels of aggression which suggests SLT
- animal studies reduce what is being studied to a small peice of brain function
25
Reductionism - Clinical
- Simplifies a complex behaviour by purely focusing on biological factors
- the dopamine explanation over focuses on the biological explanation
- Family therapy is a good treatment plan as it considers multiple components
26
Reductionism - Sherif et al
- didn't look at factors that could affect prejudice such as culture
- only looked at competition as instilling prejudice
- simplified aggression to verbal and physical
27
Reductionism - Baddeley
- there is more to memory than recall, for example the emotional meaning to words and memory
- was a lab study so did not account for environment
28
Reductionism - Raine et al
- Ignored environmental factors such as SLT
- Jim Fallon said trauma and trigger is needed
29
Reductionism - Watson and Rayner
- only looked as CC as a way to induce a phobia
- only looked at a simple specific phobia not complex
30
Reductionism - Rosenhan
- Symptoms of Sz was simplified to three words
- objective data was used more than subjective experience
31
Psych as a science - Social
- the intention for social psych was to become more scientific by using experiments
- milligram controlled variables to carefully manipulate
- however social psych cannot be said to be generalisable to the real world
32
Psych as a science - Cognitive
- is the most scientific perspective as it uses Lab contours and scientific methods
- Bartletts study lacked controls and standardisation
- Central Executive has limited Experimental support as it is so vague
33
Psych as a science - Learning
- conditioning theories use experimental controls to isolate the IV and the DV.
- A lot of animals studies used recoding the validity of Learning
34
Psych as a science - Biological
- brain scanning is an objective way of measuring brain activity
- environment can be carefully controlled so extraneous variables can be removed
35
Psych as a science - Clinical
- evidence for explanations can come from testing such as gene testing
- clinical psych as developed through brain scanning
- many lab experiments done to increase credibility
36
Psych as a science - Sherif et al
- controlled variables as the groups were matched for sporting ability and IQ
- no replicable as field experiment
- Pps not generalisable
37
Psych as a science - Baddeley
- has internal validity
- data was objective
- lab procedure and it had standardised procedure
38
Psych as a science - Raine et al
- PET scans are objective
- used matched pairs so controlled variables
- lab so controlled but lacked ecological validity
39
Psych as a science - Watson and Rayner
- not generalisable
- the study was filmed which increased reliability
- lacks ecological and task validity
40
Psych as a science - Rosenhan
- American sample so lacks generalisability
- cannot be replicated as a field study
- subjective as results came from notes from the pseudo patients
41
Development over time - Social
- social psych has changed over time due to historical events such as the holocaust
- in 1920s race theories were made to legitimise inequalities
- 1960s research into prejudice became focused on group dynamic
42
Development over time - Cognitive
- MSM was the first model
- MSM was basic so the WM was made
- Episodic buffer was added later on
- Baddeley used evidence from scans and case studies to add to his model
43
Development over time - Learning
- much of the knowledge has stayed the same but how it is used has altered.
-treatments have changed from flooding to SD
44
Development over time - Biological
- brain scanning has developed over time (from MRI to fMRI)
- early treatments for psychological conditions have changed and now are only carried out in emergencies
45
Development over time - Clinical
- 1st edition of the DSM was published over 60 years ago and there has been 4 more versions since
- new editions have incorporated culture
- development of treatments from typical drugs to a typical
46
Development over time - Sherif et al
- Sherifs study lead to RCT
- which was then implemented in society to help relieve prejudice through super ordinate goals. for example, team work between gangs
47
Development over time - Baddeley
- found differences in the way STM and LTM encoded
- as Baddeley did more experiments he added to his model
- Baddeley used brain scanning and case studies to develop his work
48
Development over time - Raine et al
- recent development in brain scanning has allowed Raine to PET scans to measure brain activity
- lab with highly controlled procedure show that research methods have not changed over time and are still highly effective
49
Development over time - Watson and Rayner
- Showed how phobias developed over time with continuous pairing of the loud bang with the white rat.
- This led to the development of a huge body of research in Behaviourism, e.g. Skinner who investigated the role of operant conditioning.
- It also led to the development of treatments, for example aversion therapy and then systematic desensitisation, based on the principles of classical conditioning.
50
Development over time - Rosenhan
- lead to changes of the DSM which keep getting improved to keep up with conditions.
- reduces abuse of power by staff by implementing CCTV
-
51
Explaining behaviour - Social
- Milgram showed how authority figures can cause obedience, however its describes instead of explaining how
- Latane shows what causes obedience, however in over simplifies human behaviour
- robbers cave supports RCT however competition is sufficient may not be needed
52
Explaining behaviour - Cognitive
- case studies such as HM show the effect go brain damage however not generalisable
- War of Ghosts support r3constrictive memory however not a controlled study
53
Explaining behaviour - Learning
- classical conditioning explains how phobias can be acquired, however use of animal studies. same with Skinner and Op Con
- social learning theory shows imitation behaviour by models and Bandura supports
54
Explaining behaviour - Biological
- Dabbs showed how Hormones affect aggression
- Darwin shoed how evolution affects behaviour however dare ins theory was not falsified
55
Explaining behaviour - Clinical
- Social causation theory suggest sits the environment, this is supported by Vassos
- Tenn using Amphetamines showed how high levels of D affect behaviour and conditions
- Beck and ellis is a symptom not a cause
56
Explaining behaviour - Sherif
- study suggests that prejudice has a natural basis and emerges spontaneously in the presence of competition emphasising the innate nature of prejudice
- social psych is based on nurture where we are influenced by groups, so become prejudice towards others.
57
Explaining behaviour - Baddeley
- the ability to encode acoustically and semantically is determined by nature
- stimulating memory allows maintenance rehearsal
- memory is something we are hardwired with
58
Explaining behaviour - Raine et al
- his study suggests that nature is the cause of violent tendencies
- however, Jim Fallon states we also have to have a traumatic childhood and a trigger
59
Explaining behaviour - Watson and Rayner
- Albert was chosen as he did not have an initial reaction to the rat. this suggests that there is a cause and effect between associations.
- however, Albert was chosen for his resilient personality, so this could have an effect on conditioning
60
Explaining behaviour - Rosenhan
- Diagnosis all have the same symptoms so this suggests a biological basis for Sz
- when Pps were diagnosed it was hard to be perceived otherwise, e.g. diary was abnormal. this shows a stigma which is nurture.
61
Cultural and Gender issues - Social
- social theories explain behaviour as due to social circumstances which are not affected by gender.
- Milgrams studies focused on men, making his research androcentric
62
what is Androcentrism
male entered, behaviour is judged on male standards
63
what is ethnocentrism
Judging other cultures by the standards and values of ones own culture
64
what is etic and emic
etic is when someone investigates a culture from an outside perspective
Emic is investigating cultural uniqueness ideally from an internal perspective
65
Cultural and Gender issues - Cognitive
- Sebastian and Hernandez Gil found difference in digit span between cultures
- memory is not affected by culture, it does not rely on schemas
- gender difference in memory of facial emotions
66
Cultural and Gender issues - Learning
- Learning theories are based on Nurture rather than nature, so different cultures will have different experiences.
- male and females are treated differently based on gender stereotypes
67
Cultural and Gender issues - Biological
- Hormonal differences between men and women
- evolution, males are more likely to be aggressive.
- little difference in culture as it looks at genetics
68
Cultural and Gender issues - Clinical
- definition of abnormal behaviour differs depending on culture
- DSM has changed to account for cultural differences
- women are usually diagnosed later or misdiagnosed
69
Cultural and Gender issues - Sherif
- 22 white boys, so behaviour can only explain boys behaviour, androcentric
- collectivist cultures value sharing and have lower levels of prejudice.
70
Cultural and Gender issues - baddeley
- both men and women can be applied to this study
- has Cultural bias as was done in America
71
Cultural and Gender issues - Raine et al
- done in the Uni of Cali so is culturally restrictive
- sample only had two women, so has Beta bias
- Brain structure does not differ greatly between culture or gender
72
Cultural and Gender issues - Watson and Rayner
- one white male was delibaralty chosen for his resilience
- however, CC is believed to be based on innate fear responses.
73
Cultural and Gender issues - Rosenhan
- cultural bias as was only done in the states.
- no gender bias as 5 men and 3 women were used
- DSM is based on western Symptoms
74
Nature Nurture - Social
- social psyche is predominantly nurture as it looks at the influence of groups
- milligram was showing how obedience was a consequence of situation
- personality from birth affects obedience, however some such as authoritarians is nurture
75
Nature Nurture - Cognitive
- Cognitive approach assumes that we are born with a hardwire to perform certain functions
- experience changes the way we remember (schema)
-case studies show how memory can change through situation
76
Nature Nurture - Learning
- Skinners work reduces work down to Nurture, learning through reward and punishment
- Gender roles are learnt rather than biological
- learning theories disregard mental processes when learning
77
Nature Nurture - Biological
- Freud acknowledges the role of external factors
- genes program behaviours e.g. MAOA
- Bergen, genetic for physical aggression
78
Nature Nurture - Clinical
- genetic predisposition for Sz
- Diathesis stress model shows interaction between the two.
- Ellis and Beck show how it is the environment
79
Nature Nurture - Sherif
- prejudice emerges spontaneously through competition showing it is not innate rather a group influence
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