Issues and Debates Flashcards

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1
Q

What is gender bias?

A

The differential treatment/representation of men + women based on stereotypes rather than real differences (can exist in how research is conducted or in theories biased to one gender)

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2
Q

What is andro-centrism?

A

Male-centred: taking male thinking or behaviour as universally ‘normal’

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3
Q

What is alpha-bias?

A

Exaggerating the differences between men and women or between cultures

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4
Q

What is beta-bias?

A

Ignoring/minimising differences between men and women or between cultures (often happens when findings from men are applied universally)

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5
Q

What is universality?

A

Theories that apply to all people, regardless of gender or culture (gender + culture bias threaten universality of findings)

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6
Q

What are the consequences/implications of gender bias? (AO3) (3 points)

A

Research involving ‘all male’ samples may lead to normalisation of male behaviour and ab-normalisation of female behaviour.
Could provide ‘scientific’ justification for gender discrimination
So gender bias in research could = damaging consequences affecting lives of real women

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7
Q

What is sexism within the research process? (AO3) (2 points)

A

Institutional sexism: more men at senior research level –> more male researchers having work/interests published –> female interests/concerns ignored/marginalised
Procedures in research process: way research done needs addressing (women often studied by men = unequal power relationship)

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8
Q

(AO3) Avoiding Beta Bias?` (2 points)

A

minimising differences can have dual effects:
+ equal treatment has allowed women greater educational/occupational opportunities
- draws attention away from important differences e.g. in relation to biological demands of childbirth (equal parental leave could therefore be said to disadvantage women as it ignores biological demands)

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9
Q

(AO3) Feminist Psychology? (2 points)

A

Feminist psychology agrees real bio differences with men + women, but says social stereotypes increase perceived differences, so its essential to re-examine ‘facts’ about gender.
Research agenda should have = focus on men + women’s concerns- could call for more females needed at senior research level

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10
Q

(AO3) Challenging assumptions about gender? (3 points)

A

Gender bias unchallenged in many theories (e.g. Darwin sexual selection suggest women= choosy + men compete to be chosen)
Theory challenged as being rooted in Victorian ideas of women as coy & men as aggressive.
DNA evidence suggests women also likely to mate with multiple men (stud sampling) suggesting women equally competing with other women (so may be as competetive as men)

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11
Q

What is culture?

A

The behaviours, attitudes and values of a particular group, community or nation

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12
Q

What are the main advantages of cross cultural research?

5 points

A

Awareness of implicit assumptions, separating behaviour from context (help counteract ethnocentrism), separating cultural confounding variables, study conditions rare in the US/other cultures, test applicability of theories to other cultures

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13
Q

What is collectivism?

A

Collectivists focus on identifiable ‘in’ group and reject ‘out’ group. Behaviour regulated by group norms.
Emphasis on social hierarchy, stress ‘in’ group fate, encourage child obedience. WE not I

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14
Q

What is individualism?

A

Behaviour is regulated by personal lives. More emotionally detached from larger ‘in’ group. Encourage autonomy + self reliance in children. ME not WE

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15
Q

What is an EMIC approach?

A

Culturally specific- studying one culture alone to study culture-specific behaviours. Researchers try to study behaviour through perspective of those living in that culture.

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16
Q

What is an ETIC approach?

A

Culturally general: views/evaluates from outside cultures Compares psychological phenomena across cultures to try to find universal human behaviours.

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17
Q

What is an imposed ETIC bias?

A

Trying to generalise observations/findings from one culture to another or universally

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18
Q

What are some examples of imposed etics?

A
Attachment- strange situation- Ainsworth- Takahashi:
possible inaccurate classification of insecure-resistant due to distress of Japanese children- probably due to cultural norms of staying together constantly
Definitions of abnormality- deviance (statistical infrequency) from white middle-class values
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19
Q

What are disadvantages/limitations of cross-cultural psychology?

A

Ambiguity, complexity, potential confusion, challenges of interpreting meanings, miscommunication/translation issues, harder to reach consensus, very difficult to avoid ethnocentric bias

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20
Q

What is holism?

A

Perceiving the whole experience rather than the individual features (the whole is greater than the sum of its parts)

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21
Q

What is reductionism?

A

breaking complex phenomena (e.g. human behaviour) down into simpler components (the whole consists of its parts and the relations between them)

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22
Q

What are the different levels of reductionism? (highest to lowest?) (use example of OCD)

A

Socio-cultural level: It’s considered odd by most people
Psychological level: experience of having obsessive thoughts.
Physical level: The movements involved in handwashing
Physiological level: Neurochemical level – low levels of serotonin

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23
Q

What is the basis of reductionism?

A

Scientific assumption of parsimony (simplest possible assumptions). Complex phenomena should be explained by simplest underlying principles possible,
Reductionism is in line with the scientific approach and the findings can be replicated and verified.

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24
Q

What is biological reductionism?

A

All behaviour can be reduced down to a physical level since all animals are made up of atoms.
Reduce behaviour to the actions of: Neurons/Neurotransmitters/Hormones/Genetics/Evolution

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25
Q

What is environmental reductionism?

A

Behaviourism: Reduce behaviour to simple stimulus–response links which can be tested and explained using laboratory experiments.
(Phobias, Attachment)

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26
Q

What is machine reductionism?

A

Cognitive approach:
Compares the human mind to a computer (inputs and outputs etc)
Reduces complexity of mind to machine, + so ignores influence of human motivation + emotion e.g. fear on the cognitive system.
Therefore may not give us full insight into mental complexities.

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27
Q

What is experimental reductionism?

A

Reducing complex behaviour to operationalised variables (IV, DV) that can be manipulated and measured to determine causal relationships

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28
Q

What are the strengths of reductionism? (AO3)

A

+ Reducing complex behaviour to lowest, simplest form makes it easier to understand (and treat)
+ Allows detailed look at factors that effect behaviour.
+High level of predictive power.
+Scientific: Breaking complicated behaviours down to small parts (operationalise variables) means they can be scientifically tested + explanations based on scientific evidence will emerge.

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29
Q

What are the weaknesses of reductionism? (AO3)

A

-Ignores complexity of behaviour and can be oversimplified
(E.g. Giving ppl medication may miss real cause of a behaviour e.g. family problems)
-Focus on a single level of explanation leaves out other levels of explanation – incomplete explanations
-Lacks validity (e.g. we can see how the brain responds to particular musical sounds by viewing it in a scanner, but not how you feel)

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30
Q

What did the Gestalt psychologists argue?

A

Gestalt: German for ‘whole’
Argued when studying human functioning, we need to look at whole person
Focused on perception
The whole is not simply a sum of its parts. It’s greater than that.

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31
Q

How is social psychology linked to holism?

A

Some aspects of social behaviour only emerge within a group context, and cannot be understood at the level of individual group members
(Conformity to social roles, deindividuation)

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32
Q

How is the humanistic approach involved in holism?

A

Rejects reductionism totally.
Belief that holism the only valid approach to complete understanding of mind + behaviour.
Starting point is self (personal identity) which they consider a functioning whole.
Includes awareness of person I ‘am’ and ‘could be’.
Lack of identity/‘wholeness’ leads to mental disorder.
Successful therapy brings together aspects of ‘whole person’.

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33
Q

What are the strengths of holism?

A

+Looks at everything that may impact on behaviour – provides more complete understanding of human behaviour
+Considers more than one cause – appreciates humans are complex

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34
Q

What are the weaknesses of holism?

A
  • Doesn’t allow for detailed study into one area
  • Non- scientific: often hypothetical & lacks predictive power of more scientific explanations
  • Over complicates behaviours which may have simple explanation
  • Neglects importance of biological influences
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35
Q

What are the alternative levels of reductionism? (3 levels not 4)

A

Very similar just 3 not 4:
Highest level: includes cultural + social explanations of how social groups affect behaviour
Middle level: includes psychological explanations of behaviour
Lower level: biological explanations including hormone and genes.

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36
Q

What is the idea of free will?

A

That humans can make choices about own behaviour + not determined by biological/external forces.
We are ‘self-determining’ + free to choose our thoughts /actions.
Doesn’t deny there are biological + environmental forces that have influence on our behaviour – but we can reject these forces.

37
Q

How does the humanistic approach support the idea of free will?

A

Maslow: our need and motivation to self actualise.
Rogers: as long as a person remains controlled by other people/things, they cannot take responsibility for their behaviour & so cannot begin to change.

38
Q

What is determinism?

A

Behaviour is shaped or controlled by external or internal forces over which we have no control.

39
Q

What is hard determinism?

A

There is no free will
All behaviour has a cause, and can therefore be predicted
This type of determinism is compatible with the aims of science

40
Q

What is soft determinism?

A

There is an element of free will
Whilst all human action has a cause, there is room for manoeuvre.
People have some control over the way they act

41
Q

What are the types of hard determinism?

A
Biological determinism (genetics, hormones, evolution)
Environmental determinism (e.g. how we are treated)
Psychic determinism (Freud / unconscious conflicts)
42
Q

What is biological determinism?

A

The idea that traits and behaviours are governed by internal biological factors like genes, neurochemistry, brain structure and function.

43
Q

What is environmental determinism?

A

The idea that traits and behaviours are governed by external forces such as experiences, upbringing, learning, schools, parents, peers etc.

44
Q

What is psychic determinism?

A

The idea that traits and behaviours are governed by unconscious instincts and drives, the cause of behaviour is rooted in childhood experiences

45
Q

What are the types of soft determinism?

A

Cognitive approach and social learning approach

46
Q

How does the cognitive approach support soft determinism?

A

We are limited by our mental abilities and the biological processes of the brain (e.g. schemas are automatically activated. NATs – negative automatic thoughts)
But we have some free will over our thoughts within these constraints.

47
Q

How does social learning approach support soft determinism?

A

We are free to choose who + what we attend to, + when/whether we perform certain behaviours (ARRM)
Reciprocal determinism – we are influenced by our environment, but we also exert an influence upon it.

48
Q

What are the issues with determinism? (AO3)

A
  • No behaviour completely biologically or environmentally determined: E.g. MZ twin studies – despite sharing exactly the same genes concordance rates for IQ, mental disorders etc. never 100%. Therefore can’t fully explain any behaviour.
  • Hard determinism challenges our legal system
49
Q

What are the strengths of determinism? (AO3)

A

+Consistent with aims of science & has led to prediction & control of behaviour.
Treatments & therapies developed as a result: e.g. drug therapy for mental illnesses.
Behaviour management strategies in schools show consistently rewarded positive/punished negative behaviour leads to shaping & control of behaviour.
Without determinism behaviour too random to control/predict.

50
Q

What are the issues with free will? (AO3)

A

Free will may just be an illusion: Skinner- just because we decide between actions does not = free will.
While ppl might ‘choose’ to watch a particular film, their choice actually determined by previous reinforcement.
Lack of support from cognitive neuroscience

51
Q

How is there a lack of support from cognitive neuroscience for the idea of free will? (AO3)

A

Neurological studies of decision making have revealed that our brain decides our action a moment before we do.
Libet recorded activity in motor regions of the brain, before person had conscious awareness of decision to move finger.
The decision to move finger happened after the brain had already activated its motor regions.

52
Q

What are the strengths of free will? (AO3)

A

Free will has face validity & positive impact on well-being: Roberts: found teenagers with high external locus of control (feeling their lives were decided by events outside their control) had a much greater risk of depression

53
Q

What does the ‘nature’ debate argue?

A

Behaviour is caused by innate characteristics that have been inherited (Biological factors / evolutionary influences) E.g. Schizophrenia or Bowlby’s evolutionary theory of attachment.

54
Q

What does the ‘nurture’ debate argue?

A

Behaviour is a product of environmental influences

E.g. Classical conditioning of phobias or Bandura’s bobo doll study

55
Q

What does the interactionist approach argue?

A

The idea that nature and nurture are linked to such an extent that it does not make sense to separate the two, so researchers instead study how they interact and influence each other.
e.g. Intelligence is 50% nature and 50% nurture
, PKU

56
Q

What is PKU and how does it support the interactionist approach?

A

PKU is a genetic disorder that stops certain amino acids being metabolised. This leads to brain damage. BUT brain damage can be avoided by following a particular type of diet. Therefore impossible to say whether disorder is caused by nature or by nurture, but makes far more sense to consider the interaction between the two.

57
Q

What is the strength of a nature approach? (AO3)

A

Has led to the development of drug therapies to treat psychological problems that have a biological origin e.g. SSRI’s can be used to treat depression.

58
Q

What is a strength of the nurture approach? (AO3)

A

The nurture approach has led us to focus more on the importance of environmental influences such as the importance of high quality day care.

59
Q

What is a weakness of the nature approach? (AO3)

A

An extreme nature stance suggests that ‘anatomy is destiny’, which can lead to ‘selective breeding programmes (eugenics) such as the US sterilisation of ‘feeble minded’.

60
Q

What a weakness of the nurture approach? (AO3)

A

An extreme nurture stance has led to terrible ‘experiments’, such as changing the gender of David Reimer in the belief that gender is entirely learnt.

61
Q

What is a key issue with the idea of an either/or nature-nurture approach? (AO3)

A

Meaningless to argue for either nature or nurture

Universally most psychologists agree than interactionist approach is most suitable. E.g. in approaching PKU

62
Q

What are the strengths of the interactionist approach? (AO3)

A

Development of diathesis-stress model (support from Tienari sz vulnerability study)
Idea of ‘nature affects nurture’: Plomin: ‘passive influence’- parents’ genes influence aspects of their behaviour, creating certain type of environment for their children.
Idea of ‘nurture affects nature’: neural plasticity suggests life experiences shape our biology (Maguire taxi drivers)
Role of epigenetics

63
Q

What is the idiographic approach?

A

Focus on the individual and recognition of uniqueness.
Private, subjective and conscious experiences.
Qualitative methods of investigation.

64
Q

What is the nomothetic approach?

A

Focuses on similarities between ppl. Attempts to establish laws + generalisations about ppl.
Objective knowledge through scientific methods.
Quantitative methods of investigation.

65
Q

What methods of investigation does the idiographic approach tend to use?

A

Tends to use qualitative data

Methods of research include: case study, unstructured interviews, self-reports, autobiographies and personal documents.

66
Q

What are two examples of approaches within psychology that tend towards an idiographic approach?

A

Humanistic: Focus on person’s subjective experience (unique to them) not on producing general laws about behaviour. Carl Rogers’ person centred therapy
Psychodynamic: Freud’s use of case studies e.g. Little Hans. Freud did produce generalisations from case studies but are still idiographic as they’re drawn from unique individuals

67
Q

What are the strengths of the idiographic approach?

A

Provides a more complete/global understanding of the individual.
Satisfies key aim of science – description + understanding of behaviour.
Findings can serve as a source of ideas or hypotheses for later study.
The focuses mean the individual feels valued + unique.

68
Q

What are the weaknesses of the idiographic approach?

A

Difficult to generalise from detailed subjective knowledge about one person.
Often regarded as non-scientific as subjective experience can’t be empirically tested.
Can’t produce general predictions about behaviour that can be useful for e.g. drug treatment for mental illness.
Time consuming

69
Q

What methods of investigation does the nomothetic approach tend to use?

A

Usually uses experiments and observations.

Group averages are statistically analysed to create predictions about people in general.

70
Q

What are some examples of the nomothetic approach in psychology?

A

Biological approach: Seeks to portray basic principles of how body and brain work.
E.g. brain scans done in order to make generalisations about localisations of function
Behaviourism: Skinner + behaviourists studied responses of hundreds of rats, pigeons etc in order to develop general laws of learning (CC and OC)

71
Q

What are the strengths of the nomothetic approach?

A

Regarded as scientific as it’s: precise measurement; prediction and control of behaviour, investigations of large groups, objective + controlled methods allowing replication + generalisation.
Has helped psychology become scientific by developing empirically testable laws + theories

72
Q

What are the weaknesses of the nomothetic approach?

A

Predictions can be made about groups but may not apply to individuals.
Approach accused of losing sight of the ‘whole person’.
Gives a superficial understanding – people may act the same but for different reasons
Extensive use of controlled laboratory experiments creates lack of generalisation to everyday life

73
Q

How can the idiographic and nomothetic approach work together?

A

Treating them as ‘either or’ is false and unhelpful Instead they work together. Idiographic can complement nomothetic by shedding further light on general laws or challenging them
e.g. using a nomothetic approach, Miller established the capacity of STM.
But case study (idiographic) of HM revealed he had intact STM but had problems with his semantic but not procedural memory.

74
Q

What are ethical issues?

A

Ethical issues arise when there is a conflict between gaining valuable research and preserving the rights and dignity of pps.
Ethical guidelines were established to help protect those involved in research.

75
Q

What are the implications of socially sensitive research?

A

Psychologists can control how pps treated pps in study, but can’t control: How finding represented in media
Impact of their work on public policy or influence on our view of groups in society.
Research that may be controversial may have direct social consequences for: pps in research,
or group they represent

76
Q

What did Sieber and Stanley do in the research of ethical implications of pschology?

A

Produced landmark paper on issues related to socially sensitive research.
Identified 4 aspects where important ethical concerns can arise: The research question, conduct of research + treatment of pps, institutional context + interpretation and application of findings

77
Q

How can the research questions cause ethical implications?

A

Asking certain questions can pose ethical issues as they may be damaging to particular groups in society e.g. Are there genetic factors in criminality? (Often use twin studies to study extent criminality is inherited.)
Asking these questions can:
-Add scientific credibility to prejudices
-Cause concerns to relatives of criminals

78
Q

How can the conduct of research and treatment of pps cause ethical implications?

A

Main issue is confidentiality of info collected e.g.
If a pps confesses to a crime, should confidentiality be maintained?
If a child is found to be insecurely attached in the Strange Situation, should the mother be told?

79
Q

How can the institutional context cause ethical implications?

A

Can make pps feel powerless- will affect their behaviour e.g. Milgram study / Yale University / very prestigious.
Research may be funded or managed by private institutions who may misuse or misunderstand data e.g. All Trials Campaign

80
Q

What is the all trials campaign?

A

Researchers often have to agree that sponsor can censor data produced- data that harms sales not published.
Campaign wants:
All research made public
All research pre-registered including statement of how data will be analysed. Avoids attempts to process data to make outcome look more favourable to the drug.

81
Q

How can the interpretation and application of findings have ethical implications?

A

Research findings may be used for purposes other than originally intended.
IQ tests
Bowlby’s research into attachment and maternal deprivation

82
Q

How has research based on IQ had ethical implications?

A

USA 1920’s and 1930’s: Goddard gave IQ tests to immigrants arriving in New York. Claimed over ¾ Russians, Jews + Italians ‘feeble-minded’- ignored that most had limited English!
Led to many states introducing national origin quotas to reduce immigration level from Southern + Eastern Europe.
Led to compulsory sterilisation of many citizens based on their being ‘feeble-minded’ + a drain on society.

83
Q

How has Bowlby’s research had ethical implications?

A

Resulted in policies encouraging mothers to stay at home rather than going out to work
Influenced UK gov’s decision not to offer free child care places for under 5s (despite that this is typical in other European countries)
May also have had indirect effect on custody rulings:
Previously custody given to fathers
Now it’s legal ‘norm’ that mothers granted custody of children in divorce cases

84
Q

Evaluate the wider impact of research (AO3)

A

One issue with socially sensitive research is wider impact of research itself.
There’re social consequences for pps in research, but with socially sensitive research there’s potential for indirect impact on pps’ family, co-workers + group they represent (e.g. elderly, women, addicts)
Therefore important to consider impact on larger group of which the pps is a member.

85
Q

Evaluate the inadequacy of current social guidelines (AO3)

A

Could be argued ethical guidelines focus only on pps protection + may not deal with all ways research may inflict harm on groups of ppl.
E.g. current guidelines don’t make researchers consider how research may be used by others (recommended by Sieber and Stanley)
Therefore, considerations outlined some time ago have not yet been put into professional practice.

86
Q

Evaluate the benefits of socially sensitive research (AO3)

A

Studies of underrepresented groups/issues may promote greater understanding- help reduce prejudice /encourage acceptance.
Similarly it’s benefitted society e.g. research into the (un)reliability of EWT has reduced risk of miscarriages of justice. (Now can’t be found guilty on EWT alone)
Suggests socially sensitive research may play valuable role in society.

87
Q

Evaluate the avoidance of socially sensitive research (AO3)

A

Researchers could avoid researching sensitive areas as findings may have negative consequences for pps.
But, would probably leave psychologists researching unimportant issues.
Sieber and Stanley argued this is an avoidance of responsibility by psychologists who have a duty to conduct socially sensitive research.

88
Q

Evaluate engaging with the public, media and policy makers (AO3)

A

Another solution to issue of socially sensitive research is to engage with media + policy makers.
To reduce the likelihood of misused data, psychologists should be responsible for what happens to their data + should be aware results of research may cause abuse + discrimination.
BPS has press centre which aims to promote evidence-based psychological research to the media.
But up to individual researchers seeing it as part of research process to promote it in socially sensitive way, rather than neutral position some scientists prefer.