Paper 1: 2018 Flashcards
Describe ‘behaviour learnt through conditioning’ and one other assumption of the behaviourist
approach. (4+4)
Credit could be given for:
Classical conditioning; learning through association, UCS, UCR, NS, CS, CR, work of
Pavlov in classically conditioning dogs to salivate to the sound of a bell.
Operant conditioning; learning through reinforcement, positive reinforcement, negative
reinforcement, punishment, extinction, work of Skinner with rats and/or pigeons.
Blank slate; tabula rasa, behaviour learnt as a result of environmental interactions,
nurture over nature, environmental determinism.
Humans and animals learn in similar ways; laboratory research, extrapolation, work of
Pavlov and/or Skinner, use of theory in therapy e.g. token economies, aversion therapy
and systematic desensitisation.
Evaluate the strengths and weaknesses of the positive approach. (10)
Credit could be given for:
Role of free will e.g. humans as ‘self-regulating’ and not determined by other
influences.
Successful applications e.g. education, workplace, armed forces.
Subjective nature of research e.g. how is happiness measured?
Usefulness e.g. therapy.
Only approach to consider mental health rather than mental illness.
Use of scientific methods e.g. neuroscience.
Links to humanistic psychology e.g. use of qualitative methods.
Describe the findings and conclusions of Loftus and Palmer’s (1974) research ‘Reconstruction
of automobile destruction: an example of the interaction between language and memory’. (10) Points:
Credit could be given for:
Experiment 1 findings; estimated speeds with the five levels of the independent
variable.
Verb MPH
Smashed 40.8
Collided 39.3
Bumped 38.1
Hit 34.0
Contacted 31.8
Participants estimated that the vehicles had been travelling fastest when the verb
‘smashed’ was used.
These findings demonstrate that a single word within a question can markedly affect a
witness’s answer to that question.
Leading questions (in this case a single word), can distort a person’s memory for an
event.
Experiment 2 findings; number of participants responding to the question ‘Did you see
any broken glass?’
Verb condition
Smashed Hit Control
Yes 16 7 6
No 34 43 44
When the verb ‘smashed’ was used, participants were over twice as likely to report
seeing broken glass than when the word ‘hit’ was used and compared to the control
condition.
Leading questions (in this case a single word) can distort a witness’s memory for an
event.
Leading questions can affect a person’s memory for the event one week later.
People’s accuracy for reporting the details of a complex event is easily distorted
through the use of leading questions.
Describe the findings and conclusions of Loftus and Palmer’s (1974) research ‘Reconstruction
of automobile destruction: an example of the interaction between language and memory’. (10) Conclusion:
Conclusions:
The findings indicate that the form of the question can affect a witness’s answer to the
question.
The actual speed of the vehicles had little effect on the participants reporting of speed.
Loftus and Palmer suggested that different speed estimates could be a result of
response-bias factors. For example, a subject is uncertain whether to say 30mph or
40mph and the verb ‘smashed’ biases their response towards the higher estimate.
However, the results of Experiment 2 suggest that this was not the case.
Loftus and Palmer also suggested that the question form causes a change in the
subject’s memory of the accident. The verb ‘smashed’ may change a subject’s
memory such that they ‘see’ the accident as being more severe than it actually was.
Apply your knowledge of ‘evolutionary influences’ to explain one behaviour. (5)
Evolutionary influences:
Role of genes and theory of natural
selection and survival of the fittest.
Altruism.
Environment of evolutionary
adaptiveness (EEA).
Behaviour measured scientifically.
Discussion on the role of determinism
as opposed to free will in explaining one
behaviour.
Credit can be given for application of
assumptions to relationship formation.
Any other appropriate application.
Apply your knowledge of ‘neurotransmitters’ to explain one behaviour. (5)
Neurotransmitters:
Role of presynaptic and postsynaptic
neurons.
Role of specific neurotransmitters in
explaining behaviour.
Behaviour measured scientifically.
Discussion on role of determinism as
opposed to free will in explaining one
behaviour.
Credit can be given for application of
assumptions the relationship formation.
Any other appropriate application.
Evaluate the methodology and procedures of Bowlby’s (1944) research ‘Forty-four juvenile
thieves: Their characters and home-life’. (8)
Credit could be given for:
Use of case study method e.g. lack of generalisation, researcher bias, specific details of
a unique group of people.
Use of a control group enhanced study.
Lacked control over factors such as; education, peers, success of therapy etc.
Use of qualitative data e.g. issues with memory.
Use of children in research e.g. ethical issues, accuracy of information.
At the end of the two-hour examination by a social worker, psychologist & psychiatrist, a
case conference was held in which information and impressions were pooled and also
school and other reports considered - raised reliability through inter-rater methods.
In many cases weekly interviews continued over six months or more in-depth information
gained from building up a relationship with the participant and mother.
Compare and contrast the biological approach and the cognitive approach. (10)
Credit could be given for:
Application of assumptions to real life.
Inability to measure emotions/behaviours.
The scientific nature of the approaches.
Reductionist issues.
Validity of methodologies used by both approaches (laboratory experiments, controlled
observations).
Deterministic view held by both approaches.
Usefulness (e.g. success of therapeutic applications).
Relevance to today’s society.
Nature/nurture debate.
Comparison of therapies.
Judgement on the overall comparison of both approaches.
Describe the main components of dream analysis OR psychodrama. (10)
Dream Analysis:
Dreams as revealing inner desires of
the ID.
Wish fulfilment e.g. primary process
thought.
Dream symbolism but not all dreams
have symbolism.
Manifest and latent content (use of
dreamwork).
Role of the patient and therapist in
therapy.
Any other relevant component.
‘Psychodynamic therapies are ineffective and unethical.’
With reference to the above statement, discuss the psychodynamic therapy you described (dream analysis)
in part (a), using psychological knowledge and research.
Dream Analysis
Protection from psychological harm;
emotional distress from past events
being brought into the open.
Unethical balance of therapist control
over patient, therapist as correct in their
interpretation.
Overreliance of patient on therapist.
Confidentiality; patient details need to
remain confidential.
False memory syndrome; patient may
falsely blame someone for events that
did not take place.
Any other appropriate ethical issue.
‘Eyewitnesses are incapable of remembering and recalling accurate information of an event,
therefore eyewitness accounts are always unreliable and should never be used in criminal
convictions.’
Discuss to what extent you agree with this statement. You should demonstrate your understanding
of psychological knowledge and research in your response. (24)
Credit could be given for:
Research by Loftus / Loftus and Palmer.
Use of children as eyewitnesses.
Reconstructive memory.
Work of The Innocence Project.
Gary Wells’ guidelines on gathering eyewitnesses.
Face recognition.
Repression (psychodynamic), Amnesia and age (biological).
Credit could be given for:
Analysis of the influence of the evidence on political decisions (e.g. wrongful
convictions and cost, death sentence).
Improving reliability (e.g. cognitive interview, jury checklist).
Use of DNA evidence.
Ethical implications of eyewitness statements.
Influence from the media.
Real perpetrators being free in society due to inaccurate eyewitness accounts.
Evaluation of methods of research (e.g. lab based studies).
Cultural differences in use of eyewitnesses.
Conclusion to the debate. Overall agreement or disagreement with the statement.
