psychology unit 2 exam Flashcards
limbic system AO1
- the limbic system becomes activated during fight or flight responses, where is responsible for detecting and acting on perceived danger.
- damage to the limbic system may mean that the person can no longer control their emotions which explains why they might become more aggressive.
- the amygdala is always scanning the environment for threats or people who may perceive danger and become defensive even if there is no threat. (center for emotional behaviour)
- if the hippocampus is damaged, someone may struggle to retain memories in relation of being punished, therefore they will never learn from their mistakes and they will keep behaving in unacceptable ways.
- pre frontal cortex sits behind the forehead, its in charge of how we interact and behave socially. Damage to it, almost always results in aggressiveness as it is connected to hypothalamus and amygdala and it results into person being impulsive.
- hypothalamus controls productions of testesteron which is a key hormone linked to aggression.
- PAG (periaqueductal grey matter) connects the amygdala and the hypothalamus, when its not functioning in rats they become really aggressive. Lonstein and Stern - damage to PAG in rats resulted into a rat giving a birth to a new aggressive rat.
limbic system strength
- Charles Whitman had a brain tumour pressing on his amygdala, which resulted in his aggressive behaviour and killing over 15 people at the University of Texas.
- Lonstein and Stern found that when the PAG area of rats was damaged in some way, they gave birth to babies that were more aggressive. This proves that the parts of limbic system are related to aggression.
limbic system weaknesses
- Alternative arguments have strong evidence in favour of a non biological explanation of aggression, such as with social learning theory, it might be children learning from their role models to be aggressive such as in Bandura’s bobo doll study, and not the damage of limbic system.
- Low generalizability and population validity as most of the experiments and studies are done on animals like rats which cannot represent human population, or on the individual case studies such as Charles Whitman who as well cannot represent the whole human population.
- There are other possible explanations of someone becoming aggressive, for example we can use operating conditioning, if someone gets attention because of showing their aggressive behaviour, they can take it as a reward, positive reinforcement, and this can also explain aggression which reduces the validity of limbic system as an explanation.
brendgen (2005) AIM
to investigate to what extent social aggression can be explained by genetic factor, shared environmental factors or non shared environmental factors in comparison to physical aggression.
brendgen (2005) PROCEDURE
- the participants were all part of a time long study and were all pairs of twins from Montreal, Canada.
Same sex twins were assessed for physical resemblance at 18 months old to determine if they were monozygotic or dyzigotic twins, with proportion of same sex twins also being checked using their DNA. - written consent was gained from the parents before any data was collected. Peer and teacher reports were also collected.
- the peer reports involved all the children in a class being given photos, and the children were asked to circle the photo of the 3 children who best fit a description of behaviour.
- experiment used different questions to measure social and physical aggression.
Social aggression - ,,tells others not to play with other children’’
,, tells mean secrets about other children’’
Physical aggression - ,,gets into fights’’ , ,,hits, bites, kicks’’ - teachers had to rate the social and physical aggression of the twins in their class by using the preschool social behaviour scale and the direct and indirect aggression scale.
brendgen (2005) RESULTS
- when teachers rated physical aggression the genetic variance was at 63% and peers rated it as 54%. Mainly influenced by the genetics.
- the teachers rated social aggression as 20% due to genetics which is a lot lower than the rating for physical aggression. The correlation for both types of twins were similar for both peer and teacher ratings and it suggests that social aggression is influenced by shared environmental factors.
bredgen (2005) strengths
- the study avoids taking a reductionist view of human behaviour, it looks at genetics but also at environmental factors. It links in with the findings about aggression by Bandura who claims it is learned and Raine who suggests it is due to brain structure. Therefore validity of the experiment is increased.
- the parents of twins agreed for their children to be part of the study, so consent was given by a responsible adult which makes this experiment ethical.
- brendgen used a large sample of 234 pairs of twins, so unusual children with very high or low levels of aggression out to be averaged out by the size of data and therefore the sample is representative.
- brendgen used established questionnaries to measure aggression, these can easily be replicated making the study reliable. There was also a strong correlation between the teacher and peer ratings suggesting the scores are reliable.
brendgen (2005) weakness
- the allocation of zygocity was based largerly on their appereance and it was not 100% reliable, It is possible that there were dyzigotic twins in the monozygotic condition.
circadian rhythms AO1
- anything which tends to happen just once a day is known as a circadian rhythm, for example sleep/wake cycle
- circadian rhythms co-ordinate with a number of other bodily processes such as heart rate, digestion and hormone levels.
- this in turn has an effect on the action of drugs on the body and how well they are distributed. (AO3 together)
- Siffre studied the sleep cycle by living in a cave for 7 months, the results were that his 24h internal clock changed closer to 25h cycle.
- this was thought to be the effect of reducing external zeitgebers of time and light cues from the external environment.
circadian rhythms (Siffre cave study)
aim: to investigate what would happen to people’s circadian rhytmhs if they were cut off from all zeitgebers, and had to rely on their endogenous pacemakers to tell them when to eat and sleep.
procedure: over 6 months living in cave in texas, no light and anything to tell him what time it was.
- biological clock was on free run, he followed his body inclinations, eating and sleeping with no fixed timetable.
- he had a telephone link to the outside world and was monitored by the video camera.
results: he had a fairly unbalanced sleep-wake cycle at first, but it settled down to a pattern that averaged just over 25h instead of 24h.
circadian rhythms AO3
- Knutsson (2003) said that shift workers are also prone to poor health and this might be due to stress of the shift in their circadian rhythms (they are gathering poor quality of sleep).
Coursay (2000) - chipmunks
(AO3 for sleep/wake cycle)
- destroyed SCN in the brains of 30 chipmunks.
then he returned them to their natural habitat and observed them for 80 days.
sleep/wake cycle dissapeard and significant number of chipmunks had been killed by the predators.
SCN (the suprachiasmatic nucleus)
- tiny bundles of nerves located in hypothalamus, and they are found in each hemisphere and it releases melatonin.
- it receives information about light via the optical nerve and it controls sleep and other biological clocks in the body.
- it lowers the body temperature when it gets dark.
- when its dark SCN stimulates pineal gland, causing it to produce more melatonin which makes u sleepy.
ultradian rhythms
sleep/wake cycle, 4 stages 90 minutes
- the longer hours we sleep the more time is spent in the REM (rapid eye movement) which is a dream stage.
- cycles less than 24h (breathing, apettite…)
exogenous zeitgebers
An external zeitgeber is an environmental cue that helps regulate biological rhythms
endogenous zeitgebers
body’s internal biological clocks that regulate our biological rhythms.
Ralph (1990)
AO3 sleep/wake cycle (SCN)
Bred mutant hamsters with 20h sleep/wake cycle, SCN cells from the mutant hamsters were transplanted into normal hamsters.
Cycle of the normal group defaulted to 20h.
social learning theory AO1
- social learning theory states that we observe our role models and imitate their behaviour
- in order to imitate a behaviour we need to be able to remember the actions of that behaviour
- if a role model is rewarded then that behaviour is more likely to be imitated due to victarious reinforcement
- for someone to be a role model they must have relevance to the observer, such as being interested in the same music.
STL is based on 4 different stages (AO1)
- attention
- when a behaviour is demostrated and we take take notice of the selected behaviour. If somethinf is interesting you are far more likely to dedicate full attention to it (role models) - retention
- the ability to store information. Ability to pull up information later and act on it is vital to observational learning. - reproduction
- once you have paid attention to the model and retained the infomration it is time to preform the behaviour you have observed. Further practice of learned behaviour leads to imporvement and skill advancement. - motivation
- reinforcement and punishment play an important role. (vicarious reinforcement)
STL strengths
- number of real world applications. It can be used to help researchers understand how aggression and violence might be transmitted through observational learning. By studying media violence, researches can gain a better understanding of the factors that might lead children to act out the aggressive actions they see potrayed on tv and in the movies. Sandy Hook, school shooting, inspired by columbine shooting.
- credibility as supporting evidence found in Bandura’s bobo doll experiment, where almost all of the children copied either the aggressive or non aggressive acts of adult role models.
STL wekanesses
Charlton (2000) found that the introduction to tv to a population who did not previously have it, and who were exposed to violence and aggression, found no children copied the violence they saw on tv, therefore there must be factors other than observation that influence out behaviour, not only social learning theory.
- the validity of the explanation is reduced as it does not explain how we carry out behaviours that we have not previously observed, such as insight learning, so it is not a full explanation of human behaviour.
- social learning theory ignores biological factors such as damage to limbic system or MAOA-L gene which can cause aggression as well, for example in Bandura’s bobo doll study, the children were not genetically tested for aggression .
systematic desensitisation AO1
- involves introducing the phobia, sufferer to the thing they fear of, but at a safe distance.
- the process occurs in 3 steps. The first step is to identify the hierarchy of fears, the second one is to learn relexation or coping tecniques. Finally, the individual uses these tecniques to manage their fear during situations from the hierarchy.
- these must use relaxation tecniques such as breathing or distractions, for example counting backwards during the phobic episode such as being in the plane.
- this therapy threats phobia as conditioned responses to a conditioned stimulus and tried to turn the terrifying creature, object or situation back into the neutral stimulus that produces no response.
systematic desensitisation AO3
- systematic desensitisation only treats the symptoms of the anxiety and it does not discover the root cause of the phobia, for example why are some people phobic of baked beans. It cannot explain how the problem was originated so it has reduced validity.
- McGrath found that 75% of patients with a phobia of a specific object showed significant improvement after systematic desensitisation showing it is effective when used on specific phobias.
- Capafons found that 90% of his participants had stress and fear reduction after completing 12-15 sessions of systematic desensitisation which indicates that it is an effective therapy
- The therapy may be more effective than other therapies as client has input into the hierarchy of fear, so they feel some ownership over the therapy.
synaptic transmission
- the action potential in the pre-synaptic neuros excites the vesicles. The vesicles may then release a neurotransmitter into the synapse. If the neurotransmitter fits the receptors in the port-synaptic neuron they are picked up and the message continues.