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Psychology > Resit: Approaches > Flashcards

Resit: Approaches Flashcards

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1
Q

falsifiable

A

for a claim to be ‘scientific’, it should be open to tested so it can be ‘proven wrong’

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2
Q

objective

A

scientist’s expectations/bias shouldn’t affect recordings

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3
Q

replicable

A

to demonstrate validity of findings have to repeat it

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4
Q

empirical

A

info must be gained through direct observation / experimentation as opposed to reasoned argument

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5
Q

quantification

A

scientists collect data that can be analysed and statistically tested

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6
Q

FOR psyc as a science

A

objective + systematic methods (knowledge backed up with evidence giving psyc credibility)

establish cause + effect (useful to understand underlying triggers + make predictions)

if evidence no longer fits understanding, we can test and refine theories TMT psyc remains current + evidence-based

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7
Q

AGAINST psyc as a science

A

objectivity + control = artificial & contrived experimental conditions (lacks validity)

much subject matter unobservable (make inferences)

don’t fully understand brain & how we work - behaviour arguably more complex than things measured in more traditional sciences

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8
Q

dualism

A

proposed by Descartes - mind + body separate so mind worthy of study itself

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9
Q

tabula rase

A

concept introduced by Locke - belief mind is ‘blank slate’ at birth + we develop our experiences with environment

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10
Q

introspection

A

first systematic experimental attempt to study mind by breaking up conscious awareness into basic structures of thoughts, images and sensations

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11
Q

psychology as a science

A

Wilhelm Wundt, James, Hall

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12
Q

Behaviourist approach

A

behaviour learned from experience

only observable behaviour

animal research

blank slate (Locke - tabula rasa)

paradigm shift

classical & operant conditioning

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13
Q

Behaviourist Approach researchers

A

Pavlov, Watson & Raynor, Skinner

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14
Q

Behaviourist Approach Pavlov

A

dog salivate b4 food presented e.g. response to food bowl

bell no response - food bowl response

bell and food bowl = response

bell = response

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15
Q

Behaviourist Approach Watson & Raynor

A

Little Albert
LA & white rat = no fear
LA & bang = started/cry
continous association - LA CC to experience fear at sight of rat

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16
Q

Behaviourist Approach Classical Conditioning

A

B4: UCS + NS -> UCR
During: NS + UCS -> UCR
After: CS -> CR

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17
Q

Behaviourist Approach Operant Conditioning

A

learning through reinforcement & punishment

18
Q

Behaviourist Approach Skinner

A

rat learns if level pressed it gets food - reinforcement

19
Q

How does social learning occur?

A

learning through observation / modelling directly (CC/OC) or indirectly (socially) involving identification, imitation and reinforcement

20
Q

Social Learning Theory - mediating cognitive factors

A

attention, retention, reproduction, motivation

21
Q

Social Learning Theory - vicarious reinforcement

A

learning through observing role models receiving reinforcement

22
Q

Social Learning Theory - Rotter

A

focus on holistic interaction between individual & environment
behaviourist too reductionist (animals not same)
internal functioning, personality, social context affects behaviour

Bandura developed this further arguing both imitation & thinking key factors in ‘real life’ meanings

23
Q

Social Learning Theory - indirect learning

A

indirect learning is a social construct from role models through observation of behaviour & consequences

24
Q

Social Learning Theory - how do we decide whether to imitate

A

informational processing mediates between stimulus & response + decisions made whether to imitate

25
Q

Social Learning Theory - evidence

A

Bandura et al

26
Q

Social Learning Theory - evaluation (weaknesses)

A

too reductionist (takes view all behaviour can be broken down into fundamental processes of conditioning)

nature vs nurture (commitment to environment as chief influence on behaviour)

27
Q

Social Learning Theory - evaluation (strengths)

A

biology support theory (discovery of mirror neurons)

support evidence & application to real life (Andsager et al: understanding modelling & identification improved success of campaigns that target health behaviours concluded similarity to model improved anti-alcohol campaigns)

28
Q

When did cognitive approach become important?

A

mid 1950s due to dissatisfaction with behaviourist approach and development of better experimental methods

29
Q

Cognitive Approach

A

mediational processes occur between stimulus & response (look at mental processes & how these influence behaviour)

psychology as a science (use investigations as basis for making inferences)

humans are information processors (resembling that in computers based on transforming, storing, retrieving information) (information processing models of cognitive processes assume mental processes follow a clear sequence)

30
Q

Cognitive Approach - Computer Metaphor (similarities)

A

both capable of storage & retrieval

both have capacity to work on / process material

both liable to memory corruption

31
Q

Cognitive Approach - Computer Metaphor (differences)

A

computer coding not affected by emotions

computer code directly inputted but humans add meaning to input received through senses

computers can retrieve exact copies of information

computers always pay attention to inputs but humans can direct attention away from one input

32
Q

Cognitive Approach - schemas

A

templates that organise knowledge & experience

feed into beliefs, expectations & memories

shortcuts - useful but can lead to mistakes

learnt + adapt with experience

33
Q

Cognitive Approach - evaluation

A

+ lab experiments (highly controlled & rigorous methods BUT low ecological validity + low levels of realism so not able to apply to real life)

  • reductionist (narrows focus on mental processes + ignores others)
34
Q

Cognitive Approach - cognitive neuroscience

A

study of biological structures & processes that relate to cognition

35
Q

Cognitive Approach - emergence of cognitive neuroscience

A

developments in technology allow us to study brain at work

use techniques (fMRI & PET) to image brain function + investigating & understanding conditions (Alzheimer’s) + investigating structure / storage of memory + examining effects of damage / experience on brain (aging)

36
Q

The Humanistic Approach

A

optimistic + focuses on noble human capacity to overcome hardship

fundamentally different to animals (conscious beings capable of thought, reason, language)

free will - active agents

idiographic approach (focuses on individuality)

assumes we want to fulfil our potential + are self-driven

37
Q

The Humanistic Approach - what are Maslow’s Hierarchy of Needs

A
  1. physiological needs
  2. safety needs
  3. love needs
  4. esteem needs
  5. cognitive needs
  6. aesthetic needs
  7. self-actualisation
38
Q

The Humanistic Approach - Maslow’s Hierarchy of Needs

A

humans driven by desire to grow

meeting these needs motivates our behaviour

to achieve self-actualization you must have all the levels

39
Q

The Humanistic Approach - Carl Rodgers

A

people need positive regard from others

self-worth develops with experience in childhood & influences wellbeing

issues can be explained by lack of unconditional positive regard or the presence of conditions of worth

humanist counselling - therapists provide unconditional acceptance - this environment allows the client to dissolve their negative conditions of worth

40
Q

The Humanistic Approach - evaluation (strengths)

A

application to real life
1. Rodgers: client-centred therapy
2. Harter et al: teenagers who try to be what their parents want them to be end up unhappy

41
Q

The Humanistic Approach - evaluation (weaknesses)

A

unrealistic - ignores negative traits - assumes everyone wants self-actualisation

unscientific - no scientific evidence - lacks reliability & replicability

one size doesn’t fit all - person-cantered therapy not for everyone - Greenberg et al: must be socially/linguistically skilled, have need for intimacy + willing to talk about ‘inner experience

Psychology (5 decks)

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