Revision guide Flashcards
1
Q
Symptoms of Klinefelter’s syndrome
A
- Small testes
- Lack of facial and pubic hair
- Develop breast tissue
- Low muscularity
- Low fertility rates = low testosterone
- Long legs and arms in relation to their torso
- Poor language skills = affects the reading ability and passive temperament
- Anxiety disorders and depression
2
Q
Why do psychologists study those with atypical sex chromosome disorders?
A
- Might help our understanding of gender
- Studying and comparing development with that of people with typical sex chromosomes
- Psychologists are able to establish which types of behaviour are genetic
- A unique insight into how sex chromosomes (nature) affect gender behaviour.
If they show different gender behaviours to people with typical chromosome patterns we can assume that gender is affected by sex chromosomes (nature).
3
Q
Limitation of the biological approach
A
- The approach is considered reductionist; complex behaviour, thoughts and emotions are all equally explained by low-level biological mechanisms such as biochemicals and nerve impulses.
- Most research done on animals - unethical and can’t be generalised
- Biology alone has been unable to explain the phenomenon of consciousness.
- An extreme biological approach does not account for the wide base of evidence that points to the influence of our environment (e.g. culture and society).
- Focuses too much on the ‘nature’ side - behaviour is caused by hormones, neurotransmitters and genetics - twin studies show that it is not completely genetic and the environment has a part to play
- It develops theories about disorders and generalises them to apply to everyone. It does not take into account the view that humans are unique.
4
Q
Methodological issues when asking children questions about gender
A
- Kohlberg - children’s thinking of gender changes over time in three stages;
- Children may not understand the question being asked
- Children have limited communication skills - so they can’t express their actual knowledge very clearly.
- The data obtained may not accurately reflect the knowledge of the child so it is not valid.
5
Q
Why are some adult behaviours not copied by children?
A
- There may be a presence of punishment/criticism for the behaviour or lack of attention
- young girl doesn’t clean the car like her dad as it is seen as a ‘man’s job’
6
Q
Social learning theory study - the method
A
- Fagot and Leinbach (1995)
- Parents treatment of boys and girls in the home
- Used a sample of 4-year-olds
- Found that they displayed more gender-role stereotyping and used gender labels earlier in ‘traditional’ families
= Dad worked and mum cared for kids - Alternative families where parents shared childcare
= Parents do act as gender role models for their children.
7
Q
Methodological or ethical issues in the study
A
- Bias on behalf of the researcher
- Issues with reliability
- Cultural constraints
8
Q
Biological explanation to GID
A
- Over or under exposure to androgens in the womb (over-females and under-males) = masculinisation or feminisation
- SDN
- neurobiological abnormality resulting from either genes or pre-natal stress
9
Q
Problem with study investigating cultural variations in gender
A
- La Fromboise
- Gender roles - North American tribes were different from those in Western cultures
- Researcher bias
- Subjectivity on behalf of the researcher - manipulate the data
10
Q
Why use the median rather than the mean?
A
- Less affected by extreme scores unlike the mean
- Easier to calculate than mean
11
Q
Problems in defining crime
A
- Time relative - attitudes change according to historical context
- Culturally - social attitudes/ differ between cultures
- Age
- Context
- Circumstances - mens rae and actus reus
12
Q
Cognitive distortions in crime
A
- Minimisation - explaining the consequences as less significant/ damaging as they really are
- Hostile attribution bias - blaming other factors for behaviour = victim
13
Q
Calculate the sign test
A
- To calculate the observed value add up the number of tallies for each option (+= -= ) ignore scores of participants who have not selected one of the options (i.e. those who selected neither)
- Add up the number of times the less frequent sign occurs (e.g. identify which column has the fewest tallies) – the total of the less frequent sign is the observed value (s)
- Next, you need to get the critical value from the critical value table (this will be provided in the exam). To get the critical value from the table you will need the value of N (the number of participants (omitting any participants responding ‘neither’ or ‘not with a ‘+’ or ‘-‘. In order to get the critical value from the table you will also need to know; the hypothesis type (one/two tailed) and the probability value.
- In order for the ‘s’ value to be significant, you want the observed value (s) to be lower than the critical value (from the table). Remember – the important ‘r’ rule: When there is an ‘r’ in the name of the inferential test (e.g. spearman’s rho) you want the observed value to be greater than the critical value (from the table)
14
Q
Advantages of primary data
A
- Reliable way of collecting data
- Recent data collection - accurate data
- The researcher has full control of the data collected and does not need to request to use any proprietary information.
15
Q
Type 1 and Type 2 errors
A
- A type 1 - false positive and occurs when a researcher incorrectly rejects a true null hypothesis. This means that your report that your findings are significant when in fact they have occurred by chance.
- A type II error - false negative and occurs when a researcher fails to reject a null hypothesis which is really false. Here a researcher concludes there is not a significant effect, when actually there really is.
