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the biological approach Flashcards

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1
Q

assumptions of the biological approach

A
  • All behaviour has a biological basis
  • Our minds live in our brains
  • Brings physiology and psychology back together
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2
Q

approaches the biological approach opposes

A
  • the behaviourist approach (behaviour is learnt vs from biology)
  • humanist approach (rejects science vs scientific)
  • the cognitive approach (soft vs hard determinism)
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3
Q

heredity

A

the passing of characteristics from one generation to the next through genes

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4
Q

hereditary

A

the idea that a particular trait (eg. illness) has been passed on

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5
Q

genes

A

carry instructions for a particular characteristic (eg. temperament, etc)

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6
Q

how characteristics are presented is based on…

A
  1. interaction with other genes
  2. interaction with the environment
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7
Q

genotype

A

genetic code that is ‘written’ in the DNA of the individuals’ cells

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8
Q

phenotype

A

the physical appearance that results from this inherited information
- different in identical twins due to environmental factors

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9
Q

dominant gene

A

produces a dominant phenotype in individuals who have one copy of the gene which can come from just one parent

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10
Q

recessive gene

A

to produce a recessive phenotype, the individual must have two copies, one from each parents

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11
Q

monozygotic twins

A
  • share 100% of their DNA
  • environment can still affect appearance/phenotypes (diet, exercise, etc)
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12
Q

dizygotic twins

A
  • 50% of their genes are the same
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13
Q

explanation of abnormal behaviour in the biological approach

A
  • hormones
  • genes
  • neurotransmitters
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14
Q

treatment of abnormal behaviour in the biological approach

A

drug therapy

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15
Q

concordance rates

A
  • the likelihood that a person will develop a characteristic, trait, or disorder given that another already has it.
  • often expressed as percentages
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16
Q

the nervous system (parts of it)

A

The nervous system is comprised of several connected systems:
- The central nervous system (CNS) comprises the brain and spinal cord
- The peripheral nervous system (PNS) comprises the somatic and automatic nervous systems

17
Q

functions of nerves and the nervous system

A

The nervous system carries messages from one part of the body to another using individual nerve cells known as neurons. Neurons transmit nerve impulses in the form of electrical signals. Many aspects of behaviour are under neuronal control including breathing, eating, and sexual behaviour.

18
Q

the cerebrum

A
  • The largest part of the brain is the cerebrum, making up about 85% of the total mass of the brain.
  • The outer surface of the cerebrum is called the cerebral cortex, which is responsible for many of the ‘higher-order’ functions such as thought and language. - The cerebrum is divided into two halves (known as hemispheres), with each hemisphere further divided into four different parts known as lobes
19
Q

the four lobes of each hemisphere

A
  • frontal lobes (involved with functions such as speech, thought, and learning)
  • temporal lobes (involved with hearing and memory)
  • parietal lobes (process sensory information such as touch, temperature, and pain)
  • occipital lobes (process visual information)
20
Q

neurotransmitters

A

When a nerve impulse reaches the end of one neuron, a chemical called a neurotransmitter is released. It travels from one neuron to the next across a junction called the synapse.
- There are many different types of neurotransmitter for example excitatory and inhibitory neurotransmitters
- Crockett et al. research

21
Q

excitatory neurotransmitters

A
  • trigger nerve impulses in the receiving neuron and stimulate the brain into action
    eg. dopamine, associated without our ‘drive’ or motivation
22
Q

inhibitory neurotransmitters

A
  • inhibit nerve impulses in order to calm the brain and balance mood
    eg. serotonin which is necessary to maintain a stable mood
23
Q

Crockett et al.

A

(2008) found that when serotonin levels are low people tend to display increased aggression.

24
Q

what are hormones/how do they work/what do they do?

A
  • chemicals that are produced by endocrine glands such as the pituitary gland, which together make up the endocrine system.
  • In response to a signal from the brain, hormones are secreted directly into the bloodstream by the endocrine glands, where they travel to their ‘target cells’ and exert their influence by stimulating receptors on the of or inside cells.
  • The presence of a hormone causes a physiological reaction in the cell, altering its activity.
  • For example, Carré et al. (2006)
25
Q

Carré et al.

A
  • hormones
  • Carré et al. (2006) studied a Canadian ice hockey team over the course of the season. They found evidence of a surge in levels of the hormone testosterone whenever the team played in their home stadium, suggesting the hormone energised the players to defend their home territory.
26
Q

evolution and behaviour

A
  • Charles Darwin (natural selection)
  • individuals in a species differ both in terms of physical characteristics and behaviour, at least some of this variation is inherited
  • because individuals must compete for resources, behaviours that help individuals to survive and go on to reproduce are passed down
  • these behaviours become more widespread in the population through natural selection
  • Buss research
27
Q

Buss research

A
  • for evolution and behaviour
  • Buss (1989) studied 37 different cultures and found universal similarities in human mate preferences.
  • Women desired mates with resources (to provide for offspring) whilst men desired young, physically attractive women (an indication or their fertility and reproduction value).
28
Q

parts of a neuron

A
  • nucleus, dendrite, cell body
  • axon, nodes of ranvier, myelin sheath, Schwann cell
  • axon terminals
29
Q

evolution example

A

pepper moths
- black/darker ones were rare
- during the industrial rev. when pollution was high there was a dramatic increase in the population of darker coloured pepper moths
- as pollution decreased again post the industrial rev. the population of lighter pepper moths once again overtook

30
Q

example that shows the difference between genotype and phenotype

A

PKU or phenylketonuria
- a rare but potentially serious inherited disorder
- it is detected in babies through a heel prick test
- if left unchecked, PKU can cause severe learning difficulties in those who carry the genotype.
- However, if detected early enough, it can be treated through a special diet

This demonstrates the difference between genotype and phenotype - the child has the genetic factor for PKU but with manipulation of environmental factors, it can be treated. The gene is not necessarily expressed.

31
Q

the biological approach - deterministic

A
  • behaviour is governed by internal, biological processes over which we have no control
  • responsibility and choices
32
Q

the biological approach - reductionist

A
  • breaks complex behaviour down into component parts such as genes, hormones, etc.
  • overly simplistic because it misses out on the bigger picture
33
Q

the biological approach - scientific

A
  • highly scientific and precise methods such as brain scanning or twin studies, ^ internal validity
34
Q

the biological approach - nature/nurture

A
  • it is hard to separate nature and nurture
  • although concordance rates demonstrate that identical twins have a higher similarity in likelihood of conditions (eg. schizophrenia), this might not be entirely due to genetics
  • identical twins tend to share their environment completely and often get treated the same so the findings could be supporting nurture and not necessarily nature
  • non-identical twins having a higher concordance rate than pairs of ordinary siblings can also be explained by nurture as they share the same about of genes as siblings
35
Q

evaluation of the biological approach - evolution

A
  • much of evolutionary research is performed on animals, humans and animals are very different biologically so we can’t necessarily generalise between them
  • explains physical characteristics well but we are interested in human behaviour which is harder to prove; we are still making assumptions and inferring
  • can evolutionary research (which is very old) still be used today when everything has changed since then? - may lack temporal validity - anachronistic
36
Q

anachronistic

A

doesn’t represent behaviour of the current time, lacking in temporal validity

psychology (15 decks)

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