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psychology a-level flashcards (aqa) > Unit 1 - Approaches > Flashcards

Unit 1 - Approaches Flashcards

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1
Q

Who was Wundt?

A

The ‘father of psychology’

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2
Q

What did Wundt do?

A
  • Opened first lab in Leipzig

- Used introspection to study consciousness

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3
Q

What is introspection?

A

A method where subjects analyse their own thoughts and feelings in relation to a stimulus (studies sensation and perception) using a standardised procedure

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4
Q

What are the limitations of introspection?

A
  • Subjective/open to bias
  • Impossible to validate
  • Unfalsifiable
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5
Q

How did Wundt attempt to make introspection scientific?

A

He used standardised procedures in a controlled environment. Used a reductionist approach

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6
Q

What features make something a science? (5)

A
  • Hypothesis testing
  • Objectivity
  • Replicability
  • Falsifiability
  • Predictability
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7
Q

What are the assumptions of the behaviourist approach?

A
  • All behaviour is learnt
  • Animals and humans learn in the same way
  • We a born a blank slate
  • The mind is irrelevant
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8
Q

How would you describe the research methods used by the behaviourist approach?

A

Use experimental method with animals as subjects, looking for quantifiable behaviour

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9
Q

Who proposed classical conditioning as a way of learning?

A

Pavlov

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10
Q

How was Classical conditioning first identified?

A

Pavlov’s dogs study – salivating at the sound of a bell that indicated food was coming.

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11
Q

Describe the process of classical conditioning

A

Unconditioned Stimulus -> Unconditioned Response (usually a pre existing reflex, but can be a previously learnt behaviour), Neutral Stimulus -> No response, US + NS -> UR (repeated pairing of these means eventually the NS becomes…), Conditioned Stimulus -> Conditioned Response

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12
Q

What is generalisation in Classical conditioning?

A

When similar (but slightly different) stimuli to the original CS produce the same response

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13
Q

Name one piece of evidence to demonstrate that classical conditioning can be used to create a phobia in humans?

A

Watson and Rayner (1920) - ‘Little Albert’

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14
Q

What is extinction in classical conditioning?

A

Where the CR stops being produced by the CS

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15
Q

What is the name of the process where classical conditioning is used in a hierarchy to help treat phobias?

A

Systematic desensitisation

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16
Q

Who proposed operant conditioning as a way of learning?

A

Skinner

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17
Q

List the four types of outcome which are key to explaining operant conditioning.

A
  • Positive reinforcement
  • Negative reinforcement
  • Positive punishment
  • Negative punishment
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18
Q

Outline positive reinforcement in operant conditioning

A

Behaviour is more likely to be repeated as a result of reward

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19
Q

Outline negative reinforcement in operant conditioning

A

Behaviour is more likely to be repeated as a result of removing an unpleasant stimulus

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20
Q

Outline positive punishment in operant conditioning

A

Behaviour is less likely to be repeated as a result of addition of an unpleasant stimulus

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21
Q

Outline negative punishment in operant conditioning

A

Behaviour is less likely to be repeated as a result of removing of a pleasant stimulus

22
Q

What element of psychopathology can we explain with the behaviourist approach?

A

Phobias

23
Q

What is a strength of the behaviourist approach?

A
  • Lots of experimental evidence -> scientific credibility
  • Highly scientific and objective, therefore conclusions are more likely to be valid
  • Useful applications e.g. to treatment of phobias and modification of problematic behaviour (e.g. dealing with criminal offending)
24
Q

What are the problems with the behaviourist approach?

A
  • Generalising from animal studies
  • Ethical issues associated with animal research
  • Reductionist & Deterministic
25
Q

Which side of the nature nurture debate is the behaviourist approach on?

A

Nurture

26
Q

Psychologists who subscribe to the behaviourist approach are known as empiricists. Why?

A

Behaviourism only focused on things that we could observe with our own senses (i.e. behaviour), so it was a more empirical approach than e.g. Wundt. Empirical approaches are usually more scientific.

27
Q

What is the learning approach developed by Bandura called?

A

Social Learning Theory

28
Q

What are the assumptions of Social Learning theory?

A

The same as the behaviourist approach + addition of the importance of role models and imitation

29
Q

Describe the key idea behind SLT

A

We learn a lot of behaviour through imitating role models using cognitive mediational processes

30
Q

Explain the role of modelling and where our role models come from in SLT

A

We observe and imitate a role model, this requires us to identify with that role model. This is more likely if they are the same gender as ourselves, considered attractive, or are of higher social status

31
Q

Describe vicarious reinforcement in SLT

A

We learn by seeing others rewarded for a behaviour and then imitate those behaviours that are rewarded

32
Q

What are the 4 mediational processes in SLT?

A

Attention, Retention, Motor reproduction, Motivation

33
Q

Describe how the 4 mediational processes in SLT relate to learning and performing behaviours we have observed

A

Learning = attention – see the behaviour, and retention – remember the behaviour and it’s consequences, Reproduction (motor reproduction) = the ability to reproduce the behaviour, and motivation – whether we want to perform the behaviour or not (based on identification and vicarious reinforcement)

34
Q

Outline the procedure for Bandura, Ross and Ross (1961) which formed the basis of SLT

A

Studied learnt aggression, 36 boys and 36 girls, 3 conditions, 1) Aggressive model - Adult hits BoBo doll, 2) Non aggressive model - Adult ignores BoBo doll and plays nicely with other toys, 3) No adult models. Each condition split into same-sex and opposite sex models. Children put into play room and observed for 20 minutes

35
Q

Outline the findings of Bandura’s original research for SLT

A

“Children exposed to aggressive role models also played aggressively, children with non-aggressive role models also played non-aggressively. Children without a role model were slightly more aggressive in their play than the non-aggressive children (e.g. Mallet Aggression is high even for the Control group (about 13 acts on average, regardless of gender), but a non-aggressive role model reduces it to 0.5 for girls, 6.7 for boys).

Gender differences: Boys imitated more physical aggression after exposure to a same-sex aggressive model than girls. Girls imitated more verbal aggression from a same sex model.
Even in the Control group, non-imitative aggression is higher for boys (24.6) than girls (6.1)”

36
Q

What conclusion was drawn from Bandura’s original research for SLT?

A

Aggressive behaviour is learnt through imitation of role models.

37
Q

As well as his original BoBo doll study, what other versions did Bandura conduct?

A

Bandura Ross and Ross (1963a) - Children saw the adults playing aggressively/non-aggressively on TV. Children saw cartoon characters playing aggressively/non-aggressively.
Bandura (1965) - Model was shown being either reinforced or punished (vicarious reinforcement).

38
Q

What conclusions was Bandura able to draw from his extra variations of the BoBo doll study?

A

The role model does not have to be physically present for imitation to occur. Imitation is more likely when the role model was same gender as the observer, but this is not essential.

39
Q

What are the strengths of Bandura’s BoBo doll study?

A

Well controlled, so high reliability and replication

40
Q

What are the weaknesses of Bandura’s BoBo doll study?

A

Low ecological validity, Hard to generalise (all children from same nursery, from same area of USA). Possible demand characteristics

41
Q

Which two approaches is Bandura trying to combine in SLT?

A

Behaviourist and Cognitive

42
Q

What are the implications of SLT?

A

Need to look carefully at role models provided for children – need for male teachers, look at the media, behaviour of those in high profile positions needs to recognise influence it can have (could link to criminal behaviour)

43
Q

What are the strengths of SLT?

A

Less reductionist than behaviourism – recognises a role for cognitive processes, Has experimental evidence, Can explain cultural differences

44
Q

What are the weaknesses of SLT?

A

Ignores biological factors (still reductionist), Basis in lab studies. Bandura’s studies may not be generalisable (small, unrepresentative samples), are low in ecological validity (very unusual situation), and may have caused demand characteristics in the participants (imitating aggression because they thought that was what they were supposed to do).

45
Q

What are the key ideas underlying the cognitive approach?

A

Behaviour results from cognitive processes e.g. perception, language, attention, memory, Inferences about processes can be made from examining resulting behaviours, Mind functions like a computer, Schemas

46
Q

What types of research methods would cognitive psychologists use?

A

Lab, field and natural experiments, Occasionally introspection, Some use of brain imaging in cog. neuroscience

47
Q

Describe the cognitive computer analogy

A

Information enters through senses, like computers use a keyboard, Signals are passed through the brain (neurons) like wires in computers, The brain acts like the central processor in a computer, encoding and storing information, Information is passed back out of the brain for action (retrieval) like output to a computer monitor

48
Q

What is a schema and what purpose does it have?

A

A schema is a model that contains all needed information about an object, action of concept, learned through experiences (3 types – role, event and self). These allow us to make mental shortcuts to process information more quickly and to prevent us being overwhelmed by incoming stimuli.

49
Q

What are the limitations of the computer analogy used in the cognitive approach?

A

Ignores role of emotion, Human memory is unreliable, computer memory is not, Humans are thought to have at least some free will, computers do not

50
Q

How do schemas change as we learn?

A

Begin with basic schema’s – sucking and grasping. New information is either assimilated (incorporated into an existing schema – if consistent with existing knowledge) or accommodated (put into a new schema/an existing schema is altered – if inconsistent with existing knowledge)

51
Q

What are the problems caused by schemas?

A

Prejudice and stereotypes can develop which then affect interpretation of new information. Can prevent learning of new information if we ignore information that we cannot fit into an already existing schema.

psychology a-level flashcards (aqa) (5 decks)

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