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Psychology > Issues and Debates > Flashcards

Issues and Debates Flashcards

1
Q

in animal research guide lines how should animals be cared for

A
  • animals must be housed when they are not being studied
  • animals must have companions if appropriate to their species
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2
Q

how do animal ethics guidelines minimise impact on animals

A
  • should should use the minimum amount of animals that is required
  • when possible alternatives must be used such as videos rather than live animals
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3
Q

Ethical issues in research - Social

A

-obedience research carries the risk of causing psychological harm
- however, issues of ethics were essential for the results
- social psych in the 50s and 60s would be considered wrong, for example lack of right to withdraw

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4
Q

Ethical issues in research - Cognitive

A
  • brain damage patients concern for protecting right to privacy and memory of consent
  • cognitive psych rarely goes against BPS Guidelines
  • use of filed experiments causes difficulty in gaining informed consent
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5
Q

Ethical issues in research - Biological

A
  • as tech has improved, access to models of brains an animals are more accessible
  • can be argued that Pps leave a study with more knowledge that might change the way they think of themselves
  • invasive surgeries on animals
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6
Q

Ethical issues in research - Learning

A
  • skinner used food deprivation to encourage animals to do tasks
  • pavlova dogs were immobilised which could lead to excessive stress
  • OP can lead to learned behaviours that can change someone
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7
Q

Ethical Issues in research - Clinical

A
  • in new drug treatments, Pps may be subjected to side effects
  • Sz patients are vulnerable and should be cared for to not cause unnecessary harm
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8
Q

Ethical issues in research - Sherif

A
  • children were not allowed to call home causing stress
  • prizes of pocket knives were given to adolescents (unnessecary risk)
  • parents were not informed of the study
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9
Q

Ethical Issues in research - Baddeley

A
  • Baddeley used necessary deception to avoid demand characteristics (they did not know the full aims), which would have affected informed consent. - - he did gain their consent to take part.
  • overall highly ethical
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10
Q

Ethical issues in research - Raine et al

A
  • the murderers were taken off their meds 2 weeks prior which could reduce QOL
  • they were injected with a radioactive substance which can cause harm
  • all Pps provided consent to take part in the study
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11
Q

Ethical issues in research - Watson and Rayner

A
  • the mother withdrew Albert showing that alberts was subjugated to high levels of stress
  • Little Albert was unable to give his consent and didnt know what was happening
  • Researchers did not know how long effects would last
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12
Q

Ethical issues in research - Rosenhan

A
  • Pseudo patients had no way out of the hospital which could be stressful
  • The patients were subjected to harsh treatment from the staff and witnessed abuse
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13
Q

Practical issues - Social

A
  • Burger, had a standardised procedure which was controlled which lead to similar results
  • Milgram, lacked generalisability
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14
Q

Practical issues - Cognitive

A
  • case studies can not be generalised to the population
  • Bartletts war of the Ghost cannot be replicated as Pps were retested at random times
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15
Q

Practical issues - Learning

A
  • Pavlovs Dogs have both low generalisability and ecological validity
  • Bandura has standardised procedure
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16
Q

Practical issues - Biological

A
  • Leve et al, had high generalisability as he used 360 families
  • Brendgen had ecological validity and inter rater reliability
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17
Q

Practical issues - Clinical

A
  • Goldstein, longitudinal study
  • Williams et al had set procedure
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18
Q

For practical issues what do you use to evaluate?

A

G
R
A
V
E

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19
Q

What is reductionism?

A

breaking something down into parts to study. then the findings from the ‘parts’ are put together.

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20
Q

What is Holism?

A

when something is studied as a whole

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21
Q

Reductionism - Social

A
  • Latane in social impact theory reduces obedience to an equation and ignores interactions and other individuals
  • Milgram reduces obedience to authority
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22
Q

Reductionism - Cognitive

A
  • studying memory in the Lab is not the same as in real life, it ignores the environment
  • the WMM divides the STM into slave systems without recognising the connections. this can be also be said about the MSMM
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23
Q

Reductionism - Learning

A
  • Skinner explains behaviour as an outcome of previous behaviour
  • Operant conditioning explains learned behaviour as a result of stimulus - response connection
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24
Q

Reductionism - Biological

A
  • focusing on aggression when studying the brain means reducing behaviour to individual structures
  • there are cultures that show higher levels of aggression which suggests SLT
  • animal studies reduce what is being studied to a small peice of brain function
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25
Q

Reductionism - Clinical

A
  • Simplifies a complex behaviour by purely focusing on biological factors
  • the dopamine explanation over focuses on the biological explanation
  • Family therapy is a good treatment plan as it considers multiple components
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26
Q

Reductionism - Sherif et al

A
  • didn’t look at factors that could affect prejudice such as culture
  • only looked at competition as instilling prejudice
  • simplified aggression to verbal and physical
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27
Q

Reductionism - Baddeley

A
  • there is more to memory than recall, for example the emotional meaning to words and memory
  • was a lab study so did not account for environment
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28
Q

Reductionism - Raine et al

A
  • Ignored environmental factors such as SLT
  • Jim Fallon said trauma and trigger is needed
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29
Q

Reductionism - Watson and Rayner

A
  • only looked as CC as a way to induce a phobia
  • only looked at a simple specific phobia not complex
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30
Q

Reductionism - Rosenhan

A
  • Symptoms of Sz was simplified to three words
  • objective data was used more than subjective experience
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31
Q

Psych as a science - Social

A
  • the intention for social psych was to become more scientific by using experiments
  • milligram controlled variables to carefully manipulate
  • however social psych cannot be said to be generalisable to the real world
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32
Q

Psych as a science - Cognitive

A
  • is the most scientific perspective as it uses Lab contours and scientific methods
  • Bartletts study lacked controls and standardisation
  • Central Executive has limited Experimental support as it is so vague
33
Q

Psych as a science - Learning

A
  • conditioning theories use experimental controls to isolate the IV and the DV.
  • A lot of animals studies used recoding the validity of Learning
34
Q

Psych as a science - Biological

A
  • brain scanning is an objective way of measuring brain activity
  • environment can be carefully controlled so extraneous variables can be removed
35
Q

Psych as a science - Clinical

A
  • evidence for explanations can come from testing such as gene testing
  • clinical psych as developed through brain scanning
  • many lab experiments done to increase credibility
36
Q

Psych as a science - Sherif et al

A
  • controlled variables as the groups were matched for sporting ability and IQ
  • no replicable as field experiment
  • Pps not generalisable
37
Q

Psych as a science - Baddeley

A
  • has internal validity
  • data was objective
  • lab procedure and it had standardised procedure
38
Q

Psych as a science - Raine et al

A
  • PET scans are objective
  • used matched pairs so controlled variables
  • lab so controlled but lacked ecological validity
39
Q

Psych as a science - Watson and Rayner

A
  • not generalisable
  • the study was filmed which increased reliability
  • lacks ecological and task validity
40
Q

Psych as a science - Rosenhan

A
  • American sample so lacks generalisability
  • cannot be replicated as a field study
  • subjective as results came from notes from the pseudo patients
41
Q

Development over time - Social

A
  • social psych has changed over time due to historical events such as the holocaust
  • in 1920s race theories were made to legitimise inequalities
  • 1960s research into prejudice became focused on group dynamic
42
Q

Development over time - Cognitive

A
  • MSM was the first model
  • MSM was basic so the WM was made
  • Episodic buffer was added later on
  • Baddeley used evidence from scans and case studies to add to his model
43
Q

Development over time - Learning

A
  • much of the knowledge has stayed the same but how it is used has altered.
    -treatments have changed from flooding to SD
44
Q

Development over time - Biological

A
  • brain scanning has developed over time (from MRI to fMRI)
  • early treatments for psychological conditions have changed and now are only carried out in emergencies
45
Q

Development over time - Clinical

A
  • 1st edition of the DSM was published over 60 years ago and there has been 4 more versions since
  • new editions have incorporated culture
  • development of treatments from typical drugs to a typical
46
Q

Development over time - Sherif et al

A
  • Sherifs study lead to RCT
  • which was then implemented in society to help relieve prejudice through super ordinate goals. for example, team work between gangs
47
Q

Development over time - Baddeley

A
  • found differences in the way STM and LTM encoded
  • as Baddeley did more experiments he added to his model
  • Baddeley used brain scanning and case studies to develop his work
48
Q

Development over time - Raine et al

A
  • recent development in brain scanning has allowed Raine to PET scans to measure brain activity
  • lab with highly controlled procedure show that research methods have not changed over time and are still highly effective
49
Q

Development over time - Watson and Rayner

A
  • Showed how phobias developed over time with continuous pairing of the loud bang with the white rat.
  • This led to the development of a huge body of research in Behaviourism, e.g. Skinner who investigated the role of operant conditioning.
  • It also led to the development of treatments, for example aversion therapy and then systematic desensitisation, based on the principles of classical conditioning.
50
Q

Development over time - Rosenhan

A
  • lead to changes of the DSM which keep getting improved to keep up with conditions.
  • ## reduces abuse of power by staff by implementing CCTV
51
Q

Explaining behaviour - Social

A
  • Milgram showed how authority figures can cause obedience, however its describes instead of explaining how
  • Latane shows what causes obedience, however in over simplifies human behaviour
  • robbers cave supports RCT however competition is sufficient may not be needed
52
Q

Explaining behaviour - Cognitive

A
  • case studies such as HM show the effect go brain damage however not generalisable
  • War of Ghosts support r3constrictive memory however not a controlled study
53
Q

Explaining behaviour - Learning

A
  • classical conditioning explains how phobias can be acquired, however use of animal studies. same with Skinner and Op Con
  • social learning theory shows imitation behaviour by models and Bandura supports
54
Q

Explaining behaviour - Biological

A
  • Dabbs showed how Hormones affect aggression
  • Darwin shoed how evolution affects behaviour however dare ins theory was not falsified
55
Q

Explaining behaviour - Clinical

A
  • Social causation theory suggest sits the environment, this is supported by Vassos
  • Tenn using Amphetamines showed how high levels of D affect behaviour and conditions
  • Beck and ellis is a symptom not a cause
56
Q

Explaining behaviour - Sherif

A
  • study suggests that prejudice has a natural basis and emerges spontaneously in the presence of competition emphasising the innate nature of prejudice
  • social psych is based on nurture where we are influenced by groups, so become prejudice towards others.
57
Q

Explaining behaviour - Baddeley

A
  • the ability to encode acoustically and semantically is determined by nature
  • stimulating memory allows maintenance rehearsal
  • memory is something we are hardwired with
58
Q

Explaining behaviour - Raine et al

A
  • his study suggests that nature is the cause of violent tendencies
  • however, Jim Fallon states we also have to have a traumatic childhood and a trigger
59
Q

Explaining behaviour - Watson and Rayner

A
  • Albert was chosen as he did not have an initial reaction to the rat. this suggests that there is a cause and effect between associations.
  • however, Albert was chosen for his resilient personality, so this could have an effect on conditioning
60
Q

Explaining behaviour - Rosenhan

A
  • Diagnosis all have the same symptoms so this suggests a biological basis for Sz
  • when Pps were diagnosed it was hard to be perceived otherwise, e.g. diary was abnormal. this shows a stigma which is nurture.
61
Q

Cultural and Gender issues - Social

A
  • social theories explain behaviour as due to social circumstances which are not affected by gender.
  • Milgrams studies focused on men, making his research androcentric
62
Q

what is Androcentrism

A

male entered, behaviour is judged on male standards

63
Q

what is ethnocentrism

A

Judging other cultures by the standards and values of ones own culture

64
Q

what is etic and emic

A

etic is when someone investigates a culture from an outside perspective
Emic is investigating cultural uniqueness ideally from an internal perspective

65
Q

Cultural and Gender issues - Cognitive

A
  • Sebastian and Hernandez Gil found difference in digit span between cultures
  • memory is not affected by culture, it does not rely on schemas
  • gender difference in memory of facial emotions
66
Q

Cultural and Gender issues - Learning

A
  • Learning theories are based on Nurture rather than nature, so different cultures will have different experiences.
  • male and females are treated differently based on gender stereotypes
67
Q

Cultural and Gender issues - Biological

A
  • Hormonal differences between men and women
  • evolution, males are more likely to be aggressive.
  • little difference in culture as it looks at genetics
68
Q

Cultural and Gender issues - Clinical

A
  • definition of abnormal behaviour differs depending on culture
  • DSM has changed to account for cultural differences
  • women are usually diagnosed later or misdiagnosed
69
Q

Cultural and Gender issues - Sherif

A
  • 22 white boys, so behaviour can only explain boys behaviour, androcentric
  • collectivist cultures value sharing and have lower levels of prejudice.
70
Q

Cultural and Gender issues - baddeley

A
  • both men and women can be applied to this study
  • has Cultural bias as was done in America
71
Q

Cultural and Gender issues - Raine et al

A
  • done in the Uni of Cali so is culturally restrictive
  • sample only had two women, so has Beta bias
  • Brain structure does not differ greatly between culture or gender
72
Q

Cultural and Gender issues - Watson and Rayner

A
  • one white male was delibaralty chosen for his resilience
  • however, CC is believed to be based on innate fear responses.
73
Q

Cultural and Gender issues - Rosenhan

A
  • cultural bias as was only done in the states.
  • no gender bias as 5 men and 3 women were used
  • DSM is based on western Symptoms
74
Q

Nature Nurture - Social

A
  • social psyche is predominantly nurture as it looks at the influence of groups
  • milligram was showing how obedience was a consequence of situation
  • personality from birth affects obedience, however some such as authoritarians is nurture
75
Q

Nature Nurture - Cognitive

A
  • Cognitive approach assumes that we are born with a hardwire to perform certain functions
  • experience changes the way we remember (schema)
    -case studies show how memory can change through situation
76
Q

Nature Nurture - Learning

A
  • Skinners work reduces work down to Nurture, learning through reward and punishment
  • Gender roles are learnt rather than biological
  • learning theories disregard mental processes when learning
77
Q

Nature Nurture - Biological

A
  • Freud acknowledges the role of external factors
  • genes program behaviours e.g. MAOA
  • Bergen, genetic for physical aggression
78
Q

Nature Nurture - Clinical

A
  • genetic predisposition for Sz
  • Diathesis stress model shows interaction between the two.
  • Ellis and Beck show how it is the environment
79
Q

Nature Nurture - Sherif

A
  • ## prejudice emerges spontaneously through competition showing it is not innate rather a group influence

Psychology (22 decks)

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