Approach Flashcards
1
Q
Describe Wundt’s role in the development of psychology (6)
A
- Wundt known as father of psy - moved from philosophical roots to controlled research
- Set up first psy lab in Liepzig, Germany
- Promoted introspection as way of studying mental processes
- Introspection - systematic analysis of own consious experience of stimulus
- Experience analysed in terms of its components parts
- Work paved way for later controlled research + study of mental processes
2
Q
1900s
A
- Early behaviourists rejected introspection
- John B Watson argued introspection was subjective - varied person to person
- Behaviourist approach: scientific psy should study what can be observed + measured
3
Q
1930s
A
- Behaviourist scientific approach dominated psy
- BF Skinner brought lang + rigour of natural sciences to psy
- Focused on learning + use of controlled lab studies
4
Q
1950s
A
- Cognitive approach used scientific procedures to study mental prcesses
- Made inferences about mental processes on basis of tests conducted in controlled lab setting
5
Q
1990s
A
- Biological approach introduced technological advances
- Recorded brain activity using scanning techniques (fMRI + EEG) + genetic research
6
Q
What are the key assumptions of the behaviourist approach?
A
- Focuses on observable + measurable behaviour
- Uses lab studies to maintain control + objectivity
- Processes that govern learning are same in all species, so animals can replace humans as experimental subjects
7
Q
Define classical conditioning
A
Learning through association
8
Q
Define operant conditioning
A
Form of learning in which behaviour is shaped + maintained by its consequences
9
Q
Describe the research used to study classical conditioning
A
- Pavlov - conditioned dogs to salivate when bell rings
- Before: US (food) → UR (salivate) , NS (bell) → no response
- During: NS + US → UR
- After: CS (bell) → CR
- Showed how NS can elicit new learned response through association
10
Q
Describe the research used to study operant conditioning
A
- Skinner - rats + pigeons in specially designed boxes
- When rat activated lever, rewarded w/ pellet
- Desirable consequence led to behaviour being repeated
- If pressing lever meant avoiding electric shock, behaviour also repeated
11
Q
Define negative reinforcement
A
Producing a behaviour that avoids something unpleasant
12
Q
Define punishment
A
Unpleasant consequence of behaviour
13
Q
What are the 3 types of consequences of behaviour?
A
- +ve reinforcement - inc likelihood of behaviour being repeated
- -ve reinforcement - inc likelihood of behaviour being repeated
- Punishment - dec
14
Q
Define positive reinforcement
A
Recieving a reward when behaviour is performed
15
Q
Evaluate Behaviourism
A
(+) Gave psy scientific credibility - careful measurment of observable behaviour w/in controlled lab setting
(+) Real life application - token economy reward appropriate behaviour + exchanged for privileges - prisons
(-) Env determinist - sees behaviour as determined by past exp that have been conditioned + ignores free will
(-) Animal research has ethical issues - Skinner, animals exposed to stressful situation so affected behaviour
16
Q
What are the key assumptions of the social learning theory?
A
- Agree w/ behaviourist
- However people also learn through observation + imitation w/i social context
- Learning occurs directly + indirectly
17
Q
Define vicarious reinforcement
A
- Reinforcement not directly experienced but occurs through observing someone else being reinforced for behaviour
- Behaviour seen to be rewarded is much likely to be copied than behaviour thats punished
18
Q
What are the 4 mediational (cognitive) processes in learning?
A
- Attention
- Retention
- Motor reproduction
- Motivation
19
Q
When is imitation of a behaviour most likely to occur?
A
- Identify w/ role model - identification
- Role model: similar to observer
20
Q
Outline the procedure to Bandura’s study
A
- Children watched either:
- Adult behaving aggressive
- Adult not aggressive
- When given doll, children who saw aggression were aggressive
- Children saw adult who was:
- Rewarded
- Punished
- No consequence
- Aggression: 1, 3 + 2
21
Q
Conclude Bandura’s research
A
- Children most likely to imitate violence if observed in adult role model
- Modelling aggressive behaviour is more likely if behaviour is rewarded
22
Q
Define modelling
A
- Observer’s perspective: imitating behaviour of role model
- Role model perspective: demonstrating behaviour that may be imitated
23
Q
Evaluate the social learning theory
A
(+) Supporting evidence - Bandura demonstrates role of identification + vicarious reinforcement
(+) Can explain cultural diff - accounts for how others learn from individuals + media, explaining how cultural norms are passed
(-) Over reliance on lab studies - children responding to demand characteristics
(-) Underestimates bio factors - boys more aggressive than girls despite conditions, more testosterone
24
Q
What are the key assumptions of the cognitive approach?
A
- Contrasts behaviourist - argues mental processes should be studied
- Mental processes: private + can’t observe so studied indirectly by making inferences
25
Define inference
Process whereby cognitive psychologists **draw conclusions** about the way **mental processes operate** on **basis** of **observed behaviour**
26
Give an example of a theoretical model when describing + explaining mental processes
* **Info processing approach**
* Suggests **info flows** through **seq** of **stages**, includes: **input**, **storage** + **retrieval**
* eg. **MSM**
27
Give the use of computer models when describing + explaining mental processes
* Computer models refer to **programmes** that can **run** on **computer** to **imitate human mind**
* By running programme, psychologists can **test** whether **ideas** about **info processing** are correct
28
Describe the role of the schema
* **Mental framework** of **beliefs** + **expectations** that **influence cognitive processing**, **develop** from **experience**
* **Bb** born w/ **simple motor schema** for **innate behaviour**
29
Define cognitive neuroscience
**Scientific study** of **influence** of the **brain structure** on **mental processes**
30
Describe the use of cognitive neuroscience
* **Brain scanning**, scientist are able to **describe neurological basis** of **mental processing**, eg. memory: **episodic** + **semantic** linked to **opposite sides** of **prefrontal cortex**
* Also useful in **establishing neurological basis** of **disorders**
31
Evaluate the cognitive approach
**(+) Uses scientific + objective method** - scientific **credibility**
**(+) Real life application** - can explain **faulty thinking processes** can cause **depression** + **developed CBT**
**(-) Too reductionist** - similarities btw human mind + computer but **ignores human motivation** + influence on **cognition** - mind **more complex**
**(-) Lacks external validity** - **inferences** require degree of **subjectivity** about **abstract concept** + **experiments** use **artifical tasks**
32
What are the key assumptions of the biological approach?
* To understand **human behaviour** must look at **bio structures** + **processes** w/i body: **genes**, **neurochem** + **NS**
* **Mind lives in brain** - **thoughts**, **feelings** + **behaviour** have **physical basis**, contrasts cognitive : mind seperate from brain
33
Which studies are used to investigate the genetic basis of behaviour?
* **Twin** studies, **comparing concordance rates**
* **High rates** among **MZ** than **DZ** is **evidence** of **genetic basis**
34
Define genotype
**Full set** of **genes** person possesses
35
Define phenotype
**Characteristics** of **individual** determined by both **genes** + **env** - suggests **human behaviour** depends on **interaction** of **nature** + **nurture**
36
Which theory is used to explain many aspects of behaviour?
**Natural selection**
37
Evaluate the biological approach
**(+) Uses scientific methods** - experimental methods: **highly controlled**
**(+) Real life application** - **understanding biochem** processes has led to **drug development**
**(-) Causation correlation** - explains **cause** of **mental illness** through **imbalance** of **NT**, **conclusion reached** bc drugs that **inc NT reduces symptoms**
**(-) Reductionist** - bio exp of **depression** suggests its caused by **low serotonin**, **ignores other factors**
38
What does Freud suggest the mind is made up of?
* **Conscious** - what we are **aware** of
* **Pre-conscious** - thoughts we become **aware** of through **dreams** + **slips of tongue**
* **Unconscious** - **vast storehouse** of **bio drives** + **instincts** that **influence** our **behaviour**
39
What does the tripartive structure of personality include?
* **Id**
* **Ego**
* **Superego**
40
Define Id
**Primative** part of personality, operates on **pleasure principle**, demands **instant gratification**
41
Define ego
Works on **reality principle** + **mediator** btw id + superego
42
Define superego
Internalised sense of **right** + **wrong**, based on **morality principle**, **punishes** **ego** through **guilt**
43
Define the psychosexual stages
**5 developmental stages** that children pass through. Each stage theres a **diff conflict**, **outcome determines future development**
44
Oral
* **0-1 years**
* **Mouth**, mother's breast is object of desire
* Consequence: **smoking**, **biting**, **sarcastic**
45
Anal
* **1-3 years**
* **Anus**, gains pleasure holding + eliminating faeces
* Consequence:
1. **Retentive** - **perfectionist**
2. **Expulsive** - **messy**
46
Phallic
* **3-5 years**
* **Genital** focus
* Consquence: **narcissistic**, **reckless**
47
Latency
Earlier **conflicts** are **repressed**
48
Genital
* **Puberty**
* **Sexual desire** become **conscious**
49
Explain oedipus complex
* **Phallic stage**
* **Boys** develop **incestuous** feelings towards **mother** + **hatred** for **father**, **repress feelings** + **identify** w/ father on **gender roles** + **moral values**
* Girls: **penis envy** (**electra complex**)
50
What are the defense mechanisms used by the ego to reduce anxiety?
* **Repression** - **forcing distressing memory out conscious mind**
* **Denial** - **refusing** to acknowledge **reality**
* **Displacement** - **transferring** feelings from **true source** to **substitute target**
51
Evaluate the psychodynamic approach
**(+) Explanatory power** - dominant force in psy **1st half** of **20th century**, **applied** to many areas: **personality**
**(+) Real life application** - development of **psychoanalysis**, access unconscious using **hypnosis** + **dream analysis**
**(-) Can't be falsified** - **id** + **oedipus complex** are in **unconscious** so can't be tested - **pseudoscience**
**(-) Pyschic determinism** - explains behaviour as determined by **unconscious conflict** rooted in **childhood** - **no free will**
52
What are the key assumptions of the humanistic approach?
* **Rejects** attempt to **establish scientific principles** of human **behaviour**
* All **unique** + psy should concern itself w/ study of **subjective experience** than general laws - **person centred approach**
* **Self-actualisation**: all want to reach **full potential**
53
Explain Maslow's hierarchy of needs
* Humans have **innate tendency** to **achieve full potential**
* To do this, must meet all levels of **deficiency needs**: **physiological needs, safety + security needs, love + belongingness + self-esteem**
* **Personal growth**: **developing** + **changing** as person become **fulfilled**, **satisfied** + **goal orientated**
54
What is Roger's concept of congruence?
* **Personal growth** achieved when **self** is **congruent** w/ **ideal self**
* **Gap too big** = **incongruence** + **self actualisation isn't possible**
55
Where is incongruence rooted?
* **Childhood**
* **Parents love** is **limited** - **conditions of worth**
56
What does a client centred therapy involve?
* **Genuiness**, **empathy** + **unconditional +ve regard**
* Aim: **inc** feelings of **self worth** + **reduce incongruence** btw **self** + **ideal self**
57
Evaluate the humanistic approach
**(+) Anti reductionist** - **advocates holism** - **subjective** **exp** can only be **understood** by **considering whole person**
**(+) Promotes +ve image of human condition** - **Freud** saw humans: **slaves of past**, offers **optimistic alt**
**(-) Limited application in real world** - **lacks sound evidence**, loose set of **abstract concepts**
**(-) Western culture bias** - **personal growth** seen as **selfish** in **collectivist**
58
Nature vs Nurture
* **B**: **NU** - **blank slate**
* **SLT**: **NU** - blank slate
* **C**: **half** - acknowledges **innate processes** but **env influence schema**
* **B**: **NA**
* **P**: **half** - **innate drive** but **parents** behaviour **affect** children
* **H**: **doesn't believe debate** is **valid** however **innate drive** to **self actualise**, **aided** by **env**
59
Reductionist vs Holism
* **B**: **env red** - simplifies to **stimulus-response**
* **SLT**: **red** - simplifies to **imitation** but **acknowledges cognitive factors**
* **C**: **mach red** - human **behaviour = computer**
* **B**: **bio red** - **genetics**
* **P**: **holism** - **many elements** needed to explain behaviour eg. **parents** + **personality**
* **H**: **holism**
60
Determinism vs Free will
* **B**: **env det** - influenced by **external forces**
* **SLT**: **reciprocal det** - **level** of **choice** can + **can influence env**
* **C**: **soft det** - **element** of **choice**
* **B**: **bio de**t - genes, **DNA influence behaviour**
* **P**: **psychic det** - **unconscious mind** determines behaviour
* **H**: **free will** - **choice** over decision
61
Idiographic vs Nomothetic
* **B, SLT, C, B**: **Nom** - seeks to **establish laws**
* **P**: **both** - idio bc uses **case studies**, nom bc **applies** to **larger group**
* **H**: **idio** - **subjective experience** for each individual
