Approaches Flashcards
(7 cards)
Describe and evaluate the biological approach. (16)
AO1:
- To understand behaviour we must study biological processes and structures scientifically.
- Evolution (genetics have changed over generations) and natural selection (physical characteristics that enhance an individual’s survival will pass on to the next generation).
- Genotype (set of genes) and phenotype (physical display of the genotype).
- Use of twin studies: MZ and DZ.
AO3:
Strength = Real world application
- Helps to investigat neurochemical processes in the brain.
- Helps treat mental illness.
- Developing antidepressants can help those with dwepression manage their condition.
Strength = Scientific and objective methods
- Use brain scan techniques, e.g = FMRI.
- Studies neurological processes in a way that is not bias.
- Highly reliable data.
Limitation = Deterministic
- Behaviour is only governed by internal mental processes.
- However, expression of phenotype is also influenced by the environment.
- Too simplistic and ignores environmental influence.
Outline and evaluate the cognitive approach. (16)
AO1:
- Internal mental processes can, and should be, studied scientifically.
- Processes can’t be observed, make inferences based on behaviour.
- Schemas (mental framework of beliefs and expectations that influence cognitive processing, developed by experience).
- Theoretical and computer models.
AO1:
Strength = Uses scientific and objective methods.
- Highly controlled lab studies to infer cognitive processes.
- Reliable and objective data.
- Study of the mind has a credible scientific basis.
Strength = Practical applications.
- Contributes to field of AI and development of robots.
- Cognitive principles also apply to treatment of depression.
- Supports value of the approach.
Limitation = Machine reductionism.
- Use computer models and compare them to the human mind.
- Ignores influence of human emotion and motivation.
- Weakens the validity of the approach.
Outline and evaluate the Social Learning Theory. (16)
AO1:
- Learn through observation and imitation.
- Classical and operant conditioning.
- Indirect learning: observe behaviour of others (vicarious reinforcement).
- Mediational processes: ARMM.
AO3:
Strength = Real world application.
- Explain why children imitate other’s behaviour and how cultural norms are transmitted in society.
- Understand a range of behaviour.
- Increases value of approach.
Strength = Recognises importance of cognitive factors.
- Understands human are influenced by seeing other’s behaviours.
- Can make judgements from other’s behaviour.
- Increases value, recognises environmental influences.
Limitation = Uses lab studies (Bandura)
- Participants may have shown demand characteristics.
- Children were behaving in a way that they thought was expected.
- Research tells us little about how children learn behaviour in the real world.
Describe the psychodynamic approach to explaining human behaviour. Discuss strengths and limitations of this approach. (16)
AO1:
- All have an unconscious part of our brain.
- Threatening/disturbing memories are put away using defence mechanisms. (R, D, D.)
- Tripartite personality (ID: pleasure, ego: reality, superego: morality).
- Psychosexual stages.
AO3:
Strength = Real world application.
- Develop dream analysis and psychoanalysis to treat MH.
- Talking therapies, develop MH treatments.
- Increased value of approach.
Limitation = Contradicting real world application.
- Psychoanalysis can’t treat and benefit those with severe MH issues.
- E.g = Schizophrenia.
- May not benefit all individuals.
Limitation = Untestable concepts.
- Concepts are based on the unconscious which can’t be accessed.
- Case study evidence, can’t make universal claims.
- Pseudoscientific theory.
Outline the behaviourist approach. Compare this approach with the biological approach. (16)
AO1:
Behaviourism:
- Operant and classical conditioning.
- Operant: +/- reinforcement and punishment.
- Studies observable and measurable behaviour.
Biological:
- Behaviour controlled by genes and hormones.
- Behaviour can be inherited.
- Studies internal biological processes.
Similarities:
- Both deterministic and imply humans have no free will.
Differences:
- Nature (Bio) and Nurture (Behaviourism).
- Biological focuses on internal bio processes (not observable) but behaviourism focuses on behaviour you can see.
Compare the humanistic approach with the psychodynamic approach. (8)
AO1:
Humanistic:
- All people are good and determine their own behaviour (free will).
- Person-centred approach.
- Argues problems faced later in life are due to a lack of unconditional positive regard.
- Conditions of worth.
Psychodynamic:
- Suggests our mind is made up of our unconscious, threatening/disturbing memories have been repressed.
- Tripartite personality: ID, Ego, Superego.
- Behaviour controlled by unconscious.
Similarities:
- Both have real world applications.
- Have both contributed to therapy development: psychodynamic, psychoanalysis. Humanistic, client centred therapy.
Differences:
- Humanistic accounts for free will but psychodynamic says behaviour is determined by unconscious and childhood experiences.
Outline the biological approach. Compare the biological approach with the cognitive approach. (16)
AO1:
Biological:
- Behaviour controlled by genes and hormones.
- Behaviour can be inherited.
- Studies internal biological processes.
Cognitive:
- Focused on how our mental processes affect behaviour.
- Psychologists make inferences about people’s mind as these processes are ‘private’.
- Schema: mental framework of beliefs and expectations, develop through experience.
Similarities:
- Both reductionist: biological ignores environmental and social factors, cognitive is machine reductionist.
- Both scientific in their own ways.
Difference:
- Nature-nurture debate: biological takes nature side and the cognitive takes nurture side as the schemas are learnt.
